INCLUSION

Inclusion means inclusion of children with

diverse abilities in all aspects of schooling
that other children are able to access and
enjoy.
INCLUSIVE EDUCATION

Inclusive Education is a new approach towards

educating the children with disability and learning
difficulties with that of normal ones with in the
same roof.
ACT

The District Education Programme 1985

The National Policy on Education 1986
The Project Integrated Education for the Disabled 1987
The Persons with Disabilities Act 1995
The Integrated Education for Disabled 1974
The Sarva Shiksha Abhiyan 2000
Making all schools disabled friendly by2020 (2005)
CHARACTERISTICS OF INCLUSIVE
EDUCATION

Schools can welcome all kinds of children

No segregation of students with respect to ability
Teacher can acquire additional teaching skills to teach normal
as well as challenged learners of all types
Schools have sufficient devices and equipment to teach
challenged learners
 Teachers decide different types of objectives according to the learners
Teachers gave personal attention to the learners
Schools help for skill development
Normal and challenged learners will interact with each other
All students in the class can take part in the activities and problem
solving develops in them.
PRINCIPLES OF INCLUSIVE
EDUCATION

No discrimination with students

Equal educational opportunity to all
School adapt to the need of students
Equal educational benefits for all students
The students views are listened to and taken seriously
Individual differences between students are a source of richness
and diversity, and not a problem
PRACTICE OF INCLUSIVE EDUCATION
THE PRACTICE OF DEVELOPING INCLUSIVE SCHOOLS
INVOLVES

Understanding inclusion as a continuing process not a

one time event.
Strengthening and sustaining the participation of al
students , teachers, parents and community members in
the work of the school.
 Restructuring the culture, policies and practices in schools to
respond to the diversity of pupils within their locality
Providing an accessible curriculum and appropriate training
programmes .
Identifying and providing support for staff as well as students
NEED AND IMPORTANCE

To fulfil the constitutional responsibilities

To enable children to stay with their families
For the development of healthy citizenship
For achieving the universalization
Developing feeling of self respect
For the use of modern technology
For social equality
Self reliant
AIMS AND OBJECTIVES
Education for all
Protection of rights
Identification of skills
Development of social consciousness
To prepare for new challenges
Development of brotherhood
To improve quality of education
PROBLEMS FACED BY STUDENTS

Inferiority complex
Lack of understanding
Adjustment problem
Isolated and segregated
Lag behind
 Feeling of extra burden
Insecurity
Lack of expression
Introvert nature
Negative approach
shyness
ROLE OF TEACHER

Interaction with family

To be able to solve their problem
To develop new teaching strategies
To be able to develop self-confidence
 To be able to provide special facilities
To be able to look after their personal needs
To be able to recognize their hidden talents
To inculcate positive attitude in the able -bodies
children
SPECIFIC KNOWLEDGE
UNDERSTANDING AND SKILL
Knowledge of:
REQUISITES
informal screening procedures
Knowledge of the procedures to facilitate peer-acceptance.
Knowledge about resource requirements and support services available.
Knowledge of behaviour management techniques and skill to carry out behaviour
modification appropriately.
For effective communication functional knowledge and understanding of specific
language skills and techniques such as Braille, Sign language etc.
Understanding of:
The complexities of inclusive classroom teaching.
The legal issues involved in education of children with disabilities.
Different types of disabilities and their characteristics.
The problems of children with disabilities which are different from other
children.
Educational strategies and psychological aspects of disability.
Techniques and methods to enhance their learning such as peer-
tutoring, grouping,
Ability to prepare class for inclusion and acceptance of CWD.
Understanding of curriculum.
Skills and abilities to:

Assess the needs of students and to set the goals.

Collaborate for meeting the needs of all children within the
normal regular classroom.
Chaining, programmed learning etc.; and ways to make
them more effective to fulfill the needs of an inclusive
classroom situation.
Evaluate learning of the children with disabilities.
Manage learning environment.
Teach fundamental and social skills (particularly for primary level
teachers).
carry out individualized teaching.
Classroom management skills
Establish effective parent-teacher relationship.
Take initiative for technological adaptations and usage
TEACHING STRATEGIES FOR
INCLUSIVE EDUCATION

Co-operative learning
Peer tutoring
Multisensory teaching
Teaching with the help of technology
DESIGN OF CLASSROOM

Size of class
Teaching aids
Restriction of time
Arrangement of light
Attention to physical needs
Special attention to disabled children
REFORMS IN CURRICULUM
Use of teaching aids
Simple curriculum
Adequate facilities
Participation in games
Co-operative curriculum
Providing reading material
Participation in co curricular activities
Multilevel and flexible curriculum
ROLE OF TECHNOLOGY
Helps in designing learning materials
Helps in curriculum designing
Assistive technology
Multisensory effect
They can use technology
Helps to learn in advance
Helps to develop skills
Software can be used for supplementing curriculum
BARRIERS IN INCLUSIVE EDUCATION
Negative approach
Lack of physical facilities
Lack of funds
Lack of trained teachers
Social discrimination
Emotional problems
Educational problems
STRATEGIES TO IMPROVE INCLUSIVE
EDUCATION
Mainstreaming
Encourage students
Improve textbooks
Special training to teachers
Special care of special children
Improve methods of teaching
Provision of required resources