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56 DR Ravindra Kumar Gupta PDF
56 DR Ravindra Kumar Gupta PDF
Instruction in schools and in the community • Should work as team with parents and special educators.
Students are active participants and learn from each other • Keep a record of the child’s achievements and failures.
ZERO exclusion
Fear of the Parents
Why Inclusion? • Parents think their children with disability may not gain
“Separateness in education can generate a feeling of inferiority effectively in the inclusive setting.
as to [children’s] status in the community that may affect their • Parents fear that their children will be teased or harmed in
hearts and minds in a way unlikely ever to be undone. This sense the inclusive setting.
of inferiority ... affects the motivation of a child to learn...and has
a tendency to retard ... educational and mental development“ Continuum Of Inclusive Education
Disability is a natural part of the human experience and in no way • Full time placement in regular classroom.
diminishes the right of individuals to participate in or contribute to • Full time placement in the regular classroom with special
society. Improving educational results for children with disabilities education consultations.
is an essential element of our national policy of ensuring equality of • Full time placement in regular classroom with provision of
opportunity, full participation, independent living, and economic itinerant educator.
self-sufficiency for individuals with disabilities. • Full time placement in regular classroom with a resource
room and resource teacher.
Inclusion Must Be In These Three Ways • Education in special class in general schools.
Academic , Social , Environment
Learning with each other – disable students can learn a lot with Instructional Strategies and Compensatory Support
each other & with normal students. Devices
Pedagogy and Training – Putting Inclusive Principles in [3] Chatterjee, G. (2003): The movement for inclusive education,
Teacher Training India Together. Available on www.indiatogether.org
• Pedagogy and training especially of the regular teachers are [4] Dash, N. (2006): Inclusive Education Why Does it Matter?
imperative for Inclusive Education to happen. This has to be Edutracks, Vol.5 No. 11, July 2006. PP. 5 – 10
with a resource support team from the special education to [5] Ainscow, M. 1999. Understanding the development of
ensure retention of children in schools. NGO’s and special inclusive schools, London: Falmer Press
schools could play an important role as Resource Support [6] NCF (2005): National Curriculum Framework, NCERT, New
Teams. Delhi, PP.79
• The Teacher Training Courses at all levels also need to
emphasize the study of disability and not let it be treated as
an optional subject. The Principles of Inclusive Education
need to be put into all training.
• Pedagogy and training especially of the regular teachers are
imperative for Inclusive Education to happen. This has to be
with a resource support team from the special education to
ensure retention of children in schools. NGO’s and special
schools could play an important role as Resource Support
Teams
• The Teacher Training Courses at all levels also need to
emphasize the study of disability and not let it be treated as
an optional subject. The Principles of Inclusive Education
need to be put into all training.
References
[1] Annual Report 2006-07: Department of School Education
& Literacy Department of Higher Education, Ministry of
Human Resource Development, Government of India, PP.25-
27. Available on http://www.education.nic.in
[2] MHRD (2005): Action Plan for Inclusive Education of
Children and Youth with Disabilities. Available on http://
www.education.nic.in