Farook Training College Innovative Academia (FTCIA)

Online Collaborative Learning

Project (OCLP)

Farook Training College Innovative Academia (FTCIA)

Online Collaborative Learning Project (OCLP)
Project Team:
Project Head: Dr. T. Mohamed Saleem. Principal
Project Director: Dr. K. Vijayakumari. Associate Professor

Associate Directors:
1. Dr. G. Manoj Praveen. Associate Professor.
2. Dr. Niranjana. KP. Assistant Professor

Student Directors:
1. Rishad. PT. B.Ed Mathematics
2. Kabbab Beeran. B.Ed English
3. Mohamed Ansar. B.Ed Natural Science.
4. Mohammed Sadique. B.Ed Social Science.
5. Sreehari. B.Ed Malayalam
6. Rohit. B.Ed Natural Science.
B Ed. IV. Sem. EDU 12 CREATING AN INCLUSIVE SCHOOL

Unit 1
Concept and Relevance of Inclusion
Group members
1. Abhirami K V
2. Anusree K
3. Aparna. KR
4. Ashitha .T.
5. Athira. VP
6. Fathima AK
7. Fathima PK
8. Haritha. T.K
9. Jaseela K

Abhirami kv
Historical perspective of inclusive school
● In 1945 The League of Nations adopted Universal
Declaration of Human Rights.Article 26 of the Declaration
proclaims that the right of every citizen for education
regardless of gender,race,colour and religion.This is
enshrined in the Constitution of all independent nations.
● In almost every country some are deliberately pushed out
of the school system because schools are not sensitive
to their learning styles and background.
● In a gesture of sympathy some children are sorted out into categories
and placed in separate schools,away from their peers.This has led to
development of two separate systems of education with in countries
ie,regular and special education.
● In recent years these two parallel systems of education has been
questioned and foundation of special education began to crumple.
● Current thinking and knowledge demands that the responsibility for all
learners should remain with the regular classroom teacher.
● I'm 1990 world Declaration on Education for All: Meeting Basic
Learning Need,states that basic education should be provided to all
children and consistent measures must be taken to reduce disparities.

● At the Jomtien Conference,there is greater recognition that special needs

agenda should be viewed as a significant part of the drive for Education for All.
● Thus the concept of integration should be replaced by a move towards
inclusive schooling/education.
● Integration means additional arrangements will be made to accommodate
pupils with disabilities with in regular system of schooling.
● Inclusive Education aims to restructure schools in order to respond to
learning needs of all children.
● Inclusive schooling recognises that special learning need arise from
social,psychological,economic,linguistic,cultural as well as physical
factors,hence use of the term “children with special needs” rather than
“children with disabilities”.
 Institutionalisation of Persons with Disability
People with disabilities,mainly those with physical and intellectual
impairments as well as mentally ill persons were placed in hospitals for
custodial vare and treatment.This was the period of institutionalisation.

Special schools began to emerge in the 15 th century ,starting those with

sensory impairments. other disability groups were considered for special
schools when public schooling were expanded.The emphasis on early
special schools was on vocational skills.Their curriculum was different.

Institutionalisation removed PWDs from cultural norms of the society to

which they rightly belonged.This led to the concept of normalisation,first
developed in Scandinavian Countries especially Denmark and Sweden.

● In education,normalisation means making maximum use of the

regular school system with a minimum resort to separate
facilities.
● The normalization principle means making available to all people
with disabilities patterns of life and conditions of everyday living
which are as close as possible to the regular circumstances and
ways of life or society. Normalization is a rigorous theory of
human services that can be applied to disability services.
Anusree
Concept of inclusive schools

● Inclusive schooling movement

○ Regular education initiative movement (REI)
■ For merging special and general education
■ Integration of all resources
■ Australia and new Zealand left the debate for REI but emphasised on parental choice
○ The association for persons with severe handicaps (TASH)
■ promoted the rights and well-being of people with severe intellectual disability
■ Promoted one education system
■ Restructuring of school to accommodate all learners
○ In 1980 UNESCO carried out a survey on teacher education in 14 countries
■ Teachers were willing to take on the responsibility for special needs children
■ But needed training in special needs
■ UNESCO set up a project led by professor Mel Ainscow to develop materials and teaching
strategies

● Regional work shops were held for Africa, Asia, Europe,

Middle East,Latin America, North America
● Outcome of the project team
○ Teachers resource pack, special needs classroom two videos, inclusive
schools and training video
○ These materials were highly beneficial in improving school practices , giving
skills and confidence to regular classroom teachers
● 1994 world conference at Salamanca
○ Promoted elimination of exclusive practices for children to young people with
special needs arising from social, economic, psychological, and physical
condition
 Aparna KR

Understanding the difference: Inclusive, integrated and segregated

education.

1.INCLUSION
Definition: UNESCO views inclusion as “ a dynamic approach of responding
positively to pupil diversity and of seeing individual differences not as a
problems, but as a opportunities for enriching learning.

Inclusive education can be defined as the process of increasing the

participation of students in the culture, curricula, and communication of local
mainstream school.

● It includes all the students who are away from the education for
any reasons like physically or mentally challenge, economically,
socially, deprived or belonging to any cast gender creed etc.
● It is more broader and wider concept than integrated education.
● For inclusive education special planning can be done in
mainstream education like special infrastructure, specially
designed classes, special curriculum.
● Children with some special needs can be made to sit in different
classes or same classes with catering their needs.
● Inclusion is about ensuring the participation of all students to the
maximum extent possible in the education system.
Advantages
● All the children away from education will be benefited from
education.
● Disable or challenge to student may get a support and help from
normal students.
● All the students excluded from schools because of some reasons
may get a chance to enjoy school life with normal students.
● Disabled or challenged students get motivated for learning.
● They may get a confidence and can learn to face problems and
challenges because of peer help.

Disadvantages
● A burden is making the students responsible for each others
learning apart from themselves.
● Once study showed that in group of mixed ability, low
achieving students become passive and don't focus on the
task.
● Depending on the individuals motivations and interest on a
particular subject that will determine how well they would
learn.
● Low achiever become puzzled because of many questions.
 2. SEGREGATION
Disabled people of all ages and/ or those learners with ‘Special
Educational Needs’ labels being placed in any form of segregated
education setting. This tends to force disabled people to lead a
seperate life.

For example: Separate special school, college or separate unit

within school/college or on separate segregated courses within
mainstream education settings.

Segregation is a separate classroom or special school

for students with special needs.

Advantages:
● The teachers are highly qualified for these children's
needs.
● Students are given more individualized attention.
● They have less pressure to be at the same pace as
normal students.
● It is cheaper to segregate classrooms.
 Disadvantages:
● It favours the elimination of disabled children.
● Foster understanding and tolerance.
● General curriculum for children with disabilities.
● To provide individualized education, addressing specific needs.
● Self-contained classroom.
● Specifically designed, staffed and resourced to provide
appropriate special education for children with additional needs.

3. INTEGRATION
Disabled people of all ages and/ or those learners with ‘Special
Educational Needs’ labels being placed in mainstream education
settings with some adaptation and resources, but on condition that the
disabled person and/ or the learner with ‘Special Educational Needs’
labels can fit in with pre-existing structures, attitudes and an unaltered
environment.

For example: The child is required to fit in to what already exists in the
school
● Integration signifies the process of interaction of disabled children
with normal children in the same educational settings.

● Integration also means ‘mainstreaming’ or ‘normalisation’. As

disabled children are treated with normal children.

Integration is a processes of placing persons with disabilities in

existing mainstream educational institutions, as long as the
former can adjust to the standardized requirements of such
institutions

SEGREGATION INTEGRATION INCLUSION

Services to persons Need of persons with Right of persons with

with disabilities. disabilities. disabilities.

Categorising persons Changing persons with Changed in school,

with disabilities. disabilities. colleges,
organisations.
Special/ different Equal treatment. Equality - each
treatment. receives support they
need to thrive and
achieve their potential.

Disability is a problem Disability is a problem Everyone has gifts to

to be fixed ( in a to be fixed . bring.
special place ).
Pictorial representation of inclusive, segregated and
integrated education.

Definition of mainstreaming and inclusion

1.Inclusion

● It is the process whereby every person ( irrespective of age,

disability, gender, religion, sexual preference or nationality) who
wishes to, can access and participate fully in all aspects of an
activity or service in the same way as any other member of the
community.
● UNESCO views inclusion as a dynamic approach of responding
positively to pupil diversity and of seeing individual difference not as
a problem, but as opportunity for enriching learning.
Four elements of inclusion
1. Inclusion is a process

It is a never ending search to find a better way of responding to diversity

It is about learning how to live with difference and learning how to learn from difference

2.Inclusion is concerned with the identification and removal of barriers

It involve the use of information from variety of source for improvement in policy and
practice

3. Inclusion is about the presence, participate and achievement of all

students

∆ Presence - It is concerned with where children are educated and how

reliably and punctually they attend.

∆ Participate - Quality of experience

∆ Achievement - The outcome of learner across curriculum

4. Inclusion involve a particular emphasis in those group of learner who

may be at risk of marginalisation, exclusion or under achievement

The group who are ‘at risk’ are monitored carefully.

2. Mainstreaming

• The term mainstreaming was first used in 1970s

• Mainstreaming is an educational method that include many

different kind of learners in the same classroom, instead of
separating students according to their learning abilities

• The purpose of mainstreaming is to give every students a

typical classroom experience

Aim of mainstreaming
To give special education students the opportunity to gain
appropriate socialisation skill and access to same education
as regular education students while still allowing them access
to resource room and special education classroom.
Athira VP
HISTORY OF SPECIAL EDUCATION POLICY AND INCLUSION IN INDIA

Initiated in late 1800s

1883 - special school for deaf in bombay

1887 - special school for blind in Amritsar

By 1900 -numerous special school for visual and hearing impaired children
across the country

1974 - scheme on Integrated Education of Disabled Children(IEDC)

Aim- educating children with mild and moderate disabilities in regular school

1986- National policy on education (NPE)

Objective - integrate physically and mentally disabled people
with the general community as equal with others

1990- Plan of action (POA)

Aim- universal enrollment by 2000for both children with and
without disabilities and CSN educated only in regular schools

Mid 1990- District Primary Education Programme (DPEP) and

it's subcomponent Integrated Education of the Disabled (IED)
Aim- universalize primary education including CSN
overall 600000 CSN have been enrolled in regular schools
under the programme

PWD Act
It is about the rights based entitlement to basic education was
clear and consistent with India's international commitments on
education of Children With Disabilities (CWD)
2001- Sarva Siksha Abhiyan (SSA)
Aim- to provide 8 years of uninterrupted good quality education to
children between the age of 6-14 years and to have all children in
school learning and completing primary and upper primary cycles by
2010

Specific feature - zero rejection policy

No children having specific needs can be neglected nor denied in
enrollment
Key provision -
i) cash grant up to 1200 rupees for CSN per year
ii) district plan for CSN that will be formulated with prescribed norms
iii)the involvement of key resource institution to be encouraged

2005- National Action Plan for Inclusion in Education of Children and

Youth with disabilities
It provide major impetus to improve educational outcomes of CWD

Main objectives
● Ensure that ni child denied admission in main
stream education
● Ensure that every child would have the right to
access an anganwadi and school
● No child would be turned back on the ground of
disability
● Facilitate access of girls with disabilities and
disabled students from rural and remote areas to
government hostels
● Provide home based learning for persons with
severe multiple and intellectual disabilities
Fathima AK

Right to Education and Inclusive School:

● The emerging educational paradigm
currently envisaged by the RTE demands
greater accesss and integration of children
to help create a more equitable social milieu
for access to oppertunities.
● The RTE providing ‘special training’ to

differently abled children.

● The RTE focus on age appropriate admission, when
combined with ‘completing the entire curriculum
within the specified time’ .
● RTE enshures ‘all round development of the child’ .
● RTE provides CCE of child’s understanding of
knowledge .
● RTE specifically states that ‘the same curriculum be
followed for children with and without special
needs’.
● The RTE has denied retention and continued
presence by not acknowledging that there are
children who are not typical ,that there will always
be some children who benefit with an early
assessment and intervention while there will be
others who will not.
 Fathima PK

Inclusive schools as Effective School :

Effective Schools :
● These schools produce learning outcomes for
all students that are above typical expectations.
● They do not settle foraverage performance.
●

● They take actions to ensure that their teaching and

learning environments and programs are highly
responsive to the needs of all learners, including
those with disabilities and additional learning
needs.
Effective and Inclusive schools :
The following sub headings are used to signpost
areas for reflection and action:
1. School values, beliefs and expectations.
2. Teaching and learning arrangements.
3. Teaching practices.
● 4.Learning Environments.
● 5.Learning Communities.
● 6.School Leadership.
● Barriers to Inclusion :

● Expense.
● Mis-information.
● Accessibility.
● Educational Modifications.
● Co-operation.

Haritha TK

Inclusive Education of the Disabled at Secondary Stage

(IEDSS)
● The scheme IEDSS launched from the year 2009- 10
● This scheme replaces the earlier scheme of Integrated
Education for Disabled Children ( IEDC )
● This scheme covers all children studying in classes IX to Xll in
government , local body and government aided school with one
or more disability.
Aims
● To enable all students with disabilities to persue further
four years of secondary schooling (class lX to Xll ) after
completing eight years of elementary schooling in an
inclusive and enabling environment.
● Provide educational opportunities and facilities in the
general educational system at the secondary level.
● Support the training of general school teacher to meet the
need of the children.

Objectives
● Every child with disability will be identified at the secondary level and his
educational need is assessed.
● Every student in need of aids and appliances, assistive devices will be
provided at the same.
● Learning material can supply as per his / her requirements.
● All general teachers at secondary level will be provided basic training to
teach students with disabilities within a period of 3 to 5 years.
● Student s with disabilities will have access to support service like the
appointment of special educators, establishment of resource room in
every block
● Model schools are set up in every state to develop good replicable
practices in inclusive education.
 Components

● Student oriented components such as medical and

educational assessment,books and stationery, uniforms,
transport allowance,stipend for girls, support services,
teaching learning material etc.
● Other components include special education teacher,
orientation of school administrator, establishment of
resource room, provide barrier free environment etc.

1 Mark Questions & Answers

1) Expand REI

Ans) Regular education initiative

2)Expand TASH

Ans) The association for persons with severe handicaps

3) The project set up by UNESCO for developing resources for inclusive schooling was
led by whom?

Ans) Professor Mel Ainscow

4) Expand IEDSS

Ans) Inclusive Education of the Disabled at Secondary Stage

 4) Expand PTR
People Teacher Ratio
5) Expand CSN
Children with special needs
6) expand DPEP
District primary education programme

2 Mark Questions & Answer key words

1. write s short note on RTE act and inclusive
school .?
● Value points:
● special training to disabled people.
● All round development of the child.
● CCE programme.
● Same curriculum.
2. Discusses about segregated education?

Value point:
● separate classroom or special school for students with special needs.

● Separate special schools, colleges or separate unit within schools / college or on

separate segregated courses

3. Which are the four elements of inclusion ?

° inclusion is process

°Inclusion is concerned with the identification and removal of barriers

° Inclusion is about the presence, participation and

achievement of all students

° Inclusion involves a particular emphasis on those group of

learners who may be at risk of marginalisation, exclusion or
underachievement.
4 Mark Short Essays & Value Points
1)briefly explain the concept of inclusive schooling

Value points

● Inclusive schooling movements

○ REI
○ TASH
○ Contriburions of UNESCO
○ World conference at Salamanca

● Differentiate between inclusion and main streaming ?

° In mainstreaming students with disability benefit both

academically and socially

° Difference in the assement

° Difference in the aim

° In inclusion students with disability should not segregated

 4 mark short essay
2) Discuss the aims and objectives of IEDSS

Value points

● Focus secondary school students

● Provide educational opportunities
● Support training of general school teachers

Objectives

● Child with disabilities identified

● Learning material can supply
● Barriers in school can remove
● Can provide training to the teachers

● 5.Explain the different barriers of inclusion .?

● value points:
● Expense
● Mis information
● Accessibility
● Educational Modifications
● Co-operation
10 Mark Essays & Value Points
1. Explain the historical perspectives of inclusive schools
○ Rising up of special and general education
○ Need for inclusion
○ Institutionalisation
○ Normalisation in education
○ Various conferences that support inclusive Education.
2. Explain the history of special education policy and inclusion in India
● Establishment of special institution
● Scheme on IEDC
● Objective of NPE
● Programmes put forward by GOI are DPEP,IED
● Objective,key provision, features of SSA
● Objectives of national action plan for inclusion in education of children and youth with
disabilities

Thank you all……

We successfully
completed the
work……………….

Admin panel@principal ftc.

 B Ed. IV. Sem. EDU 12 CREATING AN INCLUSIVE SCHOOL

Unit 2
Learner Diversity in schools
1. Jaza Nowrin
2. Junaina Haseen.
3. Navya. KV
4. Rakhi K
5. Raneesa Naval. P
6. Safeena Razak V
7. Saranya Chandran
8. Shadiya. E
9. Shahldha Banu Parangodath

Jaza nowrin
● DIVERSITY
● To be effective teachers, education students must understand and
appreciate human diversity.
● 1.PERCEIVED DIVERSITY
● Like students, teachers also brings a range of diversity issues to the
classroom. Every teacher brings his or her physical appearance and culture
into the classroom at the same time as students do.
● How teachers look, how they speak, how they act upon opinions of the role
of academics, and the extend to which these differ from the physical,
cultural and iltellectual background of teachers; a teacher's student will have
a profound effect on on the interactions in classroom.
● 2.Invisible diversity
● *In addition to such visible differences as race, gender, and physical attributes,
any teacher also brings invisible diversity to the classroom.
● Eg: political opinion, sexual orientation, ethnicity when it is separate from distinct
racial characteristics, teaching and learning styles, regionalism etc

● Gender
● *certainly one difference that can be measured among
any human population is gender.
● *Gender becomes a factor in classroom instruction when
the teacher creates a learning environment that favors
the success of either boys or girls.
● *Certainly there is physiological differences between the
sexes, but these do not extend to inherent differences in
the ability to succeed at school or work.
● *It is important that teachers become aware of gender
issues and work to make opportunities available for both
girls and boys.
Admin panel;
junaina
CULTURE AND LANGUAGE
CULTURE
•Culture is includes all the way of being a human.
•Its components are,
•Values
•Behavioural styles
•Verbal and non verbal communications
•Language
•Dialects etc.,

•In every culture subgroups may be formed based on religion, ethnicity,

language, class, geography etc,.
•Culturally diverse students are referred to use those who may be
distinguished based on ethnicity, social class, and or language.

LANGUAGE
•It defined as a means of communication that shapes cultural
and personal identity and socializes one in to a cultural group.
•It can be,
•Verbel
•Non verbel
•The term Linguistically diverse students used to refer,
Students whose first language is other than English or language
of mainstream
So they are the second language speakers or non mainstream
dialect speakers.
Navya
ECONOMIC DISPARITIES

● Disparity is the condition of being unequal.or it refers to difference that is

unfair.
● Economic disparity is also known as income inequality and wealth inequality.
● It is the difference found in various measures of economic well being among
individuals in a group, among groups in a population, or among countries.
● Economic inequality varies between societies, historical periods, economic
structures and systems.
● It can affect equity, equality of outcome and equlity of opportunity.

Some studies say economic inequality is a social problem.

Eg: Too much inequality can be destructive, because income

inequality and wealth concentration can hinder long term growth.

Too much equality can also be destructive by decreasing the

incentive for productivity and the desire to take risks and create
wealth.

So an optimal level of economic inequality must be kept.

Types of economic inequality..

1.income inequality 2.pay inequality 3. Wealth inequality

Causes responsible for economic disparity in india
● Lack of educational oppurtunity : lack of education leads directly to lower
incomes and thus lower aggregate savings and investment.Education raises incomes
and promote growth because it helps to unleash the productive potential of the poor.
● Gap between rich and poor : rich people are able to increase their resources by
earning huge profit.while earning of poor people has not increased.this widend gap
between them.
● Law of inheritance : some people inherit their parental property, business etc and
they remain economically strong throughout. Poor people inherit family debit and
increased family burden.
● The unequal and unjust land holding in agriculture causes rural inequality.
● Unemployment, under employment etc cause economic disparity.

Economic disparity in education

● Students from highly economic stabled families have more
oppurtunity to acquire education from higher institutions.
● Education increased skilled workers which led to decrease in the
price of skilled labour.
● Educational inequality in gender also influence towards the
eonomy.studies showed that countries with high female
education significantly boost economic growth.
● Education stimulates economic growth and improves peoples
lives throughout many channels.
Rakhi K
HEARING IMPAIRMENT

● It refers to the inability to hear auditory stimuli.

● The impairment may be unilateral or bilateral.

*Hearing impairment is measured in decibels (dB) hearing level(HL)

*If one can hear sounds between 0 and 25 dB HL most of the time,their hearing is normal.

*If one can only hear sounds above 25 dB HL,they are said to have hearing loss.

*Those with moderate hearing loss,hearing aids are neccessary.

*Some people who face severe hearing loss depend on lip-reading when
communicating with others.

*People who are profoundly hearing loss have difficulty to perceive any sound.

TYPES OF HEARING IMPAIRMENT

1.Conductive Hearing Loss

*It happens when sound is not conducted efficiently through the outer ear or the middle
ear.

*This may be sometimes due to the presence of wax or foreign body in the ear,or holes
in the eardrum.

*It involves a reduction in sound level.

*This type of hearing loss can be medically or surgically corrected.

2.SENSORINEURAL HEARING LOSS

*It occurs when there is damage to the inner ear(cochlea) or the auditory nerve.

*It involves not only reduction in sound level but also affects the speech understanding.

*It is a permanent loss.

It cannot be medically or surgically cured.

3.MIXED HEARING LOSS

*It is nothing but a conductive hearing loss found in combination with a sensorineural
hearing loss.

*There may be damage in outer/middle ear and in the inner ear.

VISUAL IMPAIRMENT

Ir refers to a significant functional loss of vision that can not be corrected by medication,surgical
operation,or ordinary optical lenses such as spectacles.

*Visual impairment means a loss in visual acuity or a loss of visual field that interferes with the
child’s performance in the educational environment and that requires the provision of special
education and related services.

VISUAL ACUITY - It is the ability to see objects clearly and to distinguish detail at a specific distance

● A person is considered legally blind if they have visual acuity of 20/200 or less in the better eye,with
glasses or corrective lenses.

VISUAL FIELD - It refers to the total area in which objects can be seen in the side (peripheral) vision
as you focus your eyes on a central point.Normal field of vision

● A person may also be considered as legally blind if their field of vision is limited to 20 degrees or
less.
Also,there are some other ways in which vision is affected

● The ability of the eye to move (ocular motility) and the ability to merge two
separate images into one (binocular vision) can affect child’s vision.

● Amblyopia is a disorder of sight in which the brain fails to process inputs from
one eye and over time favors the other eye.It results in decreased vision in an eye
that otherwise typically appears normal.

● Other types of visual impairment include far-focus /near-focus vision problems

and nystagmus.

Nystagmus is a condition of involuntary (or voluntary, in some cases) eye

movement, acquired in infancy or later in life, that may result in reduced or limited
vision.Due to the involuntary movement of the eye, it has been called "dancing
eyes".

Raneesa Navaal
PHYSICAL IMPAIRMENT
● It is a condition in which a part of a person’s
body is damaged or not working.
● Problems faced by the persons with physical
impairments include poor muscle control
weakness and difficulty in walking,seeing,
speaking.
 CHARACTERISTICS OF PHYSICAL
IMPAIRMENT

*Lack of coordination
*Weak muscles
*Stiff muscles
*No muscle strength
*problems related to movements,
communication, eating etc.

CAUSES OF PHYSICAL
IMPAIRMENT

*Cogenital/Hereditary
*And the disability developed at
the later stage due to accidents or
genetic problem.
TYPES OF PHYSICAL
IMPAIRMENT

*Nuero Musculo disability

*Musculo skeleton disability

MOBILITY IMPAIRMENT
* Itrefers to the inability of person to use one or
more of his/her extremities or a lack of strength
to walk ,grasp,or lift objects

*The use of wheelchair, walker may be utilised to

the aid in mobility impairment
 MOTOR IMPAIRMENT

*It is the partial or total loss of function of body

part ,usually a limb or limbs.
*It result in muscle weakness,poor stamina,lack
of muscle control,or total paralysis

MOTOR IMPAIRMENT
CONDITIONS

*Stroke
*Brain injury
*Spinal cord injury
*cerebral pulsy
*Parkinson's disease
*Neuromuscular disease
 Safeena
CEREBRAL PALSY

● A motor function disorder,caused by permanent ,non - progressive brain

lesion
● Present at birth or shortly thereafter
● Non curable , life long condition
● May be congenital or acquired (head injury,lack of oxygen)

DEFINITION:cerebral palsy is a group of permanent disorder of the development of

movement and posture, causing activity limitation.(Hocken berry and wilson)

CAUSES :causes of cerebral palsy involves prenatal,perinatal,postnatal

SYMPTOMS:abnormal strength,abnormal tone,abnormal reflexes,persistent motor

delay,cognitive deficit,associated handicaps,posture or balance problem,loss of coordination.

CAUSES OF CEREBRAL PALSY

PRENATAL:

● Congenital abnormalities in brain development

● Infections in the mother during pregnancy

PERINATAL:

● Brain injury due to oxygen deficiency during difficult labour

● Brain haemorrhage in premature babies

POSTNATAL:

● Infection of the brain, such as encephalities and meningities

● Head trauma causing concussion or brain haemorrhage
 TYPES OF CEREBRAL PALSY:

SPATIC CP:
spasticity is a form of increased muscle tone.this resultes in stiff muscles
which can make movement difficult or even impossible.spasticity arises as
a result of damage to bundles of neurons in the brain and spinal cord.most
commom type.
● Type of spatic CP
● Hemiplegia: motor dysfunction on one side of the body, affected more on
upper part.
● Diplegia : lower extremities(limbs) are more affected.
● Triplehia :involving three limbs.
● Tetraplegia :all four extrmities involved.

ATAXIC CP:
❖ Affects persons balance,coordinstion and depth perception
❖ Rapid,repetitive movement performed poorly
❖ Distintegration of movements,jerkey movements
❖ Problems in motor skills such as writing typing,visual auditory
processing.
❖ Arises due to the damage in cerebellum.
❖ Least common type.

ATHETOID CP:
● Abnormal involuntary movements.
● Caused by damage to developing brain

Major type of athetoid CP

1. Dystonia : slow ,twisting movements of the trunk or

extremities,abnormal posture
2. Athetosis:uncontrolled extra movements that occur particularly in
the arms,hands,feet and around mouth.sluggish and floppy nature
 INTELLECTUAL DISABILITY
❖ Formerly labeled as mental retardation
❖ Impaired cogitive functioning
❖ Limited adaptive bahaviour
❖ IQ below 70
❖ Onset before 18 years
❖ Definition :significantly subaverage general intellectual functioning,existing
concurrently with deficit in adaptive behavior and manifested during the
developmental period,that adversely affects a childs educational performance -
IDEA(individuala with disabilities education act)
❖ TWO AREAS
➢ Intellectual functioning:show low intellectual functioning.these individuals
show problem in perceiving and processing new information,ability to
learn ,make decisions and problem solving.
➢ Adaptive behavior:skills necessary for day to day life,such as
communication skill,social interaction,self care

CAUSES OF INTELLECTUAL DISABILITY

➢ Genetic conditions : these include things like down syndrome and

chromosome syndrome
➢ Problems during pregnancy: things that can interfere with fetal brain
development include alcohol,drugs,malnutrition,infections
➢ Problems during child birth:lack of oxygen,premature birth
➢ Illness or injury : infections like meningits,whooping cough,measles.
Severe head injury,extreme malnutrition,exposure to toxic substances
➢ None of the above: In two third of children who have intellectual
disability,the cause is unknown.
 CLASSIFICATION OF ID
1. MILD ID
a. IQ score between 55 - 70
b. Educable ,may live independently with community and social suport.
2. MODERATE ID
a. IQ score between 40 - 55
b. Trainable (work and self care task)
c. Acquires communication skills
d. May live and function successfully within the community.
3. SEVERE ID
a. IQ score between 25 - 40
b. The may master in very basic self care skills and some communication skills.
4. PROFOUND ID
a. IQ score below 25
b. May develop basic self care skills
c. Need high supervision.

Saranya
Down’s Syndrome
● It is a set of physical and mental traits caused by gene
problem that happens before birth.
● This varies from person to person ,ie it is a genetic disorder.
● It is a life long condition.
● But with care and support , children who have Doesn’t
Syndrome can grow up to have healthy,happy,productive
lives.
 Causes of Down’sSyndrome

● It is caused by a problem with baby’s Chromosome.

● Normally, a person has 46 (23 pairs) chromosomes.

● It occurs when an extra chromosome on the 21 st pairing.

ie; Down’s Syndrome has 47 chromosomes.

● Having extra or abnormal chromosome will affect the body

development.

Characteristics of Down’s Syndrome

● Eyes that have an upward slant sometimes with a vertical

fold of skin at the inner corner of the eyes.
● A Flatter nasal bridge and small nose.
● Reduced muscle tone or protruding.
● Lower birth weight and length.
● Short neck and short arms and legs.
● Below average intelligence.
● Many children have Down’s Syndrome are also born with
heart ,intestine,ear,or breathing problems.
 Classifications
There are 3 main types of Down’s Syndrome, Which is also
known as Trisomy 21. This means that there are 3 (tri) copies of
chromosome(somy) 21.
1. Regular trisomy( Standard trisomy)
● All cells have extra chromosome 21.
● 94% of people have this type Doesn’t Syndrome.
1. Translocation
● Extra chromosome 21 material is attached to another
chromosome.
● 4% of people have this type Down’s Syndrome.

3. Mosaic
● Some of the body cells have extra chromosome 21.
● 2% of people have this type Down’s
 History
● In 1866 English Doctor Jhon Langdon Down first describe
the conditions of Down’sSyndrome. So took his name for
the disease.
● In 1959 ,Jerome Lejeune identified it is a genetic disorder.

Shadiya E
Specific Learning Disabilities

Definition: Learning disabilities are due to genetic and/or

neurobiological factors that alter brain functioning in a manner
which affects one or more cognitive processes related to learning.

Types of learning disabilities:

1. Reading Disorder (Dyslexia)

2. Writing Disorder (Dysgraphia)
3. Arithmetic Disorder (Discalculia)
 1.Reading Disorder (Dyslexia)

Definition: Dyslexia characterized by difficulties with the alphabet, word

recognition,decoding, spelling, and comprehension.

Difficulties:
● Naming, learning sequence or printing alphabets
● Memorizing non-phonetic words
● Reading words that cannot be translated into mental pictures (and, a, the etc)
● Reading numbers
● Reading math symbols
● Comprehending reading materials
● Grasp of vocabulary
● Organizing what they wants to say verbally
● Not being able think of the word needed
● Retelling a story in sequence of events
● Finding word from dictionary
● Naming the days of the week and months of a year

2. Writing Disorder (Dysgraphia)

Definition: Dysgraphia characterized by distorted writing in spite

of thorough instruction.

Difficulties:
● Inconsistent and illegible writing
● Inconsistent positioning on the page, with respect to lines and
margins
● Unfinished words/letters, omitted words &spelling mistakes
● Inability to reproduce letters
● Quick/inconsistent speed in writing
● Writing is not as the same level as the student's other language
skills
● Pain on muscles while writing
● Refusal/reluctance/stress when asked to complete a written task
 3. Arithmetic Disorder ( Dyscalculia)

Definition: Dyscalculia is characterized by difficulty in learning

or comprehending mathematics

Difficulties:
● Organizing problems on the page
● Following through on multiple step calculations
● Transposing numbers on paper or calculator (56 into 65)
● Using math signs, basic operations, facts etc
● Understanding and solving wrd problems
● Applying logic but not accurately completing calculations
● Hesitant/anxious when asked to engage with math concepts
● Remembering and applying mathematical functions
● Visualizing face of clock or map
● Understanding abstract concepts like time and direction
● Reading analog clock
●

4. Spelling Disorder (Dysorthographia)

Definition: Dysorthographia is characterized by difficulties with

spelling. They stem from weak awareness or memory of language
structures and letters in words

Difficulties:
● reversal of vowels and /or syllables
● Slow, hesitant or poor written expression
● Arbitrary misspelling (addition or substitution f letters in words)
● Errors in grammar and conjunction
● Phonetic spelling of non phonetic words
● Misunderstanding the correspondence between sounds and letters
Shahidha Banu
Social, emotional and behavioral difficulties

● The term, SEBD, refers to a those students who present with

disturbing and/or disruptive behavior that interfere with their own
and others ‘social functioning and acadamic engagement
● Their behavior may be termed ‘acting -out’(disruptive )or ‘ acting-
in’(showing withdrawal and/or avoidance )
● Emotional difficulties are often an associated feature of both
‘acting -in’ and ‘acting- out’types as either an underlying or
outcome factor
● SEBD can be characterized by their intensity and persistence over
time, thereby distinguishing them from what might be termed routine
and mild misbehaviours
● Importantly, the term SEBD is usually taken to refer to the student
within his or her social context
● In tjis sense the term relates to a now outmoded term : ‘maladjustment
‘ which referred to individuals who were poorly adjusted to their
environments.
● The difference between these terms is that SEBD acknowledges that
the problem may reside in the environment rather than the individual
● it follows from this that SEBD is appropriately seen as a form of
Individual Educational Need (IEN)whereby presenting problems (such
as persistent disruptive behavior ) are viewed as being likely to
emanate from a mismatch between the educational ( including social
-emotional )needs of the individual student and the educational
environment
● The IEN approach requires educational staff to implement appropriate
adjustment to the environment, for example in terms of the social
climate of the classroom, motivational techniques and or pedagogy

Multiple disabilities
● It means learning and developmental problems resulting from multiple
disabilities as determined by evaluation that cannot be provide for
adequately in a programme designed to meet the needs of children
with less complex disabilities.
● It refers to a combination of two or more disabling conditions that have
a combined effect on the child’s communication, mobility and
performance of day to day tasks.
● an autonomous organization of the Ministry of Social Justice and
Empowerment,Government of India, was set up under the “National
Trust for the Welfare of Persons with Autism “Act(Act44 of1999)
 ● According to the act “multiple disability ”means a combination of two or more
disabilities as defined in clause (1) of section 2 of the Person with Disabilities
(Equal Opportunities, Protection of Rights and Full Participation )Act, 1995
● Disabilities under the National Trust Act are in fact Developmental Disabilities
caused due to insult to the brain and damage to the central nervous system
● These disabilities are Autism, Cerebral palsy, mental retardation and multiple
disabilities
● These are neither diseases nor contagious nor progressive
● They cannot be cured by drugs or surgery, but early detection and training
improve outcome

Multiple disabilities -some common things:

● It effects the all round development of the child
● Communication with the world around is most severely
affected
● Opportunities to interact with the environment becomes
very limited
● Ability to move around in the environment is restricted
● Need regular help in simple day to day activities such
as wearing a shirt, opening a door, finding a chair tobsit
down and so on.
● A highly structured educational /rehabilitation
programme helps in their training
1 Mark Questions & Answers
1. What is Down’s Syndrome?

Ans: It is a genetic disorder involving an extra chromosome on the 21 st pairing.

1. Who is intellectual disabled child ?

ans:IQ below 70,significant limitation in general mental ability and adaptive

functioning.

What is Down’s Syndrome?

Ans: It is a genetic disorder involving an extra chromosome on the 21 st pairing.

1. Who is intellectual disabled child ?
ans:IQ below 70,significant limitation in general mental ability and adaptive functioning.
 4. What is dyslexia:
A specific learning disability that affects a person’s handwriting ability and fine
motor skills. Problems may include illegible handwriting, inconsistent spacing, poor
spatial planning on paper, poor spelling, and difficulty composing writing as well as
thinking and writing at the same time.

5.What is meant by visual impairment ?

‘’Visual impairment means a loss in visual acuity or a loss of visual
field that interferes with the child’s performance in the educational
environment and that requires the provision of special education and related
services.

6.What is Hearing impairment ?

It refers to the inability to hear auditory stimuli.

7.Which eye disorder is also known as ‘’lazy eye’’ ?

Amblyopia

2 Mark Questions & Answer key words

1. List out the any 4 characteristics of Down’s Syndrome.
○ Flatter nasal bridge and small nose
○ Reduced muscle tone or floppiness
○ Lower birth weight and length.
○ Below average inteligence

2.what are the characteristics of athetoid Cerebral Palsy?

● Abnormal involuntary movements

● Damage to developing brain
● Dystonia
● athetosis
3.What are the types of hearing impairment. Breifly explain.
● Conductive hearing loss
● Sensorineural hearing loss
● Mixed hearing loss

4 Mark Short Essays & Value Points

1. Explain Cerebral Palsy and its associated disorder ?(june 2018)

a. Any valid explantion of CP
b. Spatic CP-characteristics,reasons
c. Ataxic CP- ”
d. Athetoid CP - ”
2. What are the difficulties a dyslexia learner faces?
● Memorizing non-phonetic words
● Reading words that cannot be translated into mental pictures (and, a, the etc)
● Reading numbers
● Reading math symbols
● Comprehending reading materials
● Grasp of vocabulary
● Organizing what they wants to say verbally
● Not being able think of the word needed
3.What are the common things in multiple disabilities?

Ans:

● It effects the all round development of the child

● Communication with the world around is most severely affected
● Opportunities to interact with the environment becomes very limited
● Ability to move around in the environment is restricted
● Need regular help in simple day to day activities such as wearing a shirt,
opening a door, finding a chair tobsit down and so on.
● A highly structured educational /rehabilitation programme helps in their training

4.What are the main causes of visual impairment?

● Abnormal visual acuity
● Abnormal field of vision
● Problems in ocular motility
● Failer in binocular vision
● Amblyopia
● Far-focus/near-focus vision problems
● Nystagmus
10 Mark Essays & Value Points
10 mark essays and value points

*Do you think that a teacher should be aware of gender

issues? Justify your answer.
Value points
*gender
*gender issues
*gender factors
*role of teachers in gender issues.

Thank you all…….

We successfully
completed the work
…...
Admin Panel @principal ftc
 B Ed. IV. Sem. EDU 12 CREATING AN INCLUSIVE SCHOOL

Unit 3
Challenges in Inclusion
Created by

1.Anagha N P

ISSUES IN CREATING INCLUSIVE SCHOOL

1.skills of teachers

2.Attitudes towards inclusion and disability among teachers, administrators,

parents and peers

3.Lack of awareness about children with disabilities among general teachers

4.Improper curricula adaptation

5.School environment including difficulties in physical access

6.family collaboration
7.Negative self-perceptions of children with disabilities

8.ICT availability and related competencies

9.Expenses involved- Govt does not seem willing to incur this

huge expenditure

10.Improper policy planning and adequate measures of

assessment

COMMON FEATURES OF SUCCESSFUL INCLUSION

Inclusive Education:- “Educating the children with disability and learning

difficulties with that of normal ones within the same roof”

Features:-

1.Attitudes and Beliefs

● Teacher should believes that Student can succeed

● Be prepared to receive a student with disabilities
● Parents should help the teachers to set up program goals
● Special education staffs are committed to collaborative practice in
general classroom

2.Services and physical accomodation

● Services needed by students should be available (physio

therapy,speech therapy..etc)
● Accommodation of physical plant and equipments (toys,
building,wheel chair,ramp, Play ground facilities, learning
materials and other assistive devices)

3.School Support

● Principal should understand the needs of students with disabilities

● Adequate number of staffs should be provided
● Adequate technical assistance
● Appropriate policies and procedures for monitoring individual student progrrss

4.Collaboration

● Collaboration between regular teachers, special education teachers and other

specialists (co teaching,team teaching)
5.Instructional Methods

● Adapt curricula according to students needs

● Variety of instructional arrangements
● Promote cooperative learning environment and socialism

Characteristics of cultural inclusion

● A culturally inclusive classroom is one where students and staff alike

recognize, appereciate and capitalize on diversity so as to enrich the overall
learning experience.
● Fostering a culturally inclusive learning environment encourages all
individuals regadless of age, gender, ethnicity, religious affiliation,
socioeconomic ie status, sexual orientation -to develop personal contact and
effective intercultural skills.
The some useful strategies are given below.

1. Engage in positive interactions with students.

Establish an introduction system or meet and greet process that

enables students and staff to gain information about the cultural background
of others and the diversity of experience in the classroom.

1. Use appropriate modes of address

During one-on-one interactions, ask what name or form of address

students prefer.correct pronunciation of names is very important , it demonstrate

Cultural awarness and respect.

3. Eliminate classroom incivilities.

Establish explicit ground - rules for appropriate classroom conduct to

protect against cultural exclusion and insensitivity.Avoid ignoring or neglecting
the needs of individual students. Avoid stereotypes and preconceived
assumptions in your teaching practices and course content.

4. Encourage open and inclusive classroom discussion

Prompt students to ask questions by using open-ended statement,

Such as would anyone like to share a different opinion.

● Avoid singling out individual students or putting anyone

on the spot.
● Promote turn-taking when discussing controversial
issues.

Gender inclusion
● The meaning of the term gender can initially be located in “the cultural
difference between women from men based on the biological division
between nale and female.
● The need for including behavioural aspects of gender is demonstrated by
research that has suggested that “children learn that the world is gendered at
a very young age and soon after develop a sense of their own gender identity
● The socialisation process for a child allows each individual to attain their own
interpretation of sex roles,gender appropriate behaviour and stereotypes.
● These interpretations are influenced by a childs family ,their school,peer
group and the media.
 ● A childs acquisition of gender and sex roles occurs
gradually and can become “deeply ingrained within
peoples psyches and behaviour and deeply ingrained
within school cultures and education systems.
1. The learning environment

a. Some reserches have said that schoolil better suited to a

female style of learning.
b. Connel and Gunzelmann claim that most school curricula
emphasize the left brain cognitive skills of speaking
reading and writing abilities,which usually develop at
slower rate in boys.
c. Starting at the kindergarten and first garde levels ,boys
are expected to perform to a standard that favours the
girls .
d. They are expected to sit still, speak articulatory, write the
apphabet legibly,work in groups,colour between the lines,
and be neat and organized.

2. Learning styles

a. Learning styles are defined “ as an individuals characteristic or preferred way of

receiving , processing and responding to information in a learning situation.
b. Learning styles isan indicator of preference and evde in a particular manner of learning
c. Learning styles are a heavily debated and there are numerous theories on the various
learning types. one example is smith and kolb who developed 'kolb’s learning styles.’
d. These seperate people on the basis of how they perceive and process information
resulting four major learning styles named accommodator ,converger , diverger and
assimilator.
e. There has been significant research into how each gender prefers to learn , identifying
and naming preferred learning styles.
 3. Cognitive differences and gendered learning

a. Gender differences in relation to cognitive abilities and there are informed views on how teachers should
approach and create effective learning environments and appropriate teaching practices.
b. Example we have leant that the female brains cantains larger elements than in a male brain and these
components are related to the blnerve fibres which transfer information from one side of the brain to the other.
c. From this it is concluded that females and males will processes information variably in time and accurancy becoz
females have more involvement of both halves of the brain when performing cognitive tasks compared with males.
d. Educational assertions are then made such as the following,

● Deductive and inductive reasoning

● Boys tension tend to use deductive reasoning ,while girls prefer
inductive thinking
● Abstract and concrete reasoning.
● Males are drawn towards abstract arguments females tension to better
at concrete analysis
● Use of language
● On average,females write,read, and speak more words than
males.logic and evidence: Becuase girls are inclined to be better
listeners,they feel more confident in conversation
● Use of symbolism
● Boys are more reliant on pictures,diagrams and graphs in their
learning process.

It is worth considering the integral part that gender relationship play

in school lilife and how these vary depending upon the ethos of the
school.school uniform,lining up in the play ground or outside the
classroom, class lists that seperate boys and girls, and how pupils and
teachers are adressum are all instances where gender may or may not
be highlighted in formal school proce

Characteristics of an Inclusive,Learning-Friendly Classroom

1. Relationships - Friendly and warm

2. Classroom includes teacher students with wide range of
backgrounds and abilities and others such as parent-helper
3. Seating arrangement- Boys and girls sitting together on the
floor in two circles or at tables
4. Learning materials-Variety of materials for all subjects
5. Resources- Teacher plans a day in advance for the class
and involves the children in bringing learning aids to class and
these aids do not cost anything

6. Evaluation- Authentic assessment,Observations,Samples

of children’s work over time such as portfolios

Valuing and Encouraging Diversity

What teachers can do to valuing and Encouraging Diversity

● Teachers must provide students with an environment that is

conducive to learning
● Take the time to learn about your students background,
interest and learning style
● Allow time for the students to learn about each other
● Appreciate diversity in the classroom
● Encourage team work and cooperation in the classroom
● Bring in different people to the class as resources that
students might be able to connect with
● Never tolerate bullying, teasing and other put down
behaviour at any time in the classroom

Including different kind of thinking and learning

● Children learn in many different ways, that is diversity in learning.

● We as teachers need to using different teaching methods.
● It make all children can understand the information and can learn in a
meaningful way.
● The range of teaching and learning activities in the class room runs from
memorization and repetition all the way to solving problems and thinking
creatively.
 Ing to the words

3 guide children in making maps, which links their experience of

movement in space to visual and mathematical concept

Action activity :observing diversity

● Write down the children in your class who have clear strengths in certain
subjects, such as mathematics, writing, discussion skills etc
● Write down the children who have other talents
● Now draw a circle on the page to represent the rest of the children in the clas
 room, haven't linked to special skills or talents.In the next
week observe these children more closely, if you notice any
changes write it down.

*in observing and dealing with diversity, it make

positive ways of helping children to learn, especially
those with learning difficulties.

WHAT IS EDUCATIONAL BIAS?

● A bias is a type of prejudice against a

person,event,situation or group
● In simple terms,it's when a person or group of people
is treated unfairly. You’re probably not even aware of
the bias that happens in our everyday lives.we see
bias in the media,medicine,and even in education.
● Educational bias,which is when a group of students is
discriminated against in an educational setting.
 BIAS IN THE CURRICULUM AND LEARNING MATERIALS

● If our curriculum materials are inclusive of

children with different backgrounds and
abilities,they will be more sensitive to the
diversity of children and their circumstances.
● The social roles assigned to women and
men(gender role) may be different within a
society.

● In communities where women are believed to be

inferior to men,girls are often kept at home and
away from school to do domestic work.
● Girls they may assume that they too should be
passive and boys are active. This often leads to poor
performance especially in mathematics and science.
● For example: Girls may be discouraged or afraid
to use mathematics materials or engage in science
investigations.
 ● Equity in curriculum design,therefore,is important
for ensuring inclusiveness in the classroom.
● The teaching materials we use are inclusive when
they:
a. Include all children,even those with diverse
background and abilities;
b. Include males and female in a variety of roles;
c. Are relevant to the children’s learning needs and
abilitis;
d. Are appropriate to the culture

Gender and Teaching

Teachers and school may unintentionally reinforce gender

stereotypes. We may:

1. Call on girls;
2. Assign housekeeping tasks to girls and tool using tasks to
boys;
3. Reward boys for right answers and withhold praise from girls;
4. Criticize girls for wrong answers;
5. Give more responsibilities to boys than girls(such as being the
head of the class or head of the group);or
6. Make use textbooks and other learning materials that
reinforce harmful gender stereotypes.
● As teachers, we have a clear responsibility to create opportunities
for all children , boys and girls,to learn to the best of their abilities

What is gender equality in the classroom?

● You can create an environment of equality and respect in the
classroom by making boys and girls share responsibilities
and work together to complete tasks or solve problems.
● A n s w e r s t u d e n t ’s questions about personal
relationships,sexual orientation, roles, capacities or
differences among people.

DIVERSITY AND DISABILITY

When we are creating inclusive classrooms

and are trying to include children with a
range of abilities ,we need strategies to help
these children learn to their fullest. Some of
these strategies include the following:
● SEQUENCE: break down tasks and give step
by step prompts or instruction.
REPETITION AND FEEDBACK: use daily
testing of skills,repeated practice,and daily feedback.

● START SMALL AND BUILD:break down a

targeted skill into smaller units or behaviours,
and then build the parts into whole.
● REDUCE DIFFICULTY: sequence tasks from
easy to difficult and only provide necessary hints.
● QUESTIONING: ask process related
questions or content related questions.

● GRAPHICS: Emphasize pictures or other pictorial

representation
● GROUP INSTRUCTION: Provide instruction or
guidance for small groups of students.
● SUPPLEMENT TEACHER AND PEER
INVOLVEMENT: Use home networks ,parents,or
other to assist in instruction. You can encourage
other children to take responsibility for classmates
with disabilities by pairing each child.
HIV/ AIDS AND DISCRIMINATION
● Acquired Immunodeficiency Syndrome (AIDS) Is the 6 th largest
cause of death in the world
● There are an estimated 34 million persons living with HIV
● HIV prevelence is growing among the most marginalized groups
in society I e among young people, especially women and girls
● Vulnerability to HIV that may be mostly affected by the persons
with disabilities
● The interrelationship between HIV and disability is only now
emerging as an important area of focus

● Persons with disabilities often face multiple risk factors

that increase exposure to HIV infection
● For eg: many persons with disabilities live in poverty and
no access to employment which inturn leads to sexual
violence and exploitation etc which may leads to HIV
infection.
 Stigma and discrimination in the context of HV and
Disability

● Stigma or negative pejorative believes or feelings and

attitudes associated with HIV infection and disabilities
● Stigma results in internalised shame and self blame
● It is the isolation from family and community and contributes
to the failure of society to recognise the worth and respect
the dignity of affected individuals

-Questions - 1 mark

1.what is the expansion of AIDS?

2.what you mean by diversity and disability?

3.expand ILFE?
 Questions- 2 mark

1.what is inclusive education?

2.what is cultural inclusion?

3.what you mean by gender inclusion?

4.How to define diversity in learning?

5.define equity in curriculum design?

Questions -4 mark
1.what are the major issues while creating an inclusive school?

2.what is inclusive education and what are the common features of

successful inclusion?

3. Write the strategies of cultural inclusion?

4.what are the major characteristics of inclusive learning friendly classroom?

Make a comparison with traditional model classroom?

5.write a short note on gender inclusion

6.What are the different teaching ways that can be used by a teacher in
the classroom to address the entire range?

7 explain the various ways to observing diversity in the classroom?

8 how can a teacher promote diversity in an inclusive classroom?

9.write a short note on HIV /AIDS discrimination?

10.Explain the strategies for meeting the diversity in the classroom?

11.prepare a brief note on gender and teaching?

12.what is gender equality in classroom?

B Ed. IV. Sem. EDU 12 CREATING AN

INCLUSIVE SCHOOL
Unit 4
Members
1. Murshida Banu
2. Naseera
3. Safeera
4. Sahla
5. Shafeena
6. Vibeena
7. Ganga
8. Jubitha
9. Jepsy

Organizational Supports for change toward Inclusive Schooling -

1. Visionizing (building a vision)

● The vision should reflect the true meaning of inclusion

● Visionizing requires fostering widespread understanding &
consensus about vision.
● Visionizing involves creating and communicating a compelling
picture of the desired future state & including others to commit to
that future.
● Visionizing is really about replacing an old culture with a new one.

Building skills for educators in Inclusive school

● Inservice training,pre-service training,guided
practice,feedback etc must be provided to regular
classroom teachers in order to acquire skills and
teaching strategies that would meet the needs of
students in inclusive schools.
 Promising practices that
foster Inclusive Education

● Constructivist learning theory

● Culturally relevant and responsive pedagogy
● Balanced approach to literacy instruction
● Interdisciplinary curriculum
● Authentic assessment of student performance
● Multiage grouping
● Use of looping
● Extended block scheduling
● Use of technology in the classroom
● Multiple instructional agents in the classroom
● Peer-mediated instructional approaches
● Responsibility and peacemaking taught in the curriculum
● Creation of community schools
 The Universal Design Process

Concept

● Universal Design is the design and composition of an

environment so that it can be accessed, understood and used to
the greatest extent possible by all people regardless of their age,
size, ability or disability.
● An environment (or any building, product, or service in that
environment) should be designed to meet the needs of all
people who wish to use it. This is not a special requirement, for
the benefit of only a minority of the population.
 Goals
❖ Universally designed curriculum
❖ Body Fit - Accommodating a wide range of body sizes and abilities
❖ Comfort - Keeping demands within desirable limits of body function and perception
❖ Awareness - Ensuring that critical information for use is easily perceived
❖ Understanding - Making methods of operation and use intuitive, clear, and
unambiguous
❖ Wellness - Contributing to health promotion, avoidance of disease, and protection from
hazards
❖ Social Integration - Treating all groups with dignity and respect
❖ Personalization - Incorporating opportunities for choice and the expression of
individual preferences
❖ Cultural Appropriateness

Principles
● Equitable Use
● Flexibility in Use
● Simple and Intuitive Use
● Perceptible Information
● Tolerance for Error
● Low Physical Effort
● Appropriate Size and Space for Approach and Use
Benefits of UDL
● Includes all students in the classroom by providing access to the
content to all.
● Easier management for teachers rather than modifying activities
to fit each child’s need.
● Motivates all students participation.

UDL curriculum provides :

● Multiple means of representation
● Multiple means of engagement
● Multiple means of expression
Three distinct curriculum access points
❏ Content - it concerns what is thought or what we want students
to learn,know and do.
❏ Process - it concerns how students to about making sense of of
what they are learning.
❏ Products - it concerns how students demonstrate what is
learned.

How to use UDL in the classroom

● Ensure proper physical space and accessibility for all.
● Teach in a variety of ways and allow students to choose how
they want to complete a task.
● Evaluate in a variety of ways.
● When creating a lesson ensure that a new student with a
disability can join the class at any moment and take a part in the
lesson without being segregated or excluded.
Role of parents in schools
● Encourage the child to participate in activities
● Encourage the child to develop friendship
● Discussion with teachers
● Fully aware of rights of their child to have an inclusive
education

Methods of involving parents in inclusive schools

➔ Schools and teachers :

* schools should collaborate directly with parents,

* schools should institute parents club

* schools should welcome parents in training or workshop organised by ministry of

education / NGOs

➔ Communities :

* all communities need to persuade parents of disabled children that they must view
education as a right for their children & take advantage of it.
Need for leadership and collaboration in developing inclusive
schools.

What inclusive education leadership look like?

❖ Coordinating services
❖ Instruction for students
❖ Management of both people and paper
❖ Advocating for their students
❖ Demonstrating excellence in their work,hence leadind by example
❖ Developing a vision
Types of leadership
★ Head of the institution
★ Teachers
★ Person who have good interpersonal skills
★ Keepers of vision

Most important leadership PRINCIPAL

➢ Promote and support
➢ Control teachers
➢ Ensure that it is a need
➢ Ensure others support and change
➢ Encourage evaluation and improvement
 ❏ They must change their professional role and activities to ensure that
inclusion is successful
❏ They have to convince other teachers ,parents, and school
administration
❏ This person may be principal, teacher, school psychologist ,or
counsellor, or an outsider.
❏ He should know how to build teams ,how to solve problems,how to
foster collaborative relationships.
❏ Very knowledgeable about inclusion
❏ Remind the aim and importance of inclusive education.
❏ Clarifies doubts

collaboration
➔ Teachers working together to improve student achievement
➔ Communicating information about student IEP and
individualized needs
➔ Planning for instruction and creating curricular adaptations
Co-teaching
● Special education teacher and general classroom teacher
share instructional efforts for students with disabilities in a
general classroom.

Benefits of collaboration
★ Provide leadership in developing,implementing evaluating,
maintaining IEP
★ Provide foundation
★ Teachers build professional relationships
★ Teachers develop collaborative skills
CLASSROOM PRACTICES IN INCLUSIVE SCHOOLS

Practices in inclusive education

The educational programmes considered to be applicable to inclusive
education are still a newfield.so there are no tested methods and
techniques.researchers have frequently visited inclusive schools and
they have frequently observed the student staff and their interactions in
the actual classrooms .moreover they have made exhaustive
interviews.on the basis of their observations and interviews of
pupils,teachers and parents some programmes have been found to be
effective.
1.Encouraging participation
2.Formal planning
3.Responding by category
4.Response to age
5.Teaching and lessons
6.behaviour and control
7.Help and support

Encouraging participation
● Teachers must be purposeful,enthusiastic and clear in
their directions and instructions to promote greater
participation of students.
● Since the excluded are included in the classroom the
teachers must make efforts to link lesson experience to
the students experience to enhance their understanding.
 Formal planning
Formal planning is very important in inclusive education.The formal planning
has two elements which are

● Planning of the overall environment

This involves taking the programmes of the study outlined in the national
curriculum and, whilst bearing in mind the principles upon which the
schools attempt to operate,turning these into appropriate activities.

● Planning for individuals

The creation of individual curriculum plans for each child based upon the
best available knowledge among the staff team working with the child.m

Responding by category
A traditional category system divided the students into
‘mainstream’ and ‘special’.They were labeled according to their
perceived severity of ‘need’ and the competitions of formal
procedures as,learning difficulty,or ‘special need without a
statement’’.

The last group,there were a number of subgroups including

students having visual difficulties,emotional and behavioural
difficulties and learning difficulties.
Teaching and lessons
● Teacher should know the students first before they start
teaching the lessons
● Knowing the learner well is more important than knowing
the lesson to br taught well.
● Teachers manners and relationship and respect for their
students are important.

Behaviour and control

● Teachers should not vary their treatment from pupil to
pupil
● They should ensure that the bright students with special
needs
● Teachers should be sympathetic with all the students in
general,and students with special needs.
Help and support
● Provide counselling and guidance for needy persons
● The presence of additional adult helpers in some lessons
will yield better result.

Strategies for meeting diversity in the classroom

Understand your students

● One of the best ways to foster an inclusive environment in

the classroom is by understanding each individual
student.Take the time to understand the strengths,
weaknesses, personality traits, and learning styles of the
students in your classrooms.
● Take the time to understand the strengths, weaknesses,
personality traits, and learning styles of the students in your
classroom

Incorporate different teaching styles

● As mentioned, each student learns in different ways. Some
students may be more visual than others, while some students
may be more hands on in terms of learning.
Equal access to opportunities
● Make sure each student has an equal chance to participate and
contribute to what's going on in the classroom. If you notice
that some students aren't contributing as much as others, it's
best to find a way to get them more involved.

Celebrate diversity
● Diversity is something which should be talked about and
celebrated. The easiest way to bring diversity in to the
classroom is by recognizing it and encouraging students to
celebrate it.
 Encourage differing perspectives
● In the classroom, there will be ample opportunities for student
is to come together to solve problems. Another great way to
bring diversity in to the classroom is to encourage to come up
with different ways to solve the problems that they are faced
with.

Include diverse learning materials

● Wherever it is possible, teachers should try to include teaching
material which represents the rich diversity of the world. For
instance, include material which represents multiple viewpoints
and perspectives
 Resource Teacher

● A resource teacher is a specialized educator that focuses

on helping children with physical or educational learning
difficulties to develop their reading and writing
skills.They must be organised, patient, good at motivating
students, extremely understanding of people’s differences.
Major activities of resource teacher
Teacher support
● Teacher support is the essential role of the resource teacher.The
majority of resource time will be spent supporting classroom
teachers and staff through coaching,modelling, collaborating in
identifying, developing and applying assessment and
instructional strategies and programs designed to improved to
enrich student learning

Work with teachers

● This category covers the following tasks and/or activities:

coaching, mentoring and co-teaching teacher’s in the common
learning environment; meeting with teachers to discuss and
plan special education plans, and collaborating or co-planning
around programming for students.
Work with children

● The majority of resource teachers work with children that have

mild or moderate disabilities by using existing traditional teaching
methods that have been modified from the general education
curriculum to meet each student’s individual needs.Part of their
job will also be to set individual and realistic targets for each
child with the help of the child’s regular teacher.They will also be
responsible for monitoring, recording and assessing each child’s
progress, which will also be done alongside their normal teacher.

Planning and organising

● This category covers tasks related to accessing students,

preparing special education plans and preparing educational
material. It also includes spent working with or planning
schedules for educational assistant. A significant portion of time
to spent on developing special educational plans and preparing
material for teachers and educational assistant.
Professional development

● This category covers the following tasks: facilitating and

preparing seminars or after-school professional development
sessions, researching instructional strategies and instructional
methods and participating in professional development sessions

Meeting

● This category covers activities such as meetings with different

partners, school personnel and parents. On important days such
as parent-teacher conferences, both teachers will meet with the
child’s parents so that they are able to fully understand their
child’s educational needs and how they are developing.
● Resource teachers are primarily involved in developing the
student’s behavioural, social and academic skills, and also
helping them to progress emotional and teaching them to interact
effectively in everyday social situations. Anotherimportent
aspects of the job is to begin to prepare students for daily
working life after they graduate. This can include career
counseling or teaching them life skills such as budgeting.

COLLABORATIVE TEACHING
 Class room teacher and special education teacher have a
shared responsibility for planning,delivering and evaluating
instruction to a group of general education and special
education students

Role of each teacher

● In a collaborative model ,the general education and special
education teachers each bring their skills,training,and perspectives
to team.
➔ General education teacher:use their skills to instruct students in
curricula dictated by the school system.
★ Bring content specialization
➔ Special education teacher: To provide instruction by adapting and
developing matrials to match the learning styles ,strengths and
special need of each of their students.
★ Bring assessment,adaptation and specialization.
 Characteristics of Collaborative teaching
● Voluntary
● Based on parity
● Requires a shared goal
● Shared responsibility for decisions.
● Shared accountability for outcomes.

Planning for effective collaboration

★ work together
★ Flexible
★ Plan together and plan separately
★ Find a common planning time.
★ Be willing to give up total control
★ There is no one right way to do everything.

.
 Multilevel instruction

Multi-level/differentiated instruction
•One lesson is taught to the entire class while meeting the
individual needs of each child
•Covers wide range of students-from high ability to those
with learning disability
•Carol Ann Tomlinson is a pioneer in the field
•Same material is taught with different instructional
strategies
•Formative assessment can be used
 ● According to Tomlinson, instruction can be differentiated in four
ways:
1.Content
2.Process
3.Product
4.Learning environment

Content
● Content is differentiated to different students based on the
various cognitive levels of Bloom’s taxonomy
● Tasks for
1.Students unfamiliar with the topic: remember and understand
2.Students with partial mastery: Apply and analyse
3.Complete mastery: Evaluate and create
Process
•Differentiation based on learning style: textual(textbook),
visual(textbook), auditory(audiobooks) and kinaesthetic(interactive
assignment)
•Some students prefer working individually while others prefer
small groups.
•Some students may require teaching aids or support from teachers

Product

● The students can express his mastery of the concept according

to his learning style
● Differentiation of the end product includes:
1.Read and write learners: book report
2.Visual learners: graphic organiser of story
3.Auditory learners: Oral report
4.Kinaesthetic learners: Diorama illustrating story
Learning Environment

❏ Includes physical envt.(infrastrcuture) and psychological

elements(classroom managmnt)
❏ Provide group activities for students
❏ Students preferring individual learning is given opportunity
❏ Apt learning envt brings fewer discipline problems
❏ The teachers need to be prepared for lessons
❏ Schools should have necessary resources

Inclusive Evaluation
 The issue of diversity in evaluations is important for
the inclusiveness of marginalized groups.

Interaction between the evaluator and participants is

essential to making their values explicit and creating
knowledge that will be the result of the students.

Advantages
● Inclusive evaluations are more democratically produced in the sense of a
Deweyen notion of a mode of associated living,of conjoint
communicated experience.
● They are more credible due to more stakeholder involvement and
expanded dialogue.

Disadvantages
❖ Value committments are not consonant
❖ There may be considerable stakeholder disengagement and apathy

.
 Characteristics of Inclusive Evaluation
★ All students in all settings who receive educational services are
included in the assessment system.
★ Reports are provided to
educators,parents,students,policymakers,and journalists with a
clear explanation of result and implications
★ Scores that are not aggregated because of technical issues are still
reported
★ All students in all placement settings who receive educational
services are accounted for in the reporting syste
★ Exemptions or exclusions from assessment are allowed for
students with disabilities only to the extent that they are allowed
for other students.

1 Mark Questions & Answers

Q. What is the concept of multi level instruction?

Q. Who is a resource teacher?

Q. List two activities of resource teacher.

Q. Define collaborative teaching?

Q.What is Inclusive Evaluation?

2 Mark Questions & Answer key words
Q. Write the promising practices that foster inclusive education.

- Constructivist learning theory

- Culturally relevant and responsive pedagogy
- Balanced approach to literacy instruction
- Interdisciplinary curriculum

Q.What are the advantages and disadvantages of Inclusive Evaluation?

- ADVANTAGES
- Inclusive evaluations are more democratically produced in the sense of a Deweyen notion of a mode of associated living,of
conjoint communicated experience.
- They are more credible due to more stakeholder involvement and expanded dialogue.
- DISADVANTAGES
- Value committments are not consonant
- There may be considerable stakeholder disengagement and apathy

Q.What you mean by Collaborative teaching?

- An educational approach in which general and special educators work in co-active and co-ordinated fashion to jointly
teach heterogeneous groups of students in educationally integrated settings.
 4 Mark Short Essays & Value Points
Q. Explain the strategies for meeting the diversity in the classroom?

- Understanding the students

- Differentiated instruction
- Capitalize on learning styles
- Capitalize on student interests

Q. Compare regular teacher with a resource teacher.

Q.Explain the classroom practices in inclusive school?

*Encouraging participation *Formal planning *Overcoming barriers to

learning

Q.Explain need for leadership and collaboration in developing inclusive education.

10 Mark Essays & Value Points

Q. Explain the need for leadership and collaboration in developing
inclusive schools?

Q. Explain the classroom practices in inclusive school?

* encouraging participation * formal planning * overcoming

barriers to learning * responding by category * response to age
*teaching and lessons