INCLUSIVE EDUCATION FOR THE

DISABLED CHILDREN IN INDIA

AIMS AND OBJECTIVES OF INCLUSIVE EDUCATION
AIMS: -
The aim of the research paper is to understand what inclusive education is and how it
benefits the disabled children in India.

OBJECTIVE: -
First objective of the research paper is to understand the meaning and principles of
inclusive education.

Second objective of the research paper is to identify the importance’s of inclusive

education, how it benefits the disabled children.

Third objective of the research paper is to record the amount of awareness among the
schools following an inclusive education.

Fourth objective of the research paper is to critically analyze what are the reasons to
support inclusive school communities for all the students.

Firth objective of the research paper is to outline the salient features of the proposed
scheme for inclusive education of the disabled at the secondary level.
MEANING OF INCLUSIVE EDUCATION

“Inclusive Education is defined

as a learning environment that
promotes the full personal,
academic and professional
development of all
learners irrespective of race,
class, colour,disability,
gender,
preference, sexual learning
language.” styles and
 NEED AND IMPORTANCE
. 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
Thisn

RESEARCH METHODOLOGY
The research methodology employed is qualitative based research. The data collected is
based on primary data through telephonic interview, video calling interview, and an
online survey.
Secondary data: - A number of online websites were used to collect the secondary data for
the research.
Here are some of the interviewed candidates photos:-
 
RESEARCH ANALYSIS AND DISCUSSION
The research analysis involves the analysis of the survey and interview conducted.
We have analyzed the experiences of children in inclusive settings and their
perceptions about self. The descriptions of children with disabilities related to
experiences in inclusive schools which were supportive as well as those which
comprised a challenge were analyzed. Based on these analyses, we suggest some
recommendations for furthering inclusive education for children with disabilities in
India.
Survey report: -
A survey on inclusive education for the disabled children in India was conducted on
14th January 2021, which continued till 5 days that is till 18th January, 2021. It had
taken 31 responses from the school as well as college students through an online
survey carried out in Google forms and had been circulated to interpret their
perception on inclusive education for the disabled children. There were total of 25
questions asked in the survey.
Part A included all demographic information provided by the subjects that is their
age ranging from 14 to 24 years, gender, school/college name where they read etc.
Part B consisted of the appropriate five-point Likert-type scale responses (1. strongly
agree, 2 agree, 3 neutral, and 4 disagree, 5. Strongly disagree) based on individual
responses from the participants
Graphical representation of the survey
 CASE
Case study 1: - STUDY
Through this interview it was observed that, she was happy in her school
environment and was never bullied in her class for been disabled or different
from them. She chose not to think about her disability at all, and work hard
to make her parents feel proud of her and make a better living for herself
and her family.

Case study 2: -
Through this interview it was observed that how important it is to dream of
something and then see it coming to its reality makes someone happy and
independent of themselves. Seeing her so positive and enthusiastic makes her
parents feel happy too.
 CASE
Case study 3: - STUDY
Through this interview we observed that society accepts every kind of persons around
themselves but somewhere in the rural schools, basic other facilities should be provided like
building a special toilets for the disabled children, making ramp for their comfortable
climbing with their wheelchair or even with their walkers they could easily climb and go to
their respective classes, they should also be given proper notes and reading materials for
their studies.

Case study 4: -
Through this interview it was clear that whether it is school or college they should provide
basic infrastructure facilities like washrooms and ramps for these children to walk and
move easily from one class to another. Collectively, parents, medical professionals, teachers,
counselors, and other school staff can work to provide children with orthopedic disabilities
the support they need in the classroom. The child's needs may change over time, and the
officials involved in their individualized education plan can make amendments to the plan
to accommodate new needs.
 CASE
Case study 5: - STUDY
The interviewee revealed that the need for instructional strategies is particularly acute
for teachers of math and sciences in the higher cycle. The interviewee has specially
mentioned that “I and my colleagues feel the need to have more knowledge on how we
could work individually with children with certain disabilities. We need detailed
information on the disability and how we can build our work to respond to the student’s
need related to his or her disability.” Besides providing information on topics of interest,
the training workshops are also seen, “as a very good opportunity to exchange
experiences” among teachers. The school administrators consider teacher training a
very important factor in ensuring quality inclusive education and they believe that it
needs be better planned to meet the needs of teachers in regards to content and
frequency.
 SUGGESTIONS
The government have -
to give the highest policy and budgetary priority to improve
their education systems to enable them to include all children
regardless of individual differences or
difficulties.
to adopt the principle of inclusive education, enrolling all
children in regular schools unless there are compelling
reasons for doing otherwise.
to include the education of disabled children in teachers
training programs.
 to access general education system for the children.
to expand the coverage to reach the unreached
population.
 CONCLUSION
 Inclusive education responding to special needs will
thus have positive returns for all pupils. All
children and young people of the world, with their
individual strengths and weaknesses, with their
hopes and expectations, have the right to
education.
 It is not our education systems that have a right to
a certain type of children. Therefore, it is the school
system of a country that must be adjusted to meet
the needs of all its children."
Thank you