Inclusive Education : Some Justifications and Provisions Inclusive education
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This document discusses inclusive education and provides justifications and provisions for its implementation. It defines inclusive education as a process that aims to educate all children, regardless of gender, ethnicity, ability level, or other factors, together in mainstream schools and classrooms. It provides justifications for inclusive education from educational, sociological, economic, humanitarian, and democratic perspectives. Finally, it outlines key provisions for inclusive education established in the Indian Constitution, international agreements, and national policies and plans that mandate educating all children in an inclusive environment.
Inclusive Education : Some Justifications and Provisions Inclusive education
- 1. Inclusive Education : Some Justifications and Provisions Dr. Sankar Prasad Mohanty Lecturer, Department of Education Ravenshaw University, Cuttack, Odisha E-mail: [email protected]
- 2. Inclusion: A Process Inclusive education is a process to cater for all children: including boys, girls, students from ethnic and linguistics minorities, population affected by HIV-AIDS, those with disability difficulty in learning. Aims is to eliminate exclusion- consequence of Negative attitude of towards the above Lack of response to diversity in race, economic status, social class, ethnicity, language, religion, gender and ability.
- 3. Contd.. Full inclusion of children with diverse abilities (i.e. gifted and disabilities) in all aspects of schooling that other children are able to access and enjoy (Loreman and Deppeler, 2001)
- 4. Inclusive Education: Justifications Educational Point of View Irrespective of talent, disability, socio-economic status, culturally origin in supportive mainstream schools and classrooms. Needs of all students are met –preparing them for life. Teachers improve their professional skills. Society takes conscious decisions to operate according to social values.
- 5. Sociological point of view Our society needs the schools-- values like wider social acceptance, peace and cooperation are prevalent. Segregated education teaches children to be fearful, ignorant and generate prejudices. Only inclusive education can reduce these aspects and build friendship, respect and understanding (CSIE Report, 2002)
- 6. Economic point of view Out of 700 million disable persons of World 10 percent only in India. Inclusive education is cost-effective in nature (Salamanca Statement, UNESCO, 1994)
- 7. Humanitarian point of view Segregation generates a feeling of inferiority in respects of child’s status in the community which may affect his emotional and cognitive development. Lack of confidence, motivation, and positive expectation for achievements are the product of segregated learning environment (Stainback, Stainback and Forrest, 1989).
- 8. Democratic point of view In a democratic country the value of equality is most important. So, to bring disable children in the mainstreaming education, the fair, ethical and equitable measures need to be taken to avoid discrimination.
- 9. Key Provisions for Inclusive Education Constitution of India : • Article 45: Free and compulsory education for all children up to 14 years, changed to ECCE up to 6 years age (86th amendment of Constitution) • Article 21 A: Right to Education Act, 2009- Fundamental right of all children aged 6-14 to get equitable, free and quality education
- 10. Contd.. Education for All, 1990: Intensifies that large numbers of vulnerable and marginalized group of learners were excluded from the education system worldwide. It made its vision of education as a broader concept (EFA) than schooling including women literacy, lifelong education etc
- 11. Contd.. National Policy on Education-1986 and POA- 1992: Gives emphasis on the removal of disparities and equalize educational opportunities by attending to the specific needs of those who have been denied equality.
- 12. Contd.. The Salamanca Conference, UNESCO, 1994: School should accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions. Includes: disabled and gifted children, street and working children from remote or nomadic population, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas of groups.
- 13. Contd.. Persons with Disability Act (Equal Opportunities, Protection of Rights and Full Participation), 1995: Direction to ensure equal opportunities for people with disabilities and their full participation in the nation building The Act provides for both preventive and promotional aspects of rehabilitation of persons with disability, unemployment and establishment of homes for persons with severe disability, etc. Every child with disability - right to free education till the age of 18 years in integrated schools or special schools. Special schools for children with disabilities shall be equipped with vocational training facilities
- 14. Contd.. The National Trust Act (1999) : To facilitate the realization of equal opportunities, protection of rights and full participation of persons with disability. World Education Forum in Dakar, Senegal (2000): Education must take into account -the most disadvantaged including working children, remote rural dwellers, nomads, ethnic and linguistic minority children, affected by conflicts, HIV-AIDS, hunger and poor health and those with special learning needs.
- 15. Contd.. Biwako Millennium Framework for Action, UNESCAP (2002): The framework envisages that major barriers to the provision of quality education for children with disabilities. These barriers can be overcome through policy, planning, implementation of strategies and allocation of resources (BMF-UNESCAP, 2002).
- 16. Contd.. The National Action Plan for Inclusion in Education of Children and Youth with Disabilities (IECYD)-2005: The goal of the Action Plan is –“to ensure the inclusion of children and youth with disabilities in all available general educational settings, by providing them with a learning environment that is available, accessible, affordable and appropriate.”
- 17. Contd.. National Curriculum Framework-2005: Schools need to become centres that prepare children for life and ensure that all children, especially the differently abled, children from marginalized sections, children in difficult circumstances get the maximum benefit of this critical area of education. (NCF, 2005, p.85)
- 18. Contd.. National Policy for Persons with Disabilities, 2006: The National Policy recognizes the fact that a majority of persons with disabilities can lead a better quality of life if they have equal opportunities and effective access to rehabilitation measures
- 19. Contd.. Inclusive Education of the Disabled at Secondary Stage (IEDSS, 2009-10): The scheme aims at enabling all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling in an inclusive and enabling environment.
- 20. Contd.. RTE- SSA’s Policy on Inclusion (2001 & 2012): SSA has adopted a zero rejection policy. This means that no child having special needs should be deprived of the right to education and taught in an environment, which is best, suited to his/her learning needs (MHRD,GoI,2011). Every child with special needs should be placed in the neighborhood schools, with needed support services Children with special needs need to be facilitated to acquire certain skills that will enable them to access elementary education
- 21. Inclusive Education vs. Traditional Education Inclusive Education • Education for all • Flexible Individualized teaching • Learning in integrated settings • Emphasis on learning • Child centred • Holistic approach • Equalization of opportunities • Curricular view • Planning is made on ability • Label free Traditional Education • for some • Static or rigid • Collective teaching • Emphasis on teaching • Subject centred • Diagnostic • Opportunity limited by exclusion • Disability view • Disability wise • Labels children
- 22. Education through Inclusion • Flexible teaching and learning methods • Learning styles with innovative approaches to teaching aids • equipments as well as the use of ICT and collaborative approach • Flexible curriculum responsive to diversify needs and not overloaded with academic content. • Initial training to the teachers on physical disability, multilingual and multicultural teaching • Creating child friendly environments • Qualitative assessment of learning • Involvement of parents and the community
- 23. Curriculum address the child’s holistic development based on the four pillars of education for the 21 century- learning to know, learning to do, learning to live together and learning to be. adopts multilingual approaches
- 24. The teacher • Explore new methodology and stagey to make the classroom inclusive • Adopt child centred curriculum -active and cooperative learning • Knows each pupil’s reactions towards teachings learning process.
- 25. Suggestions • Appropriate monitoring & evaluation mechanisms need to be put in place to evaluate the impact of inclusive education policies. • A coordinated action plan of holistic approach is needed to bring out a change in the entire education system • Allow flexible use of funds to support activities for inclusive schools, education and training programmes. • Distance learning education should be provided
- 26. THANK YOU