An Introduction of Inclusive Education In India

Arindam BhattacharyyaAsst. Prof. (Education), Serampore Girls’ College & Guest Faculty of University

of Calcutta, Education Department

Ex. NSS Programme Officer of Serampore Girls’ College

Academic Counsellor of NSOU & Ex. Academic Counsellor of IGNOU

Ex. Asst. Prof. RKMSM, Belurmath

[Email: bhatta.arin@gmail.com]

Inclusive Education Inclusive education as a process of addressing and responding todiversity of needs of all learners through increasing participation inlearning, cultures and communities, and reducing exclusion withinand from education. It involves changes and modifications incontent, approaches, structures and strategies, with a commonvision which covers all children of appropriate age range and aconviction that it is the responsibility of the regular system toeducate all children.

MEANING: Inclusive Education is defined as a learningenvironment that promotes the full personal, academic andprofessional development of all learners irrespective of race, class,colour, gender, disability, sexual preference, learning styles andlanguage. [NCSNET,1997,SOUTH AFRICA]There is a major difference between special education and inclusive

education. Inclusive education is a broader concept which has fourdimensions, that is, philosophical, sociological, economical andhumanitarian outlook

Education for All

Protection of Constitutional Rights

Identification of Learners’ Skills

Development of Social Consciousness

To Prepare for New Challenges

Development of Brotherhood

Training programmes on I.E. for the Teachers

To improve Quality of Education

Aims & Objectives of Inclusive Education

❖No Discrimination with Students

❖Equal Educational Opportunity to All

❖School Adapt to the Need of Student

❖Equal Educational Benefits for All Students

❖Respect the Individual Differences and Diversity of Learners

CHIEF PRINCIPLES OF INCLUSIVE EDUCATION

To Fulfil the Constitutional Responsibilities

To enable Children to stay with their Families

For the Development of Healthy Citizenship

For Achieving the Universalization

Developing Feeling of Self Respect

For the Use of Modern Technology

For Social Equality

NEED AND IMPORTANCE

The Objective of NPE, 1986: To integrate the

physically and mentally handicapped with

general community as equal partners, to

prepare them for normal growth and to enable

them to face life with courage and confidence.

The National Policy on Education, 1986 (NPE, 1986)

The said act was passed by the Parliament in 1992, thisact makes it mandatory for every special teacher to beregistered by the council and lays down that everychild with disability had the right to be taught by aqualified teacher.

In fact it provided punishment for those teachers whoengaged in teaching children with special needswithout a valid registration.

Rehabilitation Council of India (RCI) Act 1992

The Act stresses the need to provide free of cost education to all

children in an appropriate environment till they are 18 years old and

further emphasize their right to measures like:

➢Transport facilities to the students with disabilities;➢Architectural Barrier Free Environment;➢The Supply of Books, Uniforms and Aids & Appliances;➢The Grant of Scholarship to Students with Disabilities;➢Setting up of appropriate forum for the redressal of grievances;

➢Suitable modification in the examination system;➢Restructuring of curriculum for the benefit of students withhearing impairment;

Persons with Disabilities Act, 1995 (PwD Act)

(Equal opportunity, protection of rights and full participation)

As mentioned in Section 2.1 of PWD Act (1995), in

India disability is measured in five categories – sight,

speech, hearing, locomotor, and mental – which excludes

disabilities such as autism. In addition, a person has to be

medically certified as having 40% or more of one of these

disabilities in order to be counted and so qualified to

request ‘benefits’.

Simultaneously…. Sarva Shiksha Abhiyan (SSA) is the

Government’s millennial Education For All (EFA) umbrella

programme for all education schemes, which aims to

universalize elementary education, the goals are that all

children aged 6-14 including the enrolment of children

with disabilities.

ARTICLE 21A:

THE STATE SHALL PROVIDE FREE AND COMPULSORY

EDUCATION TO ALL CHILDREN OF THE AGE OF SIX TO

FOURTEEN YEARS IN SUCH MANNER AS THE STATE MAY,

BY LAW, DETERMINE.

• RTE (Right to Education) Act was passed by Parliament in

2009 and made effective from 1st April, 2010;

• [Mandatory provision of the RTE Act: 25% Reservation for

disadvantaged children in private schools]

FUNDAMENTAL RIGHT OF CHILDREN TO FREE AND COMPULSORY

EDUCATION THROUGH RTE ACT, 2010

There are a number of reasons behind adaptation of inclusion in education:

Accessible to the disabled in all parts of the country;

Use of existing infrastructure and resources possible with some

modification;

Least cost solution;

The child has the advantage of being in an environment which

shares with his/her peers;

Congenial company instead of isolation – a natural social

environment. Participation in the general community life.

Stays with his/her family thus ensuring family bonding.

WHY INCLUSIVE EDUCATION ?

Negative approach

Lack of physical facilities & funds

Lack of trained teachers

Social discrimination

Educational problems

Inferiority complex

Lack of understanding

Adjustment problem

Isolated and segregated

Feeling of Extra burden

Insecurity in society

BARRIERS IN INCLUSIVE EDUCATION

The practice of developing inclusive schools involves.

Understanding Inclusion as a continuing process, not a onetimeevent.

strengthening and sustaining the participation of all students,teachers, parents and community members in the work of theschool.

Restructuring the cultures, policies and practices in schools torespond to the diversity of pupils within their locality.

Providing an accessible curriculum and appropriate trainingprogrammes for all (teachers and students).

Identifying and providing support for staff as well as students.

PRACTICE OF INCLUSIVE EDUCATION

Traditional Approach Inclusive Approach

Education for some Education for all

Static Flexible

Collective teaching Individualized Teaching

Learning in segregated areas Learning in Integrated areas

Emphasis on teaching subject-orientated Emphasis on learning child-centred

Diagnostic / prescriptive Holistic

Opportunities limited by exclusion Equalization of opportunities for all

Disability view Curricular view

Labels children disability wise Planning is made on ability level wise

Approach Realization [Change our Attitude and Realization from Tradition Approach to Inclusive Approach]

According NATIONAL CURRICULUM FRAMEWORK (NCF) 2005:

• Normal Children

• Mentally Challenged / Intellectual Disable Children (MR/ID)

• Physically Challenged Children

• Children with Visual Impairment

• Children with Hearing Impairment

• Children with Locomotor Disability

• Gifted children

The Inclusive Class may have the following Children

Beside that inclusion is necessary for Socially Disadvantage Children from Scheduled Tribes, Scheduled Castes, Other Backward Class, Slum and Working Children.

There are lots of challenges in regarding Inclusion in thefield of Education. No debate is required in this regard,we believe that Inclusive Education is the only answer for‘Education for all’ which includes children withdisabilities. The process of inclusion has been started, butmuch needs to be done to achieve the desire goals.According to Swamiji, “Man is potentially infinite andperfect, and divinity is ingrained in the very nature ofman.” So we have to confirm the complete participationof larger section of society in the field of educationthrough inclusion.

CONCLUSION

WHEN LEARNING IS PURPOSEFUL, CREATIVITY BLOSSOMS, WHENCREATIVITY BLOSSOMS, THINKING ENAMATES, WHEN THINKINGENAMATES, KNOWLEDGE IS FULLY LIT, WHEN KNOWLEDGE IS FULLY LIT,ECONOMY FLOURISHE: DR. APJ ABDUL KALAM

THANK YOU

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