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Inclusion: A Developmental Approach In Education For All Through Revamping

Teacher Education

presented By: Ms. Neha Madan Assistant Professor , GRDCE, IP University

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Need to Focus

Ensuring Education for all is a stated priority of the country Education System as reflected in UNESCO Declaration on Education for All (UNESCO, 1990), the Dakar Framework

(UNESCO, 2000) and the Salamanca Declaration on Inclusive Education (UNESCO, 1994.

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Education to All as fundamental right in Indian constitution

Constitutional and Legal Obligations

Persons With Disabilities Act,

1995

Educate CWSN in an

appropriate environment till 18 years

Free and compulsory education to

children, upto 14 years

CWSN to be taught by a

trained teacher

Right to Education Act,

2009

Rehabilitation Council of India

Act, 1992

Law, policy, programmes and rights instruments reflect two primary approaches or discourses that treat disability either as an individual pathology or as a social pathology.

5

steps from Exclusion to Inclusion : Education for All

• .

Inclusive Education

Education from Inclusive Lens

.

• .

FEATURES OF

INCLUSIVE EDUCATION

CHILDREN HAVE

DIVERSIFIED NEEDS UNIQUENESS OF

THE CHILD REUIRES

CONTINUOUS SUPPORT AND

ATTENTION

DEMANDS FLEXIBILITY IN

LEARNING

NO FIXED TEACHING

STYLE

MIXTURE OF VARIOUS MEANS

AND MEDIA ALONG WITH

STRATEGIES OF COMMUNICATIO

NS

DIFFERENT ASSESMENT

AND EVALUATION

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What does a Child needs?

EMPOWERING THE PERSON

My strengths are ….

My needsare ….

My dreamsare ….

I am going to ….

The help I need from you

is ….

PERSON-CENTRED PLANNING

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How to Ensure Inclusion in Education ?

• . Revamping Teacher Education for Ensuring Inclusion

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Teacher Education

• .Teacher development has to be the heart of initiatives for developing inclusive practices in schools (Aniscow, 2003). This necessitates building competencies of all “regular teachers” to deal with diverse population of students and to learn pedagogical strategies that facilitate the learning of all students in their classroom.

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Teacher preparation programmes need to focus on :

• strong commitment of teacher to his/her community.

• promotes learning strategies for all • collaborative work• interpretative and critical paradigms• Contextual Preparation. • Cross Categorical/Multi-tiered formation.• Mentoring.

strong commitment of teacher to his/her community

• The Teacher Preparation Programme should include subjects with high social and community content because they need to be sensitive to the needs of students and the environment.

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promotes learning strategies for all

• In order to illustrate the individual differences in the classroom, the tridimensional view

1.seeing his/herself as being like all others,2.also like some others and 3.finally, in some ways uniqueInclusion promotes co-operation in the

classroom.

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collaborative work

• . Inclusion is funded on a collective of teachers, a team sharing knowledge, making decisions, solving problems together and generating actions in order to improve the school and to increase the learning for all.

Teacher Preparation Programmes need to focus on collaborative work

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interpretative and critical paradigms

• Allowing encounter with others, and the collective and interpretive insight into environments and circumstances and the development of research activities are fundamental. The inclusive teacher need to have strong skills in action research methods.

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Contextual Preparation

• For teachers to promote inclusive education, their training should link directly with the educational services in so called contextual professional practices.

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Cross Categorical/Multi-tiered formation

• Inclusive education must characterize all training teacher programs, offering skills and common benchmarks for everyone regardless of education level to be entered (e.g. Primary, Secondary and High Education).

• This versatile training enables various teachers, regardless of their field or level of training, to collaborate and participate in the diversity of educational contexts together.

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Mentoring.

• New teachers must participate with experienced teachers at least during the first two years. This includes dialogue sessions, reviews of situations, decision-making arrangements and work plans, among others to provide the following to the new teacher: intervention (guidance), facilitation (advice), and cooperation (co-responsibility).

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• From the above discussion it can be concluded that for fulfilling the dream of Education for All it is utmost important for the teachers to have the power to decide what they are to teach, and how they are to assess the children. As it is the teacher who experiences first hand the difficulties children encounter while negotiating social, cultural and linguistic barriers.

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Inclusion: A Developmental Approach In Education For All Through Revamping Teacher

Education --------is possible if

• .

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And this can be done by preparing committed teachers from the initial stage of Pre-service .

Inclusive Education just=

• .• Vision + Placement + Support + Resources +

Leadership + 5As (Acceptance, Access, Adapted Curriculum, Adapted Assessment, Adapted Teaching)

Just make it possible ensure Education for All !

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