Inclusive Education is concern with the education and accommodation of all children in the society under a single roof regardless of their physical, intellectual, social or linguistic barriers with a special focus on children with disabilities and learning disabilities who are vulnerable to marginalization and exclusion.
Traditional Education had come to be separated into two type’s namely general education and Special education. It had been believed earlier that children with different needs must be given education separately. Owing to lack of knowledge, education access and technology disabled or challenged were therefore initially segregated from other children. During the last two decades or so this segregation in the educational field has come under severe criticisms and now a consensus has began to emerge that instead of continuing with segregated education. Inclusive education therefore involves changing culture of contemporary schools with emphasis on active learning, applied curriculum, appropriate assessment method, multi level instructional approaches and increased attention to diverse students need and individualisation. Inclusive education is meant to make schools and centers of learning and educational system as caring, nurturing and supportive educational communities where the needs of all students are met in a true sense. In other words it is open to all students, including previously excluded groups, to learn and participate effectively with schools system.
Key Principles of Inclusive Education.
Zero Respect. An education philosophy which says no child can be denied or excluded from a public education regardless the nature or severity of the disability or because they are” uneducable’’
Multiple Intelligence. There is increasing understanding on the part of educators and researchers of the importance of all these intelligences for a child’s development and academic success. Opportunities for children to express themselves in multiple media-visual arts, music, drama, dance because every child is unique and they learns in different ways.
Parents Partnership .parents are valuable contributing partners in their child’s education and their involvement enhances the effectiveness and accountability of the school system .And schools have the responsibility to encourage parental involvement.
Community Involvement. Can Inclusive Education be practiced only in schools? The answer is ‘No” children belong to families and communities .All communities are as much places of learning as schools .Children often spend more time at home, and with their communities than in schools. Community may not be aware of the difficulties schools face, and to what extent certain children have education related problems, which can be solved through joint responsibilities and support from families and communities.
Role of Teachers. Teachers play a pivotal role in mainstreaming Inclusive Education .No matter how excellent the educational infrastructure might be, how well articulated educational policy might be, how well resourced a program might be, effective inclusion does not take until regular classroom teachers deliver relevant and meaningful instruction to students with disabilities. A teacher works as a catalyst between the principal and children with special needs and their parents to develop effective ways for overcoming barriers to learning and find new innovative ways to fulfill the educational, social and emotional needs of child with special needs.
Mainstreaming the differently abled in regular school have exhibited greater confidence and self-efficacy and proved to be more academically effective, it also allows them to learn social skills much faster through observation and also gain a better understanding of world around them and thus become a part of the ‘’Regular’’ community or society. Educating with the ‘’Non-Disabled’’ students; will make the non disabled prepared to deal disability in their own lives and create an atmosphere of understanding and tolerance that helps all students of all abilities to function better in the society after education in school is over.
Initiative taken by the government:
The Constitution of India (26th Nov 1949) clearly States in the preamble the right to equality of status and of opportunity. Article 41 of the Directive Principles of the Indian Constitution supports the Right to work, education and public assistance in certain cases including disablement .Further Article 45 commits to the provision of free and compulsory education for all children upto the age of 14 years. Based on this, the constitution (86th Amendment) Act 2002 has been enacted by the parliament making education a fundamental rights of all children in the age group of 6-14 years. Moreover the 93rd Amendment of the Constitution of India passed by LokSabha on 28th Nov 2001, makes it mandatory for the government to provide Free and Compulsory education to all children of the age of 6-14 years which includes children with Disabilities as well.
Sarva Shiksha Abhiyan (SSA) launched for Universalisation of Elementary Education, which adopts a zero rejection policy. SSA provides upto Rs.1200 per child for integration of disabled children.
Inclusive Education for the Disabled at Secondary Stage 2009 subsumed under Rashtriya Madhyamik Siksha Abhiyan from 2013 enabled all students with disabilities to pursue further 4yrs of Secondary Schooling in an inclusive and enabling environment.
Rights of Persons with Disabilities Act 2016, here reservation in higher education institute increased from 3-5 and Free education between the age group of 6-18 yrs and Government institutions to endeavor to provide Inclusive Education.
Appropriate Terminology:
When writing or speaking about People with Disabilities it is important to put the person first. Catch all phrases such as “the blind; the deaf or the disabled”, do not reflect the individuality. Equality or dignity of people with disabilities. Some examples of appropriate terms are below:
Consider these Guidelines when communicating with a Disabled Person
- Speak directly rather than through a companion or sign language interpreter who may be present.
- Offer to shake hands when introduced. People with limited hand use or artificial limb can usually shake hands and offering the left hand is acceptable greeting.
- Always identify yourself and others who may be with you when meeting someone with a visual disability. When conversing in a group, remember to identify the person to whom you are speaking.
- If you offer assistance, wait until the offer is accepted then listen or ask for instructions.
- Treat adults as adults. Address people with disabilities by their first names only when extending the same familiarity to all others. Never patronize people in wheelchairs by patting them on the head or shoulders.
- Be patient, concentrate, and let the person finish what they want to say without trying to finish their sentences for them. This only slows down communication.
Credits: CAPP 1 and CAPP 3(Culturally Appropriate Policy and Practice), The National Resource Centre for Inclusion, India (NRCII).
https://www.google.co.in/search?q=inclusive+education&client=ucweb-b&channel=sb
Ms. Ashe Kiba and Ms.Vikengunu Fatima Kera.
Trainees on Community Initiatives in Inclusion (CII) for the Asia Pacific Region 2018
Adapt / The National Resource Centre For Inclusion & Centre for Global Health, Mumbai.
