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BUDDHISM- (BUDHIST PHILOSOPHY)- IN EDUCATIONAL POINTS OF VIEW
BUDDHISM- (BUDHIST PHILOSOPHY)- IN EDUCATIONAL POINTS OF VIEW
Buddhism is the system of beliefs based on the
teachings of Siddhartha Gautma (later known as Sri Buddha). Buddhism is
a non-theistic philosophy whose tenets are not specially concerned with the
existence or non-existence of God. Buddhism is founded on the rejection of
certain orthodox Hindu philosophical concepts. It shares many philosophical views
with Hinduism, such as belief in Karma, cause-effect relationship etc.
The ultimate goals of both Hindu and Buddha philosophies are to eliminate Karma
(both good and bad), end the cycle of birth and rebirth, and attain freedom (Moksha
or Nirvana).
Buddhism
is divided into many philosophical schools and has a vast literature. The
teachings of Buddha were oral and were recorded much later by his disciples.
Buddha was primarily an ethical teacher and social reformer than a theoretical
philosopher. He referred to a number of metaphysical views prevalent in his
times and condemned them as futile. Whenever metaphysical questions were put to
him, he avoided them saying that they were neither profitable nor conductive to
the highest good. ‘Philosophy purifies none, peace alone does’.
Buddha’s
Philosophical teachings and conversations were compiled in the ‘Tipitaka’ or
the three baskets. The first basket is the Vinaya–Pitaka,
the discipline of the order. The second is the Sutta–Pitaka, a
compilation of the utterance of the master himself. The third is called Abhidhamma–Pitaka,
deals with philosophical discussions.
Buddha’s Teachings –
important concepts
Buddha’s enlightenment which he tried to share with
all fellow-beings has come to be known as the four noble truths.
Four noble truths are:
1.
There is suffering (Dukha)
Life is full of misery and Pain. Even the so-called
pleasures are really fraught with pain. There is always fear that we may lose
the so-called pleasures and their loss involves pain. Indulgence also results
in pain. That there is suffering in this world is a fact of common experience.
Poverty, disease, old age, death, selfishness, meanness, greed, anger, hatred,
quarrels, bickering, conflicts, exploitation are rampant in this world. That
life is full of suffering none can deny.
2.
There is cause of suffering (Dukha–samudaya)
Everything has a cause. Nothing comes out of nothing.
The existence of every event depends up on its causes and conditions.
Everything in this world is conditional, relative and limited. Suffering being
a fact, it must have a cause. It must depend on some conditions. This being,
that arises, ‘the cause being present, the effect arises, is the causal law of
Dependent Origination.
3.
There is cessation of suffering (Dukha–niroda)
Because everything arises depending on some causes and
conditions, therefore if these causes and conditions are removed the effect
must also cease. The cause being removed, the effect ceases to exist.
Everything being conditional and relative is necessarily momentary and what is
momentary must perish. That which is born must die. Production implies
destruction.
4.
There is a way to cessation of suffering (Dukha–niroda–
gamini–pratipat)
There is an ethical and spiritual path by following
which misery may be removed and liberation attained. This is the noble
eight-fold path.
The eight fold path
1.
Right Faith (Samyak Dristi)
2.
Right Resolve (Samyak Sankalpa)
3.
Right Speech (Samyak Vakya)
4.
Right Action (Samyak Karmanta)
5.
Right Living ( Samyak Ajiva)
6.
Right Thought (Samyak Smriti)
7.
Right Concentration (Samyak Samadhi)
8.
Right Effort (Samyak Vyayama)
Samyak dristi, the first step of eight fold path, is
right knowledge of the four noble truths. Samyak sankalpa means firm
determination to reform life in the light of noble truths. Samyak Vakya is
right control over speech. Samyak karmanta means abstention from wrong action.
Samyak ajiva teaches to maintain life by honest means. Constant endeavor to
maintain moral progress by banishing evil thoughts and entertaining good ones
is known as Samyak vyayama. Constant remembrance of the perishable nature of
thing is Samyak smriti. And Samyak samadhi, the last one, is right
concentration through four stages of intent meditation, unruffled meditation,
and detachment from main things-Sila, Samadhi and Prajna.
Buddhist Education
Buddhist education offered education to all. It was
for the first time in India that education was institutionalized on a large
scale during Buddhist movement. It is also a historical fact that with
the arrival of Buddhist era great international centers of education like
Nalanda, Takshashila, Vikramshila, Ballabhi, Odantapuri, Nadia, Amravati,
Nagahalla and Saranath were in prominence. Education in Buddha period is
developed in Viharas and Sanghas.
Aims of Education
The Buddhist educational aims were comprehensive based
on knowledge, social development, vocational development, religious
development, character development, following the moral values of Buddhist
religion, adopting good conduct and non-violence, achieving the final goal of
Nirvana, propagation of Buddhism, eradication of Vedic karmakanda
or ritualism, ceasing of the caste system from the society, spreading the
teachings of Buddha to the mass, leaving yajna and sacrificing for
achieving knowledge, and emphasizing the progress, development of the society
rather than the individual and providing education through the new system.
Principles of Education
Budhists believed that the Avidya, that is
ignorance must be removed through education as it is the root cause of
sufferings. They recommended that the education should be provided in peaceful
surroundings like Buddhists monasteries, viharas and organized educational
institutions instead of Gurukulas. They advocates for providing
education in the language of masses such as Pali.
Buddhist education suggested that, the pupils should
be educated in a democratic atmosphere. Things of luxury must be prohibited for
students. Buddhists framed few commandments for the Suddhvi, Harika (new
entrant) at the time of ‘Pabajja’ ceremony. A ritual called as pabajja
was necessary for admission to a monastery for education at the age of eight.
The word ‘pabajja’ means ‘to go out’, i.e. the child goes out of his
family to join the sangha. After this ceremony the student was called as
‘shramana’ or ‘samner’. Educational period for this phase was 12
years. After 20 years of age Upsampada ritual was performed to gain an
entry into higher education. Rules for second ceremony ‘Upasampada were also
laid down. After this ritual male monks and female monks were called Bikshu and
Bikshuni respectively. The total period of education was 22 years, 12
years after Pabajja and 10 years after Upasampada.
Education System
The two tire system was practiced in Buddhist
education, they are
1.
i) Popular Elementary Education
2.
ii) Higher Education
Popular Elementary Education:
Popular Elementary education was religious in nature,
included wordly education, upto the age of 12 years, pupils received
instructions in reading, writing, arithtmetic and religion.
Curriculum of Elementary education: Thorough
learning of Grammar, Hetu vidya (logic), Nyaya (science of reasoning), Adyatma
vidya (philosophy), Shilpa sthan (arts and crafts) and Chikitsya vidya
(medicine).
Higher Education:
Well organised, carried out at Buddhist monasteries
and Buddhist universities. Higher education was given to only those students
who intended to be monks or nuns. Both theoretical and practical aspects of
life were emphasised here.
Subjects included in the syllabus of
higher education: Buddhism, Hinduism, Jainism, Theology, Philosophy,
Metaphysics, Logic, Sanskrit, Pali, Astronomy, Astrology, Medicine, Law,
Politics, Administration, Tantrik philosophy
Medium of instruction was Pali
and also importance to vernacular dialects was given.
Teacher-Taught Relationship was close,
pure, good and affectionate. Teacher being an ideal person inspires the
students. Like his students the teacher also used to spend life in simplicity,
constant study, celibacy, following ideals and strength of character. Both
teacher and student were required the
authority of reason and experience. Students were required to
maintain the freedom of thought.
Disciplined in the matter of morals and conduct and maintained self restrained
life.
Educational Implications of Buddhist
Philosophy
Democratic: It is
democratic as it believed in freedom of enquiry. Democratic and republican
procedures were followed while running the educational institutions.
Development of good conduct: The entire
techniques of Buddhism provide directions to develop good conduct and which is
also the essence of a sound system of education. Also its belief in Karma lays
stress on the necessity to be constantly on the vigil to maintain one’s conduct
in the present life.
Moral discipline: The Buddha
Bhikshu (monk) took the vows of chastity and of poverty. Character was the
basis of moral discipline.
Emphasis on manual skills: Training of
manual skills like spinning and weaving was emphasized to enable men to earn
for living.
Pragmatic: It is
pragmatic; everything is in a state of flux as it is only momentary. Change is
the rule of the universe. It does not believe in the absolutism. It is
witnessed in the present era of globalisation.
Methods of teaching: The method
of instruction was oral. Preaching, repetition, exposition, discussion and
debates were all used. Buddhist council organised ‘seminars’ to discuss the
major issues at length. Learned conferences, meditation, and educational tours
also were used.
International impact: Buddhist
education helped India to gain international importance. It also developed
cultural exchange between India and other countries of the world. International
exchange of scholars attracted students and scholars from far off lands.
Value education and character
development: To be moral being, one must follow noble path, the
eightfold path as preached in Buddhism provides guidance e for moral education
and peace. The entire techniques of Buddhism provide directions to develop good
conduct which is also the essence of sound system of education.
Curriculum: Curriculum
included secular as well as religious subjects and structure of university till
present day. The system of determining a minimum age for higher education,
providing a set of rule and taking a test for admission, is guiding the
educational system even today.
Education as a social institution: Education
as a social institution got its existence as a result of Buddhist system of
education.
Imparting education in practical
subjects: An important contribution of this period is the imparting of education
in various practical subjects, a tradition which has come down to the present
day also.
Collective teaching methodology: It was in
this period that the method of collective teaching and the presence of numerous
teachers in single institution were evolved.
Reference
http://ednonline.info/2016/11/30/buddhism-budhist-philosophy-in-educational-points-of-view/
Continuous Comprehensive Evaluation (CCE)
Continuous
Comprehensive Evaluation (CCE)
Continuous
Comprehensive Evaluation (CCE) refers to a system of school based evaluation of
students that covers all aspects of student personality. It is a curricular
initiative, attempting to shift emphasis from mere testing to holistic
learning. ‘Continuous’ means that the evaluation of identified
aspects of students’ growth and development is a continuous process rather than
an event. It is built into the total teaching learning process & spread
over the entire academic session. ‘Comprehensive’ mean the
scheme attempts to cover both the scholastic and the co-scholastic aspects of
students’ growth and development. ‘Evaluation’ is a systematic
process of collecting, analyzing and reporting of information about students’
knowledge, attitudes, skills, intentions and/or behaviors regarding specific
content, issues or experiences.
Concept
of Continuous and Comprehensive Evaluation is a process of determining the
extent to which the objectives are achieved. It is not only concerned with the
appraisal of achievement, but also with its improvement. It involves
information gathering, information processing, judgment forming, and
decision-making. In recent years, there has been a growing concern for
improving the quality of achievement of all students at elementary level. In
this context the NPE, 1986 recommended that Minimum Levels of Learning (MLL) be
laid down at each stage of primary education, and that steps be undertaken to
ensure that all students achieve these minimum levels of learning. As a
follow-up, the MLL for each subject from classes I to V were stated in terms of
competencies. Each competency constitutes an expected performance target that
lends itself to criterion testing which is continuous and competency based. It
becomes essential for the teachers to adopt a scheme of continuous evaluation
that helps in confirming whether or not he learners have mastered the
competencies. A competency also becomes a criterion to organize
teaching-learning process, and at the same time to assess the students. It is a
very well known fact that usually evaluation is done to measure the knowledge
and understanding outcomes. The evaluation of skills and higher mental
abilities are neglected to a great extent. The evaluation of co-scholastic
aspects like attitudes, appreciation, interests, personal and social qualities
of students are seldom carried out. The report of MLL and the national
curriculum frame work of school education have specified certain personal and
social qualities that need to be developed in children. They stress the point
that the evaluation should be comprehensive in nature, wherein all learning
experiences pertaining to scholastic, co-scholastic and personal and social
qualities are assessed. The comprehensive evaluation not only helps in checking
all the standards of performance in both scholastic and co-scholastic areas,
but also in decision making regarding various aspects of teaching-learning
process, promoting the students, increasing quality, efficiency, and
accountability. Continuous and comprehensive evaluation necessitates the use of
multiple evaluation techniques and tools in addition to certain conventional
ones. This is required because different specific areas of pupil growth need
different types of evaluation through certain techniques. The teacher has to
select the most appropriate technique for a situation and develop the necessary
tools for the same and decide upon the periodicity and timing of evaluation.
Purpose and Functions of
Continuous and Comprehensive Evaluation
Purpose
- Continuous and Comprehensive Evaluation is
intended to provide a holistic profile of the learner through assessment
of both scholastic and co-scholastic aspects of education spread over the
total span of instructional time in schools.
- It helps to identify those positive attributes of
the learner which are not usually assessed during the examinations
conducted by the Board
- As it is spread over a period of two years in
classes IX and X it provides several opportunities for the
school to identify the latent talents of the learners in different
contexts.
- To integrate teaching and evaluation and to test
those kills and abilities which cannot be tested through written
examinations at the end of the course?
- To encourage students to apply themselves
rigorously to their students.
- To enable the teacher to realize the
effectiveness of teaching-learning process.
- To serve as a feedback for improving the contents
of the courses, methods of teaching and teaching– learning process in
general.
Functions
- It helps the teacher to organize effective
teaching strategies.
- It helps in regular assessment to the extent and
degree of Learner’s progress (ability and achievement with reference to
specific Scholastic and Co-Scholastic areas).
- It serves to diagnose weaknesses and permits the
teacher to ascertain an individual learner’s strengths and weaknesses and
her needs. It provides immediate feedback to the teacher, who can then
decide whether a particular unit or concept needs a discussion again in
the whole class or whether a few individuals are in need of remedial
instruction.
- By continuous evaluation, children can know their
strengths and weaknesses. It provides the child a realistic self
assessment of how he/she studies. It can motivate children to develop good
study habits, to correct errors, and to direct their activities towards
the achievement of desired goals. It helps a learner to determine the
areas of instruction in where more emphasis is required.
- It identifies areas of aptitude and interest. It
helps in identifying changes in attitudes and value systems.
- It helps in making decisions for the future
regarding choice of subjects, courses and careers.
- It provides information/reports on the progress of students in Scholastic and Co-Scholastic areas and thus helps in predicting the future success of the learner.
- Merits and Demerits of Continuous and Comprehensive Evaluation
Merits
Introduction of CCE will have the following
advantages:
- It will help the learners to develop holistically
in terms of personality, i.e. physically fit, mentally alert and
emotionally balanced.
- The students will have more time with them to
develop their interests, hobbies and personalities
- Students, parents and teachers would be more
logical in making an informed choice about subjects.
- It will equip students with Life Skills,
especially creative and critical thinking skills, social skills and coping
skills.
Other merits of CCE are as follows:
- More Valid: It is
more valid than external examinations as it covers all the topics of the
syllabus through assessment on daily as well as periodic basis.
- Regular and Punctual:
Students will become regular and punctual. They will try to do their assignments
and class work to the satisfaction of all concerned.
- Discipline: The problem of indiscipline
will remain subsided.
- More reliable: It is
more reliable than external examinations as it covers all the topics of
the syllabus.
- Motivational Value: It motivates
the pupils to work regularly and thoroughly. They are motivated to work
through out the year.
- Diagnostic Value: It
enables school authorities to diagnose pupils’ difficulties in learning
and provide opportunities to find out needs, interests, abilities and
aptitude of the learners.
- No undue strain: Undue
strain upon the students is relaxed.
- Positive results: It
aims at finding out what the child knows, what s/he can do and what
intelligence s/he possess rather than finding out what s/he does not know,
what s/he cannot do and what intelligence s/he does not posses.
Demerits
- Time consuming:
Continuous Comprehensive Evaluation is time consuming.
- Heavy work load of teachers: The
short term evaluation increases the work load of teachers. Moreover, it
demands training, efficiency and resourcefulness on the part of the
teachers.
- Incomplete without external examination: In the
absence of external examination/ a public examination at the end of the
year it would be incomplete.
- Shirkers of work:
Shirkers of work in the teaching profession may not work and the standards
of teaching-learning may go down.
Benefits of CCE to Students and
Teachers
Benefits to Students
The scheme of CCE would help the learners, who are the
primary stakeholders of school education, in the following manner:
- It will reduce stress and anxiety relating
to examinations among the young students, especially among the
adolescents.
- It will reduce the dropout rate as there
will be less fear and anxiety related to performance.
- There will be greater focus on learning rather
than teaching.
- It will enhance learning time of students.
- It will help the learners to develop
holistically as a result of the emphasis on the promotion of
co-scholastic aspects of the personality.
- It is expected to prepare the students for life
by making students physically fit, mentally alert and emotionally
balanced.
- The students will have more time with them to
develop their interests, hobbies and personalities.
- It will enable the students, parents and teachers
to make an informed choice about subjects at different stages of
education.
- It will promote learning in a friendly
environment.
- It will equip students with Life Skills,
especially Creative and Critical thinking skills, social skills and coping
skills.
Benefits to
Classroom Teacher
The continuous and comprehensive evaluation helps a
classroom teacher in the following ways:
- To identify learning difficulties in mastering
competencies and the intensity of such difficulties.
- To improve students’ learning through diagnosis
of their performance.
- To plan appropriate remedial measures to enable
the students who have learning difficulties.
- To improve or alter instructional strategies to
enhance the quality of teaching and learning.
- To help in selecting of various tools, techniques
and instructional materials as a support system in mastering the
competencies.
Inclusive Education
Inclusive
education is ‘making the programme for disabled children as an integral
part of the general educational system rather than a system within general
education’. Inclusive education is not merely about providing access to mainstream
school for pupils who have previously been excluded. It is not about closing
down an unacceptable system of segregated provision and dumping those pupils in
an unchanged mainstream system. Existing school system in terms of physical
factors, curriculum aspects, teaching expectations and styles, leadership roles
have to change. This is because inclusive education is about the participation
of all children and young people and the removal of all forms of exclusionary
practices. Inclusive education is based on the right of all learners to a
quality education that meets basic learning needs and enriches lives. Focusing
particularly on vulnerable and marginalized groups, it seeks to develop the
full potential of every individual. The ultimate goal of inclusive quality is
to end all forms of discrimination and foster social cohesion.
Inclusive
education stands for a process of fighting for the inclusion of people with
disabilities in the mainstream education system. Education for all is closely
connected to the work for equal rights of people with disabilities and against
their social exclusion. Education is seen as key to a society that is ready to
welcome a wide diversity of different abilities (Ainscow, 2000)1. It
has been now known that inclusive school system is the most effective tool for
developing necessary skills and building solidarity among our youth with
special needs and their peers. It also creates a path for being better prepared
for all kinds of work opportunities. Inclusion of children with special needs
has become a matter of priority in many countries around the world. The
implementation of inclusive education requires dedication and willingness on
part of all stakeholders especially educators. Every educator must be aware of
the concept of ‘inclusion’.
NEED OF INCLUSIVE EDUCATION
Several studies have been done on the effects of
inclusion of children with disabilities in general education classrooms. A
study on inclusion compared integrated and segregated (special education only)
pre-school students. The study determined that children in the integrated sites
progressed in social skills development while the segregated children actually
regressed. There are many positive effects of inclusion where both the students
special needs along with the other students in the classroom both benefit.
Research has shown positive effects for children with disabilities in area such
as reaching Individualized Education Programme (IEP) goal, improving
communication and social skills, increasing positive peer interactions, many
educational outcomes and post school adjustments. Positive effects on children
with disabilities include the development of positive attitudes and perceptions
of persons with disabilities and the enhancement of social status with
non-disabled peers. The need of inclusive education is discussed below:
1.
To fulfill Constitutional Responsibility
It is an attempt to maintain principles of equality by
giving every child right to get education in the school of his choice
regardless of his/her differences in physical, psychological and socio-cultural
characteristics.
2.
Universalization of Education
Inclusive education helps in achieving our motives of
universalization of education. It could only be possible if expansion of
education be made keeping in view the mental and physical health, needs and
other strengths of the children.
3.
All Children Learn by Being Together
It is a place which removes discrimination as everyone
belongs, is accepted and supported by his or her peers and other members of the
school community in the course of having his or her educational needs met. In
inclusive settings, children learn at their own pace and style within a
nurturing learning environment.
4.
Development of Friendship
Schools are important places for children to develop
friendships and learn social skills. Children with and without disabilities
learn with and from each other in inclusive classes.
5.
Children Learn Important Academic Skills
In inclusive class rooms, children with and without
disabilities are expected to learn and read, write and do maths. With higher
expectations and good instruction children with disabilities learn academic
skills.
6.
Children Develop Positive Understanding of Themselves
and Others
When the
children attend the classes that reflect the similarities and differences of
people in the real world, they learn to appreciate diversity. Respect and
understanding grow when children of differing abilities and cultures play and
learn together.
7.
Children Experience More Self-esteem
Student with disabilities experience increased
self-esteem by the mere fact that they are attending classes in a regular
education setting rather than in a special education setting.
8.
Improvement in their Own Self-concept.
Children
without disabilities experiences growth in social recognition and gain a
greater understanding and acceptance of students with disabilities and of diversity
in general when they experience inclusive programming. Children without
disabilities also experiences increased self-concept and overall improvement in
their own self-concept.
ROLE OF TEACHERS IN INCLUSIVE
EDUCATION
Teachers in
inclusive classrooms should welcome all children, without discrimination by
making necessary arrangements for their education in the same school and class
along with the non-disabled peers. To teach in inclusive settings, cooperation
and understanding between regular, special and resource teacher is an essential
condition. The teacher for teaching in inclusive classroom must be aware of 3
R’s i.e., Rights, Roles and Responsibilities. The general role and
responsibilities of a teacher in inclusive settings can be summarised as
following:
- Providing equal opportunities to each child to
participate in classroom activities and social programmes according to
his/her capability.
- Making disabled child emotionally, physically,
psychologically and educationally sound.
- Following the principle of ‘zero rejection
policy’ according to which everyone should be integrated in the normal
classroom.
- Provide enhanced opportunities for overall
development of child’s physical, cognitive, emotional and social skills.
- Working closely with parents to inform them of
their child’s progress and suggest techniques to promote learning at home.
- Collaborate with regular education teachers and
all related services personnel.
- Provide classrooms with disability awareness
information, as requested.
- Suggest/ coordinate per mediators, peer tutors,
or peer buddies etc.
- Provide
regular education teachers and Para-professionals with information on
disabilities, medical concerns and equipment operations.
- Monitor and evaluate assigned students’ progress
in regular education curriculum.
- Develop in collaboration with the regular
education teacher, a plan for supervising the paraprofessional’s duties.
- Coordinate weekly scheduled collaboration with
the regular education teachers to identify necessary accommodation.
INCLUSIVE EDUCATION IN INDIAN
CONTEXT
There are some of the key observations regarding
Inclusion in the Indian context, which are as following:
1.
a) Central and State governments have taken a number
of initiatives to improve the enrolment, retention and achievement of children
with disabilities. There is a need to establish interlinks and collaboration
among various organizations to prevent overlapping, duplication and
contradiction in program implementation.
2.
b) Most services for children with disabilities are
concentrated in mega citers or close to district headquarters majority of
children with disabilities who live in rural areas do not get benefit from
these services.
3.
c) There is an absence of consistent data on the
magnitude and educational status of children with disabilities and disparities
between regions and types of disability. This makes it difficult to understand
the nature of the problem and to make realistic interventions.
4.
d) Special schools and integrated practices for
children with disabilities have developed over the years. Inclusive education
has gained momentum over the last decade.
5.
e) Community involvement and partnership between
government agencies and NGOs had been instrumental in promoting inclusive
education.
6.
f) Many regular schools have a large number of
children in each classroom and a few teachers. As a consequence of this, many
teachers are reluctant to work with children with disabilities. They consider
it an additional workload.
7.
g) Sensitization of masses towards disability and
inclusion issues and how to cover efforts for the effective implementation of
programs, are important concerns.
8.
h) Different disabilities require different supports.
The number of skilled and trained personnel for supporting inclusive practices
is not adequate to meet the needs of different types of disability.
9.
i) The curriculum lacks the required flexibility to
cater to the needs of children with disabilities. There are limited
developmentally appropriate teaching learning materials for children both with
and without disabilities. The teaching-learning process addresses the
individual learning needs of children in a limited way.
BARRIERS TO INCLUSION OF DIFFERENTLY
ABLE IN NORMAL SCHOOLS
One of the greatest barriers to inclusion is the ‘attitude’
of parents and especially teachers towards differently able children. If
teachers hold unfavourable or negative attitude towards inclusion of children
with special needs in the regular classroom and if they possess negative
beliefs about the educability of such children in the regular schools, then
inclusion would remain a distant dream and unsuccessful. It is seen that some
parents of normal children are not in favour of sending their children to
integrated schools where both disabled and normal children learn together, on
the grounds that the education of their children would be affected by including
disabled children in the regular class and that their normal children would
imitate the undesirable behaviours and manners of disabled children. Such
negative attitude of parents of normal children makes inclusion a failure one.
Labeling is another barrier. Inmost cases it is seen that regular teachers tend
to categorise and address such children by a label. But there are some negative
effects of such labelling, which are: Labeling usually focuses on a child’s
negative aspects i.e. their inadequacies and defects. Teachers and parents tend
to have low expectations about what a child can do; Teacher tend to explain a
child’s poor performance only in terms of his defects and not in terms of
instructional failure; A labelled child develops a poor-self concept; Labels
lead to rejections by the peers; Labels create sense of helplessness,
inferiority and stigmatization among the disabled children.
Teachers must respect diversity among disabled
children. Inclusion values diversity, not assimilation. Teachers should,
therefore respect the diversity among children and provide programmes keeping
in view their individuality. Lack of teachers respect for diversity is a
serious barrier to inclusion. A multidisciplinary approach is essential for
inclusion. Collaboration between parents, teachers, special education teachers,
therapists, social worker, community people and doctor is an essential
condition for the success of inclusion. Each and every teacher in inclusive setting
irrespective of special education teacher or regular teacher should take the
responsibility and should be accountable for his education. Failure to be
accountable leads to the exclusion of the child from inclusive settings.
Another barrier is the traditional mode of teaching. Children with diverse
abilities have unique needs and needs innovative practice teaching. Traditional
way of teaching involves lecture method with a fixed timetable, a single
textbook and rigid grouping. Curriculum is not adopted to meet their needs.
Individual attention is not seen in traditional teaching which will be a
barrier to providing quality education to children with special needs in
inclusive settings. Effective inclusion requires that the school personnel and
resources should be integrated. All teachers and resources of the school should
be available for providing services to children with diverse abilities and
disabilities. An unhealthy division between the professional will be a barrier
to effective inclusion. Differently able children included in the regular
classroom require support from teachers and peers to make satisfactory progress
in learning. If they don’t get the requisite support, they may experience
failure and later drop out from school. There should be a linkage with their
special schools. Special schools with their expert teachers and special aids
and equipments should function as resource centres for inclusive schools.
Children enrolled in inclusive school or who need specialised help must be
referred to special schools or that specialist teachers working in special
school may be requested to provide special assistance and services to such
children. Lack of linkage between special schools and inclusive schools is a
barrier to inclusion.
Reference
http://ednonline.info/2016/11/25/education-of-differently-abled-children-parents-attitude/
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