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/