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/
