Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.

1. Suresh Babu G
Assistant Professor
CTE CPAS Paippad , Kottayam

2.  Meaning of Inclusive Education
 Definition of Inclusive Education
 Concept of Inclusive Education
 Aims and objectives of Inclusive Education
 Need and significance of Inclusive Education
 Significance of Inclusive Education – RTE
 Benefits, Difficulties and Problems of Inclusive
Education
 Challenges and barriers of Inclusive Education
 Teacher Preparation for Inclusive Education

3. “Inclusive Education is defined as a learning
environment that promotes the full personal,
academic and professional development of all
learners irrespective of race, class, colour, gender,
disability, sexual preference, learning styles and
language.”

4.  ”Inclusion” was defined by Stainback &
Stainback (1990) as :
1. Education of all students in in regular classes
2. Appropriate educational programs for every
student
3. Everyone is accepted and supported.
 Inclusive education means that all students in a
school regardless of their difference are part of the
school curriculum.

5. Inclusive Education as defined by NCF
2005
 Disability is a social responsibility.
 Failure of a child is an indication of the failure of school.
 No selection procedures to be adopted for denying admission to learner with disabilities.
 Accept difference and elaborate diversity.
 Inclusive is not confined to the disabled it also means non-existence.
 Learn human rights and conquer human wrong.
 Handicap is a social construct, deconstruct handicap.
 Make provisions and not restrictions; adjust to the needs of the child. • Remove social,
physical and attitudinal barriers.
 Partnership is our strength such as: School-community; school-teacher; teachers-children;
children-children; teachers-parents; school systems and outside system.
 All good practices of teaching are practices of inclusion.
 Learning together is beneficial for every child.
 Support services are essential services.
 If you what to teach, learn from the child. Identify his strengths and not limitations. •
Inculcate mutual respect and inter-dependence.

6. It includes all the students who are away from the
education for any reasons like physically or mentally
challenged, economically, socially, deprived or belonging
to any caste creed, gender etc.

8.  Education for all
 Protection of rights
 Identification of skills
 Development of social consciousness
 To prepare for new challenges
 Development of brotherhood
 To improve quality of education

9.  To fulfil the constitutional responsibilities
 To enable children to stay with their families
 For the development of healthy citizenship
 For achieving the universalisation
 Developing feeling of self respect
 For the use of modern technology
 For social equality
 Self reliant

13. Right to Education (RTE)
RTE is an Act of parliament enacted on 4 August
2009, which describes the modalities of the
importance of free and compulsory education for
children between 6 and 14 in India under Article
21(A) of Indian constitution.

14. Highlights of RTE
 The Act makes education a fundamental right of every
child between the ages of 6 and 14 and specifies
minimum norms in elementary schools. It requires all
private schools to reserve 25% of seats to children
from poor families It also prohibits all unrecognized
schools from practice, and makes provisions for no
donation or capitation fees and no interview of the
child or parent for admission
 The RTE Act is the first legislation in the world that
puts the responsibility of ensuring enrolment,
attendance and completion on the Government. It is
the parents' responsibility to send the children to
schools in the U.S. and other countries.
 The Right to Education of persons with disabilities until
18 years of age has also been made a fundamental
right. A number of other provisions regarding
improvement of school infrastructure, teacher-student

15. Major Provisions of Integrated Education
 The Integrated Education for Disabled Children
Scheme,(IEDC) launched in December, 1974 Replaced by
IEDSS(2009- 10)
 The District Primary Education Programme , 1994
 The National Policy on Education, 1986
 The Project Integrated Education for the Disabled(PIED),
launched in 1987
 The person with Disabilities Act, 1995
 The Sarva Shiksha Abhiyan, 2000 Rehabilitation Council of
India act (1992) made a historic collaboration with National
Council for Teacher Education (NCTE) on January 19, 2005.
 A Comprehensive Plan of Action for Children and Youth with
Disabilities (Making all schools “disabled-friendly” by 2020...
(march, 2005))

16.  The Indian Equal Opportunities and Right of
Persons with Disabilities Act 1995, rule 26, speaks
about free education of children with disabilities up
to the age of 18 years in an appropriate
environment. There is no specific mention of IE in
the Act.
 Equal Opportunities , Protection of Rights and
Full Participation Act was initiated in 1995 and
implemented in 1998

17.  All the children away from education will be benefitted
from education.
 Disabled or challenged students may get a support
and help from normal students.
 All the students excluded from school because of
some reason may get a chance to enjoy school life
with normal students.
 Disabled or challenged students get motivated for
learning.
 They may get a confidence and can learn to face
problems, and challenges because of peer help.

18.  Characteristics of individual pupils should match to
facilitate participation in schooling.
 Curriculum limitations.
 No tested methods and techniques and teaching
aids available to cater their needs.
 Teachers or trained staff must be enthusiastic to
promote greater participation of challenged
students.
 Formal planning.
 Response of parents and students.

19.  Teachers attitude (intolerance, labelling child and
his teacher
 Rigid methods and rigid curricular
 Environment is inaccessible
 Many drop-outs, many repeaters
 Teaching aids and equipment are lacking
 Poor quality training of teachers and learners

21.  The challenge of poverty associated with disability
 The challenge of modifying deeply held attitudes
 Dissemination and public education
 The challenge of providing adequate levels of training to
key stakeholders
 Provision of resources
 Training of teachers
 Need to design innovative system of training
 Need for collaboration between different ministries
 Involve NGO’s in implementing inclusive education
programs
 Establish an alternative system of examination
 School-university partnership

27.  Attitude changes and awareness rising in teachers
– organizing workshops, regular professional
development activities, integrate knowledge about
the benefits of inclusive education, develop mass
media activities, increases the confidence of
teachers.
 Pre-services training programmes for inclusive
education.
 In-services training programmes for inclusive
education.

28.  Attitude and belief – Change the attitude of
teachers, increases the responsibility of school,
attitude of school personals and students should
be changed, Support programmes for parents,
collaboration of special education professionals
with school.
 Proper services and physical accommodations in
school.
 School support to accommodate disabled
 Collaboration with special educators in instruction
and planning team

29.  Teaming approaches for problem solving
 Collaboration with regular teachers, special
education teachers, and other specialists
 Knowledge and skill needed to select and adopt
curricula and instruction methods according to
students needs
 Adopting verity of teaching strategies
 Teacher foster a cooperative learning environment
and promote socialization.