inclusion and Exclusion in Education. Policies for inclusion in Indian perspective. Exclusion in education. Why exclusion occur.

1. Inclusion and Exclusion
in Education
Vijay Anand
Roll No 45 M.Ed. Sem II Faculty of Education, BHU

2. Table Of Content
Introduction01
Back in time02
Exclusion in Education03
Inclusive Education04
References05

3. Introduction
Quality education is right as well as need of every member of society. It helps an individual to gain
basic knowledge and skills which enable an individual run its living; as well as advanced
knowledge to step up with the world.
“Education transforms a Human into a Man”
But as we know, every person in the world is of its own kind with more or less common features,
some may be very intelligent and some may possess low IQ, Some may have athletic physique
and some may be physically disadvantaged.
This diversity was a challenge to educationalists whether every individual should be taught under
the same system or there should be special provisions for the specially abled children?

4. Back in time
EXCLUSION
DISABILITY
WAS VIEWED
AS AN
ABNORMALITY
1986
INCLUSIO
N
PLACING
PERSON WITH
SPECIAL NEED IN
MAINSTREAM
WITH EQUAL
OPPORTUNITY
AND
TREATMENT
19971883Up to mid-
twentieth
century INTEGRATIO
N
PLACING
PERSON WITH
SPECIAL NEED IN
MAINSTREAM
WITH PARTIAL
OPPORTUNITIES
AND SPECIAL
TREATMENT
SEGREGATO
N
PERSON WITH
SPECIAL
ABILITIES
WERE
PROVIDED
WITH A
SEPARATE
EDUCATIONAL
SYSTEM
* All data are regarding Indian Perspective

5. Back in time
EXCLUSION
DISABILITY
WAS VIEWED
AS AN
ABNORMALITY
1986
INCLUSIO
N
PLACING
PERSON WITH
SPECIAL NEED IN
MAINSTREAM
WITH EQUAL
OPPORTUNITY
AND
TREATMENT
19971883Up till1960s
INTEGRATIO
N
PLACING
PERSON WITH
SPECIAL NEED IN
MAINSTREAM
WITH PARTIAL
OPPORTUNITIES
AND SPECIAL
TREATMENT
SEGREGATO
N
PERSON WITH
SPECIAL
ABILITIES
WERE
PROVIDED
WITH A
SEPARATE
EDUCATIONAL

6. EXCLUSION
INTEGRATIO
N
SEGREGATO
N
INCLUSIONJourney from Exclusion to InclusionBack in time
Up until the mid-twentieth century, individuals with disabilities were
excluded from mainstream society. They were considered abnormal and
unable to function in society
Person with disabilities had no right to get education
In ancient India, Exclusion from education was not only on the
basis of Disabilities but also on the basis of
Ethnicity
Race
Religion etc.
Example: Shudra were had no right to get education in Manu smriti
system (Which is often forced to be understood as Vedic System).

7. EXCLUSION
INTEGRATIO
N
SEGREGATO
N
INCLUSIONJourney from Exclusion to InclusionBack in time
Up until the mid-twentieth century, individuals with disabilities were
excluded from mainstream society. They were considered abnormal and
unable to function in society
Person with disabilities had no right to get education
In ancient India, Exclusion from education was not only on the
basis of Disabilities but also on the basis of
Ethnicity
Race
Religion etc.
Example: Shudra were had no right to get education in Manu smriti
system (Which is often forced to be understood as Vedic System).

8. EXCLUSION INTEGRATIO
N
SEGREGATO
N
INCLUSIONBack in time Journey from Exclusion to Inclusion
Segregation is the act of separating a population into two groups
on the basis of their abilities to get education.
This gave rise to a new educational system called Special education
Education
Segregation
General Education
(Main stream)
Special Education

9. EXCLUSION INTEGRATIO
N
SEGREGATO
N
INCLUSIONBack in time Journey from Exclusion to Inclusion
“Special education is a form of education provided for those
who are not achieving, or are not likely to achieve through
ordinary educational provisions, the level of educational,
social and other attainments appropriate to their age, and
which has the aim of furthering their progress towards these
levels”.
In India, Special Education as a separate system of Education
evolved in 1883
• First School for Hearing Impaired children: 1883, Mazagaon
Bombay By Dr. Heawe
• First School for visually Impaired children: 1887, Amritsar
Punjab By Miss Annie Sharp
According to UNESCO 1983,
Special Education and Special schools are still in
continuation

10. EXCLUSION
INTEGRATIO
N
SEGREGATO
N
INCLUSIONBack in time
It refers to the measures taken to provide educational resources,
within the ordinary educational system, for those children who need
them.
They are physically in the main stream but not part of it.
Aim of integration is to avoid or reduce restrictions on any aspects of a
child’s development which might result from segregated education.
No formal planning, special educators, Assistance, curriculum adoptions etc are present there.
Journey from Exclusion to Inclusion

11. EXCLUSION
INTEGRATIO
N
SEGREGATO
N
INCLUSIONBack in time Journey from Exclusion to Inclusion
For the first time in India, NPE 1986 and The Plan of Action 1986 stressed on
Integrated Education. NPE 1986 speaks-
“to integrate the physically and mentally handicapped with the general
community as equal partners, to prepare them for normal growth and to enable
them to face life with courageband confidence.”
•State shall endeavor to provide free and universal elementary education to
children with physical and mental disabilities.
•The State shall also provide assistance to them for education and training at
the secondary and higher levels
The Bahrul Islam Committee (1988)
•Project Run by NCERT with help of UNICEF in 14 states of India to evaluate
the effect of Integrated Education.
Project Integrated Education for the Disabled (PIED)
•Equal Opportunities, Protection of Right and Full Participation
Persons with Disabilities Act (1995)
Legislations and Policies

12. INTEGRATIO
N
INCLUSION
Back in time
During the civil rights era through the 1980s, demand of Equality and rights for
individuals with disabilities through access and inclusion.
Under the commitment of above, In India, In late in 1995 the philosophy of
inclusive education is added in District Primary Education Programme
(DPEP,1995). Which was the rise of Inclusive education in India.
In WORLD CONFERENCE ON SPECIAL NEEDS EDUCATION held in Salamanca, Spain, 7- 10
June 1994 UNESCO, it was stated in the report entitled THE SALAMANCA STATEMENT
AND FRAMEWORK FOR ACTION ON SPECIAL NEEDS EDUCATION that,
“those with special educational needs must have access to regular schools
which should accommodate them within child centered pedagogy capable of
meeting these needs”.
Journey from Exclusion to Inclusion

13. Back in time
03
04
05
06
07
08
01
02
Journey from Viklang To
Divyang
1880s
Establishm
ent of
Special
School
1974
Formulatio
n of IEDC
1992
Rehabilitati
on Council
of
India Act
1995
Person
With
Disability
Act
2005
Comprehensi
ve Action
Plan for
Inclusion in
Education of
Children
1994
The
Salamanca
Statement
and
1997
Inclusion
of IED in
DPEP
2006
National
Policy for
Persons
with
Source
NCERT

14. Exclusion
in
Education

15. Earlier
Meaning
Present
Meanin
g
Exclusi
on
Meaning and
Definition
Exclusion in
Education
Exclusion is the act of not allowing someone to take part in an educational
activity or to enter an educational program or Institution.
As stated earlier, meaning of exclusion in earlier time was different than
present.
Keeping Someone out from the formal educational System
based on their Race, creed, Religion, Disabilities etc.
Not Providing appropriate assistance and facilities even when
the individual is attending general school.
For Example: Not using appropriate Teaching Method
No use of Adequate teaching Learning
materials

16. Meaning and
Definition
Exclusion in
Education
Exclusi
on
Not Providing appropriate assistance and facilities even when
the individual is attending general school.For Example: Not using appropriate Teaching Method
No use of Adequate teaching Learning materials
Present
Meaning
Hence An Individual may is considered excluded if
He is not getting
opportunity for joining
Regular Institutions
•School too far,
•unavailability of
transport,
•unable to spare time for
attending school due to
other life demands
Proper assistance is not
provided
•Unavailability of trained
educators
•Inappropriate Teaching
Strategies
•Teaching style
mismatched from
learning style etc.
Learning Programs are
not adapted
•teaching and learning
process not meeting the
learning needs of the
learner
•learning acquired is not
considered valid for
accessing further
learning opportunities.
•The language of
instruction and learning
materials is not
comprehensible
Physical facilities are not
Provided
•Infrastructure:
unavailability of Ramps,
No instructions in Brail
wherever necessary,
•No transport facility,
•Adequate teaching
Learning materials are
not available.
Health conditions of
Learner
•Illness and Injuries.
•Requirement of
Counselling,
•Stress, conflicts etc

17. Meaning and
Definition
Exclusion in
Education
नमस्ते! मैं आपके स्कू ल
में अपने बेटी के दाखिले
के ललए आई हूूँ।
आप
English में
बात कर
सकती है?
जी नहीीं !
माफ़ कीजजएगा, यहाूँ उन बच्चों को
ही दाखिला ददया जाता है ककनके माूँ
बाप english बोलना जानते हैं
An Example of Exclusion which was prevailing few years ago in India

18. When does it
occur
Exclusion in
Education
Exclusion Can Occur at any level of education (UNESCO)
Problem of Language
 Learner do not
understand the
Instruction given
 Learner receive
frequent Negative
comment from their
teacher
Economic Problem
 Cost of participation
 Tuition fees
 Admission fees
 Travel requirement
Location of School
 No nearby schools
 School Pathway
At Elementary level At secondary Level
Family Problems
 Need to work to
support family
 Early age marriage
in Village Areas
Economic Problem
 Cost of participation
 Tuition fees
 Admission fees
 Travel requirement
Selective Process of
Institutions
 Tough Entrance
exams
Location of School
 No nearby schools
 School Pathway
At senior Secondary
level
Family Problems
 Need to work to
support family
 Early age marriage
in Village Areas
Economic Problem
 Cost of participation
 Tuition fees
 Admission fees
 Travel requirement
Selective Process of
Institutions
 Tough Entrance
exams
Location of School
 No nearby schools
 School Pathway

19. occur
Exclusion in
Education
Removing
Exclusion
Mid-Day Meal
Free Lunch Facilities in
Schools motivates poor
people to send their child
to school
Excluding
Exclusion
Policies
Fee reduction
No admission fee
Entrance Exam related
Policies.
Easy Access
Free Text Books
Programme to provide
free textbooks for
children from poor
families
Constitution
Right to Education
Free and compulsory
Education

20. Inclusive
Education
Every Child Matter

21. Inclusive
Education
Definitions
“In its broadest and all-encompassing meaning, inclusive education, as an approach, seeks
to address the learning needs of all children, youth and Adults.
Action Plan for Inclusive Education of Children and Youth with
Disabilities 2005
“a dynamic approach of responding positively to pupil diversity and of seeing individual
differences not as problems, but as opportunities for enriching learning.”
UNESCO
Inclusive education is when all students, regardless of any challenges they may have, are
placed in age-appropriate general education classes that are in their own neighborhood
schools to receive high-quality instruction, interventions, and supports that enable them to
meet success in the core curriculum
Bui, Quirk, Almazan, & Valenti, 2010; Alquraini &
Gut, 2012
Inclusive education is about embracing all
NCF-2005

22. Inclusive
Education
Meaning
Inclusion means providing equal opportunity for getting quality education and
participating in educational program to each and every child irrespective of their
physical or mental health, social status, ability and disabilities etc.
Inclusive Education provides education facilities suiting to the need of child as per
their limitations and strengths.
The concept of inclusion places emphasis on changing the system, rather than the
child.
From the Above definitions I can say that:

23. Inclusive
Education
Concept
“including
children with
disability in
regular
classrooms that
have been
designed for
children
without
disability”.
Inclusion is not
confined to the
disabled. It also
means non-
exclusion
(NCF-
2005)

24. Inclusive
Education
Meaning
Physically
Disabled
Culturally
Lagged
Below
Average
Learner
Genius
Economic
ally Weak
Child
Normal
Child
Teaching
Strategies
meeting the
needs of All
regardless of
their
weakness or
strength
Inclusive
Educatio
n

25. Inclusive
Education
Nature of
Inclusion
Process • Process of Increasing the participation of
students
• Continuous Assistance
• Continuous Evaluation
Philosoph
y
• Right to Education
• Social Justice
• Maintain the Dignity of Every Child
Practices
• Practices to provide equal opportunity
to all
• To develop the child to its Maximum
Potential
• Break the cycle of poverty and
exclusion
Product
• Children With and Without Disabilities and
strength under same roof,
• Equity in Society

26. Inclusive
Education
Principals
Inclusive education is based on following principles:
01
• Every Child has right to Quality education
02
• Respect individual and Cultural diversity in Curriculum as well as
classroom Practices.
03
• Equal Value and Respect to all learners Learning style
04
• Enabling learners’ to Maximum Level of learning
05
• Support by practices and Resources through out learning process.
06
• Increasing Learners’ Participation by removing barriers to learning
07
• Preventing Prejudice
08
• Need oriented Materials and Instructions

27. Inclusive
Education
Teaching
ApproachRespect Diversity
Team
Teaching
Use a Variety of Teaching learning
Material
Assign group work,
Make Heterogenous groups.
Adopt Constructive
Approach
Universal Design of
Learning

28. Inclusive
Education
Teaching
Approach
Universal Design of Learning
One Learning
Experience/
Objective
Multiple
learning
styles and
Methods
Helps give all students an equal
opportunity to succeed.
This approach offers flexibility in the ways
students access material as per their
strength and interest, engage with it and
show what they know
Remove any barriers to learning

29. Inclusive
Education
Benefits
Child Go To
Neighborho
od School
Most Cost
Effective
Child
Remains as
S/he is
Equal
Opportuniti
es
for
Participatio
n
Curriculum
and
Methodolo
gy
Child
Centered
Least
Restrictive
Source: NCERT
Equal
Opportunit
ies for
Participatio
n
Rights
Recognize
d
and
Actualized
Inclusive
Educatio
n

30. Inclusive
Education
Advantages
Source: Position Paper of the National Focus Group on education of children with special needs, NCERT, 2006
Advantages
Advantages for those With Special
Needs
Spending the school day alongside classmates who do not have disabilities provides many
opportunities for social interaction that would not be available in segregated settings
(Sasso, Simpson & Novak, 1985).
Children with SEN have appropriate models of behaviour. They can observe and imitate
socially
acceptable behaviors of the students without special needs. (Brown et
al., 1983, 1989)Teachers often develop higher standards of performance for student with SEN
(Brown et al., 1989a; Snell,
1987)Both general and special educators in inclusive settings expect appropriate conduct from
all students.
Students with SEN are taught age appropriate functional components of academic content,
which may never be part of the curriculum in segregated settings (e.g. science, social
studies, etc.).
Attending inclusive schools increases the probability that students with SEN will continue
to participate in a variety of integrated settings throughout their lives
(Ryndak & Alper, 1996).

31. Inclusive
Education
Advantages
Source: Position Paper of the National Focus Group on education of children with special needs, NCERT, 2006
Advantages
Advantages for those Without Special
Needs
opportunities for interacting with their age peers who experience SEN in inclusive school
settings.
They may serve as peer tutors during instructional activities (Slavin, 1990).
learn a good deal about tolerance, individual difference, and human exceptionality.
learn that students with SEN have many positive characteristics and abilities.
Have the chance to learn about many of the human service profession such as special
education, speech therapy, physical therapy, recreation therapy, and vocational
rehabilitation. For some, exposure to these areas may lead to career choices.
Learn to communicate, and deal effectively with a wide range of individuals. This also
prepares them to fully participate in a pluralistic society when they are adults
(Ryndak & Alper, 1996).

32. References
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33. References
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34. References
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