Inclusive School solved paper (B.Ed 4th sem)
(SECTION:A)
Q1. DISCUSS CONCEPT AND OBJETIVES OF INCLUSIVE EDUCATION.
INTRODUCTION
We all know that every child is unique and different. They have different abilities; learn in different ways, and at different paces. Inclusive, learning-friendly, and barrier-free environments should therefore be created in every school and community throughout the world so that all children will be enabled to develop to their full academic, social, emotional, and physical potentials.
MEANING
Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. It is one of the most effective ways in which to promote an inclusive and tolerant society. Inclusive schools have to address the needs of all children in every community and the central and state governments have to manage inclusive classrooms. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.
OBJECTIVES
1. This program allows the student to remain in the regular education classroom setting at all times. This program is intended to meet the objectives of IDEA by educating students in the regular classroom while still providing for their unique needs.
2. A special education teacher collaborates with a general education teacher to provide services for students. The general education teacher is responsible for instructing all children, even those with an IEP. The special education teacher collaborates with the general teacher on strategies.
3. The primary objective of inclusive education is to educate disabled students in the regular classroom and still meet their individual needs. Inclusive education allows children with special needs to receive a free and appropriate education along with non-disabled students in the regular classroom.
4. Protection of rights
5. Development of social consciousness.
6. To create a common environment that is a common learning environment; which means, an educational setting where students from different backgrounds and with different abilities learn together in an inclusive environment.
CONCLUSION
Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students and the below given diagram clearly describes inclusive education and its objectives or principles in a nutshell.
Q2. WHAT IS INTEGRATED EDUCATION? HOW IT IS DIFFERENT FROM INCLUSIVE EDUCATION DISCUSS?
INTRODUCTION
Integrated schools bring together children and adults from Catholic, Protestant and other backgrounds in each school. The schools strive to achieve a religious balance of pupils, teachers and governors and acknowledge and respect the cultural diversity they represent. Integrated schools educate children in an environment where self-esteem and independence are developed as priorities. Self-respect and respect for others are strongly encouraged. The integrated ethos is nurtured to ensure inclusion of people from different religions, cultures, genders, abilities and socio-economic backgrounds.
CONCEPT
Integrated education encourages open-minded attitudes among pupils as well as building the confidence and ability to question, observe, listen and make informed decisions. Integrated education recognises the value of parents and so parental involvement in all aspects of school life is actively encouraged. Parents are encouraged to take an active role in the governance of the school and the Parent’s Council.
Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.
DIFFERENCE
The key difference between inclusion and integration is that in integration, the special need child is absorbed into the mainstream education but, in inclusion, this does not take place.
Inclusion is the process of educating the children in a way that it benefits all the children as it entails the clear participation of all the children in the classroom. Integration, on the other hand, is the process in which children with special needs are absorbed into the mainstream education system. Furthermore, the aim of the inclusion is not to fit the children to the mainstream education but to improve the overall participation of the students in the classroom activities. However, integration process aims to fit in the students with special needs to the mainstream education.
Inclusion focuses on all students in the classroom whereas integration focuses on the students with special needs in the classroom. In order to assist the education procedure of the students, in inclusion, the school system undergoes change while in integration, it is the subject matter which undergoes change according to the needs of the students with special needs.
CONCLUSION
Inclusion and Integration are two terms with concern to education. The difference between inclusion and integration is that in integration, the special need child is absorbed into the mainstream education but, in inclusion, this does not take place. Both these methodologies are necessary for providing effective education to diverse children in the world.
(SECTION: B)
Q1. EXPLAIN THE ROLE OF PARENTS IN CREATING AND SUSTAINING INCLUSIVE EDUCATION?
INTRODUCTION
Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students and the below given diagram clearly describes inclusive education and its objectives or principles in a nutshell.
Role of Family in Inclusive Education
Parental involvement and community participation in the total scheme of inclusive education is important. The involvement of families and local communities is essential in achieving quality education for all. Most of the parents want their children to be welcomed into the real world and be given respect and resources which they need and deserve as is given to non-disabled children. Families and community groups can take an active role in promoting inclusive education by helping and cooperating the school authorities in making or providing necessary arrangements and accommodations for the education of special peers. When families get involved in their children’s education, the students achieve more, stay in school longer and engage in school more completely The participation of family members could be a mother, a father or both, grandparents, guardian or an older sibling in all spheres of child’s life plays a vital role in shaping and determine his personality. Parents involvement in inclusive education programme builds positive relationships, encourages new behaviours, and increase self-satisfaction and optimism among themselves, their children and teachers. Such involvement of family is the key component which leads to student’s and school’s success. The main goal of parents is to see whether the child with special needs benefits from school experience or not. Children with lifelong, disabilities need educational opportunities that are appropriate for their age and abilities. Parents and teachers working together are the very best support for such special children. Jointly, they can ensure children acquire as many necessary skills and abilities to be successful in life are possible. Parents know their children best. They know their likes and dislikes, strengths and weakness, needs and desires, abilities, capacities, capabilities and challenges. This information shared with teachers is invaluable while developing an educational plan for the child. As a parent it is important that one is fully involved in all the aspects of decision making that goes on during child’s education. In some cases where the children are identified very early in their lives by family members, it becomes the responsibility of the parents or family to inform the school authorities for their child’s special needs. Parents play an effective role in the education of their children with special needs. If parents will work with their children at home, not only they will progress more quickly and show better results, both will also realize how dedicated and committed their parents to their education. Time spent with children at home brings parents children closer to each other. Parents should bear major force in helping children overcome adversity.
Parents should bear following points in mind to be among the facilitators of inclusive education:
Timely identification of disability of the child.
Parents should not get disturbed by the responsibilities of looking after them.
Parents should understand the meaning of “Inclusion”.
Parents are responsible to generate income and provide financial support for child’s living costs and related payments.
Parents have affectionate responsibility to show and share love, care, emotional feelings and companionship with their children. Parents should not adopt over-protection approach towards the child.
Parents ensures for providing congenial environment to them at home.
The educational and vocational responsibility to assist and support schooling, career selection and preparation. Parents should accept the limitations of their child.
Parents may not feel shy in developing relationship with teachers and other related professionals.
Preparing their children for meeting the societal expectations of their prospective roles.
Parents should determine the strengths and needs of their ward Parents should spend quality time with them.
Parents should involve in the academic development of their children.
Parents should help them in inculcating positive attitudes towards learning.
CONCLUSION
Family is the primary unit in the life of an individual. Parents are the pillars of this unit. Parents are the natural teachers because they know their child better than everyone else does and have a better idea of what he/she is ready to learn. They spend more time with the child. Parents play a major role in the life of disabled child by making them learn art of living and get adjusted to the real life situations as independently as possible. Parental participation is vital for the success of inclusion. For effective partnership there is a need of time and appropriate strategies.
Q2. DISCUSS IN BRIEF THE MAIN PROVISIOND WITH DISABILITIES ACT, 1995.
INTRODUCTION
“The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995” has come into enforcement on February 7, 1996. This law is an important landmark and is a significant step in the direction to ensure equal opportunities for people with disabilities and their full participation in the nation building. The Act provides for both preventive and promotional aspects of rehabilitation like education, employment and vocational training, reservation, research and manpower development, creation of barrier-free environment, rehabilitation of persons with disability, unemployment and establishment of homes for persons with severe disability, etc.
MAIN PROVISIONS OF THE ACT
— Prevention and Early Detection of Disabilities.
— Education.
— Employment.
— Non-discrimination.
— Research and Manpower Development.
— Affirmative Action.
— Social Security.
— Grievance Redressal.
EXPLANATION IN DETAIL
Prevention and Early Detection of Disabilities
— Surveys, investigations and research shall be conducted to ascertain the cause of occurrence of disabilities. — Various measures shall be taken to prevent disabilities. Staff at the Primary Health Centre shall be trained to assist in this work. — All the children shall be screened once in a year for identifying “at-risk” cases. — Awareness campaigns shall be launched and sponsored to disseminate information. — Measures shall be taken for pre-natal, perinatal, and post-natal care of the mother and child.
Education — every child with disability shall have the right to free education till the age of 18 years in integrated schools or special schools. — Appropriate transportation, removal of architectural barriers and restructuring of modifications in the examination system shall be ensured for the benefit of children with disabilities. — Children with disabilities shall have the right to free books, scholarships, uniform and other learning material. — Special schools for children with disabilities shall be equipped with vocational training facilities. — Non-formal education shall be promoted for children with disabilities. — Teachers Training Institutions shall be established to develop requisite manpower. — Parents may move to appropriate fora for the redressal of grievances regarding the placement of their children with disabilities.
Employment — Three percent of vacancies in government employment shall be reserved for people with disabilities, one percent each for persons suffering from: — Blindness or Low Vision — Hearing Impairment — Locomotor Disabilities & Cerebral Plasy — Suitable scheme shall be formulated for — The training and welfare of persons with disabilities. — The relaxation of upper age limit. — Regulating the employment. — Health and safety measures and creation of a non-handicapping. — Environment in places where persons with disabilities are employed. — Government Educational Institutes and other Educational Institutes receiving grant from Government shall reserve at least three percent seats for people with disabilities. — No employee can be sacked or demoted if they become disabled during service, although they can be moved to another post with the same pay and condition. No promotion can be denied because of impairment. Affirmative Action — Aids and appliances shall be made available to people with disabilities. — Allotment of land shall be made at concessional rates to the people with disabilities for: — House 188 — Business — Special recreational centres — Special schools — Research schools — Factories by entrepreneurs with disability
Non-discrimination — Public building, rail compartments, buses, ships and aircrafts will be designed to give easy access to disabled people. — In all public places and in waiting rooms, toilets shall be wheel chair accessible. Braille and sound symbols are also to be provided in lifts. — All the places of public utility shall be made barrier-free by providing ramps.
Research and Manpower Development — Research in the following areas shall be sponsored and promoted: — Prevention of Disability. — Rehabilitation including CBR. — Development of Assistive Devices. — Job Identification. — On Site Modifications of Offices and Factories. — Financial assistance shall be made available to the universities, other institutions of higher learning, professional bodies and nongovernment research units or institutions, for undertaking research for special education, rehabilitation and manpower development.
Social Security — Financial assistance to non-government organisation for rehabilitation of persons with disabilities. — Insurance coverage for the benefit of the government employees with disabilities — Unemployment allowance to people with disabilities registered with the special employment exchange for more than a year and who could not be placed in any gainful occupation.
Grievance Redressal — In case of violation of rights as prescribed in the act people with disabilities may move an application to : — Chief Commissioner for Persons with Disabilities in the Centre — Commissioner for Persons with Disabilities in the States.
(SECTION: C)
SHORT NOTES
1. MEANING OF INCLUSIVE EDUCATION
Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. It is one of the most effective ways in which to promote an inclusive and tolerant society. Inclusive schools have to address the needs of all children in every community and the central and state governments have to manage inclusive classrooms. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.
2. THREE DIFFERENCES BETWEEN SPECIAL AND INCLUSIVE EDUCATION
SPECIAL
Special Education as a separate system of education for disabled children outside the mainstream education evolved way back in the 1880s in India. It was based on the assumption that children with disability had some special needs that could not be met in mainstream Schools therefore, they need to study in a separate school with other children having similar needs. Special schools exists all over the world in the form of day or residential schools, and also special classes are attached to the mainstream schools. The special schools are generally organised according to different disability categories. There are schools for children with visual impairments, for the intellectually challenged and for those with hearing impairments. The major disadvantages of separate education in separate environment are that, the children staying away from families may find it hard to readjust to their families, peers and communities, and children usually have to leave their families and communities to stay in a residential setting because these schools are usually not available in their immediate environment.
INCLUSIVE
Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being educated in mainstream education settings alongside their nondisabled peers, where there is a commitment to removing all barriers to the full commitment to removing all barriers to the full participation of everyone as equally valued and unique individuals. Inclusive Education is about restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality. Acknowledges and respects differences in children: age, gender, ethnicity, language, disability, HIV and TB status etc. Enables education structures, systems and methodologies to meet the needs of all children. It Is part of a wider strategy to promote an inclusive society; and it is a dynamic process that is constantly evolving.
3. CONCEPT OF CONDUSIVE ENVIRONMENT IN INCLUSIVE EDUCATION
A conducive learning environment is a platform devoid of both physical intimidation and emotional frustration, which allows for a free exchange of ideas.The key proponents of the learning process are teachers and learners, as such their freedom of interaction, safety and respect should be equally guaranteed within the physical and emotive environment they find themselves in.The first port of learning is the physical environment, which includes, but is not limited to classrooms. The classroom should be neat, well ventilated and spacious to allow for free movement. The chairs and desks should be arranged neatly to give the teacher a clear view of the class, with learners facing the chalkboard. All learning and teaching materials like chalks, books and charts should be at hand. The classroom should be safe to both the teacher and the learners. The smaller the classes, the more effective teacher pupil interaction is, and the more rewarding teaching becomes. Most learners also feel weighed down by larger numbers in classrooms. Emotions play a crucial role in both teaching and learning and therefore should be harnessed and embraced.
4. ROLE OF TEACHERS IN SUSTAINING INCLUSIVE EDUCATION
Role of Teacher in Inclusive Education
1. Identification of the children with disabilities in the classroom.
2. Referring the identified to the experts for further examination and treatment.
3. Accepting the children with disabilities.
4. Developing positive attitude between normal and disabled children.
5. Placing the children in the classroom in proper places so that they feel comfortable and are benefited by the classroom interaction.
6. Removing architectural barriers wherever possible so that children with disabilities move independently.
7. Involving the children with disabilities in almost all the activities of the classroom.
8. Making suitable adaptation in the curriculum transaction so that the children with disabilities learn according to their ability.
9. Preparations of teaching aids/adaptation of teaching aids which will help the children with disabilities learn.
10. Parental guidance and counselling and public awareness programme through school activities.
5. RECOMMENDATIONS OF NEP, 1986 FOR EDUCATION OF DISABLED CHILDREN
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
The NPE has explained: “The concept of a ‘National System of Education’ implies that, up to a given level, all students, irrespective of caste, creed, location or sex have access to education of a comparable quality. To achieve this end, the government will initiate funded programmes. Effective measures will be taken in the direction of the common school system recommended in 1968 policy”.
1. Common Educational structure:
It envisages a common educational structure i.e. 10 + 2 + 3 which was recommended by Kothari Commission (1964-66). This structure has now been accepted in all parts of the country. Regarding the further break-up of first 10 years efforts will be made to move towards an elementary system comprising 5 years of primary education and 3 years of upper primary followed by 2 years of High School.
National Curricular Framework with a Common Core:
The national system of education will be based on a national curricular framework which contains a common core along with other components that are flexible. The common core will include the history of India’s freedom movement, the constitutional obligations and other content essential to nurture national identity.
These elements cut across subject areas and will be designed to promote values such as India’s common cultural heritage, egalitarianism, democracy, secularism, equality of sexes, protection of the environment, removal of social barriers, observation of small family norm and inculcation of scientific temper. All educational programmes will be carried on in spirit conformity with secular values.
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