International Journal of Multidisciplinary Research and Development Preparing Academic Institutions for Inclusive Education for the empowerment of Children with Special Need (CWSN (original) (raw)
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Recently in academic papers by educators and practical psychologists, the issue of searching for means and tools designed to make the life of people with disabilities full and independent has been increasingly raised. Many scientists point to the need for new forms of education that promote the integration of people with special needs into society. An inclusive education deserves special attention among them. This article aims to identify and characterize the benefits of an inclusive classroom for children's development and socialization. The article studies the academic papers on the work of inclusive classes from the perspective of their role in the development and successful socialization of education applicants. Also, it investigates the results of the questionnaire survey of teachers and parents of children studying in inclusive classes. During the research, we studied the content of the inclusive education concept and features of this educational process form, established ...
Problems and Challenges of Inclusive Education for Students with Special Needs
Research Paper , 2018
In a democratic country like ours every child has the right to education. All children should be given an equal opportunity to learn to the limits of their capacities. We have to device a classroom for all – an inclusive classroom – a classroom which welcomes all children with and without disabilities, a classroom which meets the special educational and other related needs of children Inclusion is the provision of services to students with disabilities in their regular neighborhood schools with necessary support services and supplementary aids for both children and teachers A school that promotes inclusive education is called an Inclusive School. An inclusive school is a place where everyone belongs, is accepted, supports and is supported by his or her peers and other members of the school communities for achieving the needs of children. This research study examined the problems and challenges of inclusive education programme for students with special needs at primary education level. The objectives of the study were to examine the problems faced by teachers in inclusive education and to study the barriers to inclusion. The main focus of the study was to obtain suggestions from the headmasters, teachers to enhance the effectiveness of inclusive education and efficiency of teachers. The data was collected from 270 teachers and 50 headmasters from schools of selected districts of Orissa through purposive sampling. In the present study teachers were asked to indicate the problems they face while working in inclusive setting. The teachers have reported lack of confidence to teach in inclusive settings, lack of training in inclusive education, no feedback from supervising officers about what they are doing, adapting the curriculum to the needs of special needs children, problem of establishing linkage with special schools, lack of adequate leadership from headmasters and problem of mobilizing the community to participate in inclusive education programme. Some other problems faced by regular teachers are: lack of support from colleagues, providing resource room help, lack of parental involvement and managing behaviour problems of special needs children. Some of the important suggestions as given by respondents are: teachers should be given adequate training on the theory and practice of inclusive education, proper aids and equipments should be provided to the schools, parents should be involved in decision-making process relating to inclusive education, supervising officers should visit schools regularly and in time and community leaders should extend their cooperation to the school.
Inclusive Education-New Challenges and Strategies
International Journal of Technical Research & Science, 2018
This paper analysing challenges or barrier faced disabilities children or Children with Special Needs (CWSN). The main focus of paper for Inclusive Education (IE) is a new comes within reach of 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. The paper illustrated that challenges and strategies to overcome the barriers for the improvement of the disabilities children in teaching learning process keeping in view these questions, this article discusses in detail the concept of inclusive education, challenges and proper strategies to implement inclusive education in India.
SOCIAL WORK PERSPECTIVE ON INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS
ABSTRACT Inclusion in education is a process of enabling all children (Children with Special needs) to learn and participate effectively within the mainstream school systems. The process of inclusion contributes to the academic development and social and economic welfare of the differently abled children and their families, enabling them to reach their potential and flourish. The present study was conducted to find out the positive influence of inclusive education on children with special needs and to identify the problems encountered by children in the inclusive classroom in Tiruchirappalli District. The sample taken for analysis consisted of 300 children with special needs through stratified proportionate random sampling method. Hence, for this research descriptive design has been adopted. It was concluded that a majority (74.66 percent) of the children with special needs experienced that several advantages they received after joining in inclusive school such as enhancing self-confidence, motivation to compete with other normal children, good and affectionate peer support--all these reduce the inferiority complex among the differently abled children. Likewise more than half of the students with special needs had a higher level of study habit, classroom climate, motivation, Psycho-social functioning and attitude towards inclusive education. However, one-third of the respondents had a low level of perception of the above mentioned variables, due to heavy workload for teachers, heavy individual differences, large class size, and lack of support from the school administration and lack of resources. The social work intervention is highly essential for those who had a low level of perception of these variables. The researcher suggests appropriate social work methods, such as individual intervention, group intervention and community intervention for solving children problems and to make the inclusive classroom more appropriate to children with special needs. All the teachers need to be prepared to teach in inclusive setting, meeting the needs of all students through proper in-service training programme for them. The researcher too found out that collaborative teaching method is the best approach to inclusive education and all children can enroll in the mainstream education so that we will achieve Education for All. Keywords: Inclusive Education, Study Habit, Classroom Climate, Psycho-Social Functioning and Attitude towards Inclusive Education.
Iterative International Publishers (IIP), 2024
Abstract: Inclusive education and practices of inclusion hold a very important place in the life of children with special needs. It has been defined in various ways to address the learning needs of special children. In almost every country, inclusive education and its practices have emerged as one of the dominant issues in education. Many initiatives and efforts have been taken at International and National forums to support inclusive education and its practices. The present research was conducted to study the status of Inclusive Practices for Children with Special Needs in government and private schools of Lucknow, India. The data was collected from the five government and five private secondary schools of Lucknow through self prepared questionnaire on inclusive practices. Simple percentage method was used to analyse the data. The results of the study revealed that Inclusive practices were more or less available in all the government and private schools of Lucknow which were part of the study. No school was found which had all the four categories of inclusive practices available in all. From the comparison among government and private schools, it can be concluded that private schools were more prepared and equipped in providing inclusive practices to CWSN whereas government schools were not so prepared and equipped. It can be concluded that inclusiveness can’t not be successful alone. To make inclusive practices more successful schools should work with all the stakeholders like teachers, parents, peers and community. School administration should work in the direction of making schools more inclusive for children with special needs.
Inclusive Education for Children with Disabilities: Preparing Schools to Meet the Challenge
In India, inclusive education for children with disability has only recently been accepted in policy and in principle. In light of supportive policy and legislation, the present paper argues for individual initiative on part of schools to implement programmes of inclusive education for children with mild to moderate disabilities in their elementary school classrooms. The paper provides guidelines in a generalized mode that schools can follow to initiate such programmes. The guidelines were derived from an empirical study which entailed examining prevalent practices and introducing inclusion in a regular school setting. It is suggested that schools can implement inclusive education programmes if they are adequately prepared, are able to garner support of all stakeholders involved in the process and have basic resources to run the programmes. The guidelines also suggest ways in which curriculum adaptations, teaching methodology and evaluation procedures can be adapted to suit needs of children with special needs. Issues of role allocation and seeking support of parents and peers are also dealt with.
Inclusive Education - a Way to Reach Out Special Children: An Experiment
RePEc: Research Papers in Economics, 2015
The classroom is a laboratory for the teachers to experiment on behaviors of an individual and mould their personality. Some individuals find it harder to learn with other individuals of the same age needs to get support from their teachers, or some extra help in the schools. A few individuals have more complicated learning difficulties, and may need extra help or equipment in school to help them access an appropriate education. Owing to lack of knowledge, educational access and technology, such individuals are initially treated as unwanted and segregated from other individuals and their education is carried out in special schools. The concept of Inclusive Education has changed the outlook for the children having all those deformities and differences. To touch the emotional domain of pre service teachers, an experiment was carried out with special children. The present paper reflects the views of pre service teachers towards special children.
Analysis Of Inclusive Education On Children With Learning Disabilities
Inclusive Education on Children with Learning Disabilities, 2018
ABSTRACT Name : Zahrien Assyifa Nur Palisma NISN : 0002223086 Title : Analysis of Inclusive Education on Children with Learning Disabilities (Case study on 4th Grade of Mutiara Bunda Elementary School, Cilegon Banten Inclusive Education is an approach that aims to change the education system by translating barriers that can accommodate every student to participate fully in education. That is, every child is entitled to a decent education, not to mention children with learning disabilities. Children with learning disabilities are interpreted as children who find it difficult to receive formal and non-formal learning because of certain psychological "disabilities". This study aims to determine how much the effectiveness of inclusive education for children with learning disabilities in Mutiara Bunda Elementary School, Cilegon. The method used by the author is the field research that is carried out on October 6th, 2017 at Bunda Mutiara Elementary School, Street. Boulevard Raya Block A2 Number.6 Taman Cilegon Indah, Sukmajaya, Cilegon Banten.The results obtained from this study are: a. Inclusive Education is the right solution for children with learning disabilities even for all children with disabilities. b. The curriculum used in inclusive schools is similar to the curriculum in public schools. There is little modification in children with learning disabilities as well as some omissions and curriculum substitutions. Keywords: Inclusive Education, Children with Learning Disabilities
Inclusive Education for Student with Special Needs at Indonesian Public Schools
International Journal of Instruction
The objective of the current study is to evaluate inclusive education services in public schools following the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education. This study collected data from 47 teachers' public schools in four cities (Malang, Batu, Solo, Boyolali) in Indonesia through questionnaires and interviews about their perception, identification, curriculum, academic staff, and management in inclusive education. Based on the results and discussions of the current study, it is concluded that the implementation of inclusive education showed a tendency towards a positive direction, especially agreement on the school administration, the provision of student education development records, the use of assessment results for modification of curriculum and learning. However, gradually improvements need to be made to create an inclusive environment, including increasing teachers understanding of the meaning of inclusive, completing student's documentation of developmental records, gathering and evaluating pre-learning according to student characteristics, providing personnel and infrastructure according to the needs of developing the interests and talents of children with needs special needs.