Effective curriculum assertion & enhancement of alternative vouchsafe for exploring inclusive educe (original) (raw)
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STRATEGIES OF TEACHING FOR IMPLEMENTING INCLUSIVE EDUCATION IN INDIA
The Government of India has launched its " Sarva Shiksha Abhiyan "-an ambitious programme seeking education for all by 2010. SSA will ensure that every Child with Special Needs is provided education in an appropriate environment. To ensure the success of this programme it has Right to Education Bill, 2005, clearly emphasizing the right to every child between the age of 6 and 14 years. India is a signatory to the 1990 United Nations World Declaration on Education for All, (EFA) which reaffirmed the rights of all children including children with disabilities to access education in regular school settings and to the Biwako Millennium Framework for Action towards an inclusive, barrier free and rights based society for persons with disability, the Declaration on the Full Participation and Equality of People with Disabilities in the Asia Pacific Region. Govt. of India has to accelerate the new scheme of Inclusive Education to achieve the target of Education for All (EFA) by 2010. The success of this programme depends on the curriculum, school and teachers. This task is really tedious and challenging. It needs a thorough change in the outlook and working of those who are associated with the processes and product of the school education. In this respect the teacher play an important role. The way he/she transact the curriculum is called strategies. The teacher should understand what the aims of education are. He/she should consider the objectives of curriculum and understand the processes of learner development. In inclusive education every child has a diverse need whether it is a normal child or a CWSN. Children develop physically at different ratio and this difference affects the learning capacity of learner. Teacher must consider this difference. Only a teacher can identify this difference among learners. The teachers must try to satisfy the need of the children as far as practicable, so that the relationship becomes strong. He/she should remain alert always in order to meet the needs of the students.
It is a hard known reality that when it comes to getting the children with disabilities admitted to the schools, the parents run from pillar to post and the gift of being blessed with a child becomes a cumbersome burden ….somewhere the hard reality starts sinking in that if she/he can " t be educated then life of her/himwould become all the more miserable.So, here it is necessary that Inclusive Schools be established where the Differently abled child gets the advantage of learning with other normal children and thus maintaining his self-esteem though she/he may learn at a pace slower than the other children. Inclusive Schools are schools that recognize and respond to the diverse needs of their students thus accommodating in itself both-the different styles of learning and different rates of learning. And, also ensure Quality Education through appropriate curricula and teaching strategies, resource use and community arrangements. School " s policy on Inclusiveness comes into picture when:- A school " s enrolment practices do not discriminate between students with disabilities and students without disabilities. School " s services and facilities are equally accessible to students with disabilities and those without disabilities. Curriculum is designed in such a way that learning needs of all the students are catered for. Assessment and Certification procedures are responsive to the learning outcomes targets and goals of the students with and without disabilities.
Inclusive Education: Trends and Challenges in India
Saudi Journal of Nursing and Health Care, 2019
Inclusive education is brought about by having all children of society to become students of the same schools. So, inclusive education means, "The act of ensuring that all children despite their differences, receive the opportunity of being part of the same classroom as other children of their age, and in the procedure get the opportunity of being showing to the curriculum to their optimal potential". Every child is special for his/her parent. And, every child has a special need for love, acceptance and a feeling of belongingness. However it gives them a whole perspective with respect to dealing with diversity or challenge negative attitudes. The trends and challenges in India are elucidated in the present paper.
THE CONCEPT OF INCLUSIVE EDUCATION IN INDIA
Journal of Education: Rabindra Bharati University, India (ISSN: 0972-7175) UGC CARE Group I India , 2022
Background: We must create an inclusive learning design to make education enjoyable for all children so that education is inviting, learner-friendly, and helpful to them, and they feel a part of it rather than apart from it. Inclusion emerged as a viable solution to the problem of how to better teach these children. A good inclusive education permits all students to participate equally or nearly equally in all elements of the classroom. For the establishment of stronger and more inclusive schools, educators, parents, and community leaders must work together to solve the difficulties. The Indian government is working to enhance its education system by emphasising an inclusive approach. India is no new to the concept of inclusiveness. In today's world, the emphasis is still on providing an inclusive atmosphere for all children. Inclusive education refers to the education of all children in conventional schools, including those with and without impairments. It is a method that considers each child's individual qualities, interests, abilities, and learning needs. In today's educational system, inclusive education is gaining traction. Inclusion without 'sufficient' general school preparation will not produce satisfactory results. The capacity for inclusive education must be built at the community level, with activities such as community involvement and mobilization being included. Methodology: The Researcher has collected data from a variety of sources, including websites, journals, articles, e-books, reports, commissions, national education plans, and articles published in local, national, and worldwide publications. Secondary data sources for this review study include books, articles, libraries, reports, personal sources, journals, newspapers, websites, government documents, and online data, among others. Aims and Objectives: This article delves into the notion of inclusive education, including its issues and challenges, requirements, significance, obstacles, implementation strategies, existing policies and future prospects in India. However it is an endeavour to address the individual requirements of each child, including those with disabilities. Conclusion: The current study contributes to a better understanding of the necessity of inclusive education in schools. There are numerous advantages to inclusive education. The goal of universal education is achieved by such inclusive education. When inhibitions and boundaries are removed, education's position is elevated. It has been concluded that the incorporating children with disabilities in education is a difficult endeavour that necessitates widespread community mobilisation and participation as well as the provision of suitable answers to a wide range of learning needs of special children in both formal and non-formal contexts.
International Journal of Applied Research, 2022
Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. It means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally being excluded not only children with disabilities but speakers of minority languages too. From the year 2018-19, Samagra Shiksha lays emphasis on improving quality of education for all students including CWSN. The component provide support for various student oriented activities which include identification and assessment of CWSN, provision of aids, appliances, corrective surgeries, Braille books, large print book, therapeutic services, development of teaching-learning material and orientation programme to create positive attitude and awareness about nature and needs of CWSN. This study tried to determine the challenges faced by educators in implementing inclusive education in elementary level of Odisha. The sample consisted of 50 Elementary Level teachers 10 from each block i.e. Balimela, Kalimela, Khairput, Korukonda, Malkangiri, and 10 Head Masters (two from each block) of Malkangiri District. The results revealed that educators do not show an understanding of inclusive education and are uncertain of their roles. The findings revealed that there is a relationship between the teacher's qualifications, attitudes, stress, gender, large class size and challenges associated with the implementation of inclusive education. The findings also revealed that the teacher's understanding of the extent of inclusive education is limited.
INCLUSIVE EDUCATION IN INDIA – CONCEPT, NEED AND CHALLENGES
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. It is known that 73 million children of primary school age were out of school in 2010, down from a high of over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO Institute for Statistics (UIS). About Eighty percent of Indian population lives in rural areas without provision for special schools. It means, there are an estimated 8 million children out of school in India (MHRD 2009 statistics), many of whom are marginalised by dimensions such as poverty, gender, disability, and caste. Today, what are the needs and challenges for achieving the goal of inclusive education? How will an inclusive environment meet the needs of children with disabilities? How quality education can be effectively and efficiently delivered for all children? Therefore, inclusive schools have to address the needs of all children in every community and the central and state governments have to manage inclusive classrooms. Keeping in view these questions, this article discusses in detail the concept of inclusive education, including importance, challenges and measures to implement inclusive education in India. Abstract SRJIS/BIMONTHLY/DR. J.D. SINGH (3222-3232)
INCLUSIVE EDUCATION: OBSTACLES & SUGGESTION IN INDIAN CONTEXT
Social responsibility includes developing all individuals on an equal status. And to develop the entire basic requirement is to educate all together. This brings the concept of Inclusive Education in view. In this article the writer has tried to put some light on the obstacles in path of achieving success in applying concept of Inclusive Education, and some suggestions also has been given to overcome those obstacles.
A RETHINK UP ON TEACHING EFFICACY FOR EFFECTIVE INCLUSION IN INDIA
The ability of a teacher to plan classroom activities, manage the needs of the students, and facilitate interactions that are appropriate for the activity and take into account the variety of needs and abilities of the students in the classroom is considered a teacher's effectiveness and skills of a classroom teachinglearning process in inclusive education. Children with various skills and impairments are fully included in all areas of education that are available to and enjoyed by other students in inclusive education. In 1994, the Salamanca Declaration and plan of action for special needs education defined inclusive education. Children with special needs and typically developing youngsters are educated together in one classroom through the crucial educational process known as inclusive education. It aims to meet the educational requirements of every child, with a special emphasis on those who run the danger of being excluded from the learning community, whether they have disabilities or not. The increased confidence and competence of instructors in inclusive education initiatives will increase community awareness. In accordance with the right to education act 2009, article 21(A), inclusive education will enable all children to receive an education regardless of physical ability, increase the enrollment of children with disabilities in all types of schools, work to remove barriers preventing more disabled or differently abled children from accessing education, and contribute to the development of their families and communities.
AN INSIGHT INTO INCLUSIVE EDUCATION AND IT'S IMPLEMENTATION IN INDIA
Inclusion is all about mainstreaming education by removing barriers at bringing all children together in school irrespective of their physical and mental abilities. In an inclusive school, children with disabilities do not study in separate classes; instead teaching methods, textbooks, materials, and the school environment are designed so that girls and boys with a range of abilities and disabilities-including physical, sensory, and intellectual and mobility impairments-can be included in the same class. This paper will focus on the basic concept of inclusive education, its elements, role of Indian government in promoting inclusion and lastly the problems of inclusion in India.