RAJIVE GANDHI SHIKSHA MISSIONRAIPUR, C.G.

STATE LEVEL WORKSHOPON INCLUSIVE EDUCATION

From 24/09/2013 to 26/09/2013

WELCOME

Inclusive Education AND

Its Implication in

Classroom Teaching

Rajnish Kumar AryaRegistered Professional

Rehabilitation Council of India

Dedicated to Children with Special Needs, their families, those working with them as a

Special Teacher / Teacher / MRA

Out-line of Session

1. Introduction2. Inclusion3. Implication in Classroom

INTRODUCTION

Inclusive Education AND Its Implication in Classroom

Teaching

Do you agree with it?

Tell About Pictures

A B

C

D E

Do you think that CWSN

are similar to other Children?

IF YES,then why we are talking

about the inclusion of these children?

Persons with Disabilities- 2% of Population

75% Rural 25% Urban

41% literate 59% literate

7% secondary level & above

93% below secondary level

18% secondary level & above

82% below secondary level

26.3% Employed

25.7% Employed

In Indian Scenario

THAT’S ChildrenWith Special Needs

NEED EDUCATION...

Need of Education for CWSN

• Education is one of the most effective tools by which Children with special needs could achieve the social and economic empowerment. Education holds importance for Children with Speical Needs as they have been a subject of discrimination for a long period of time.It is crusical for developing their potential, self-confidence, self-reliance and making them career oriented.

(Chaudhuri, 2012)

INCLUSION

Inclusive Education AND Its Implication in Classroom

Teaching

DO YOU KNOW INCLUSION?

THE EVOLUTION OF INCLUSION

WAY TO INCLUSIVE EDUCATION

MEANS OF INCLUSIVE EDUCATION

• Inclusive education refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

Means of Inclusive Education for CWSN

“Inclusive Education implies that children and youth with special educational needs should be included in the educational arrangements made for the majority of children…. Inclusive Schools must recognize and respond to the diverse needs of students, accommodation of both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resources use and partnerships with their communities.”

(UNESCO - Salamanca Statement,1994)

Rational for Inclusive Education for CWSN

• Education of CWSN is more than 100 years old but the present service delivery system have not even covered 5% of the total population of CWSN.

• When more than 90% of CWSN are found in the rural areas, majority of the Special School, Integrated Education and Inclusive Education Program are located in the Cities/Urban areas.

Rational for Inclusive Education for CWSN

• Due to lack of sensitivity of the general education to the needs of CWSN, even the mild and moderate cases are not attending schools

Component of Inclusive Education

• Physical Inclusion• Social Inclusion• Curriculum Inclusion• Educational Environment Inclusion

Phyiscal Inclusion

Simply being physically present:• Attending Neighbourhood School• Playing in Neighbourhood School• Playing in the same Playground• Being in the same Classroom

Social Inclusion

• Here in the reference of classroom / school.

• Try to mingle the CWSN to peer group in class as well as school.

• CWSN should not be sit alone or work alone.

• In any activity like game or play must include the CWSN as part.

Curriculum Inclusion

• This requires the invlovment of all children in the same daily learning event.• For example, if you are teaching

addition in Mathematics class and topic should be same and level may be different.

Educational Environment Inclusion

• It requires positive emotional environment• Barrier- free environmemt• Attitudenal Change

IMPLICATION IN CLASSROOM

Inclusive Education AND Its Implication in Classroom

Teaching

Implication in Classroom

• TEACHERS• TEACHING STRATEGIES

Teachers in Classroom should have ability to : Part I

• problem-solve• take advantage of children’s individual

interests and use their internal motivation for developing required skills• set high but alternative expectations

that are suitable for the sutdent i.e. developing alternative assessment

Teachers in Classroom should have ability to : Part II

• make appropriate expectations for each students regardless of the student’s capabilities (if teacher can do this it allows all students to be included in a class and school)

• learn how to value all kinds of skills that students bring to a class, not just the academic skills.

Teachers in Classroom must be able to : Part I

• informally access the skills a student need (rather than relying solely on standardised curriculum)

• recognise and respond to the diversity of students in their calssroom

• be awere of the rights of students with education support needs

Teachers in Classroom must be able to : Part II

• accommodate to students’ different learning styles and rate of learning (with the help of different teaching methods like cooprative group learning, peer tutoring, team teaching and individualised instruction)

• locate appropriate materia, equipment or specialist

• identify and overcome berriers to learn

Teachers in Classroom must be able to : Part III

• consult with and develop partnerships with parrents / caregivers and colleagues

• use sppropriate forms of assesments• adapt their instruction to the prior

knoweledge and beliefs of students• create an inclusive community that extends

beyond the walls• seek to enhance the self-esteem of all students

Teaching Strategies : Cooperative Learning Part I

Requirement:• The class has to be divided into

mixed ability groups to achieve a goal• A large room or an open space

Teaching Strategies : Cooperative Learning Part II

Factors (in respect of student)• A group may have same or different

goals to achieve• Be assigned different roles• Accept ideas for others• Help each other to learn• Interact with each other to solve

problems

Teaching Strategies : Cooperative Learning Part III

Classroom Design Modification:• Make CWSN sit with a competent peer• Speak and Write on the blackboard

simultaneously• Put posters and displays at eye level of students• Provide flexible time schedules• Have flexible time schedule• Personally interact with CWSN

Teaching Strategies : Cooperative Learning Part IV

Strategy for Teacher:• Observe carefully and plan intervaentions for CWSN• Use hands-on approach (use of all senses)• Maintain high expectations for all• Give examples• Provide positive reinforcements• Use a pleasent tone of voice• Provide extra time if required to complete assingments• Collaborate with experts to teach learning strategies

and study skills of students

Teaching Strategies : Peer Tutoring Part I

Requirement:• No any specific• Two Child, One Tutee another Tutor

(here CWSN will be Tutee and a common child would be Tutor) • As usual Classroom setup is

sufficient

Teaching Strategies : Peer Tutoring Part II

Factors (in respect of student)• Be assigned same topic or content• Accept ideas for others• Help each other to learn• Interact with each other to solve problems

Teaching Strategies : Peer Tutoring Part III

Classroom Design Modification:• Make CWSN sit with a competent peer• Speak and Write on the blackboard

simultaneously• Put posters and displays at eye level of students• Provide flexible time schedules• Have flexible time schedule• Personally interact with CWSN

Teaching Strategies : Peer Tutoring Part IV

Strategy for Tutor:• Monitoring (supervision and regulation of

the performance of a tutee)• Reinforceing (poviding appropriate

contigencies for approved behaviour)• Modelling (demonstation of a particular

activity or behaviour of the peer)• Explaining (exposing the relationships on a

topic and providing appropriate examples to clearify dobuts)

BibliographyBooks• Introduction to Special Education; Merrill, Ohio• Learning through Doing; Blind People Association,

Ahmadabad• Sikshak Prashikshak Lekhmala• Visual Impairment Handbook; Blind People

Association, Ahmadabad• Meeting Special Needs in School A Manual; NCERT,

New Delhi• Elementery Education; APH Publishing Corporation,

New Delhi• A Tool for Mainstreaming; RCI, New Delhi

BibliographyWebsites• Texas Department of Assistive and Rehabilitati

ve Services: Organizing Items• www.euacademic.org/UploadArticle/59.pdf• https://www.european-agency.org/admin/pu

blications/ereports/inclusive-education-and-effective-classroom-practice/IECP-secondary-Literature-Review.pdf

• http://www.catea.gatech.edu/scitrain/kb/FullText_Articles/Teaching%20in%20Inclusive%20Classrooms.pdf

For any further query may contact:rajnish.spledu_bhu@yahoo.com

or Mob. No. +91 99935 95564

Than

ks