presentation status of inclusion of children with special needs and effective teaching in inclusive...

STATUS OF INCLUSION OF CHILDREN WITH SPECIAL NEEDS AND EFFECTIVE TEACHING IN INCLUSIVE CLASSROOM

National Conference on "Right to Education Act 2009- Possibilities

and Challenges for the Inclusion of Children with Special Needs (CWSN)“

31st March 2014

Amity Institute of Rehabilitation Sciences (AIRS) Amity University, Uttar Pradesh (AUUP)

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INCLUSIVE EDUCATIONAll children, regardless of their ability

level, are included in a least restrictive environment (LRE).

LRE is a setting that is as normal as possible- a requirement for ‘mainstreaming’.

This idea is supported by Sarva Shiksha Abhiyan (SSA), which is not a disability-specific program, but rather a disability-inclusive program

3/31/2014Siddhi Sood, Research Scholar, DAVV, Indore

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THE ALTERNATE WORDSAn alternate word to Inclusive Education

is Integrated Education.Difference lies in ideological commitment

to equity….. The latter is without it. Integration places students in a

mainstream classroom with expecting them to fit in with pre-existing structures, attitudes and an unaltered environment.

While, inclusive education is a process to reach out to all learners which involves restructuring the culture, policies and practices in schools.


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THE BEGINNINGPolicies made so far always shown an

inclination towards inclusion.

A clear talk about ‘integration’ of CWSN in the policies like Kothari Commission (1964-66), IEDC (1974), NPE (1986) & its POA (1992).

Change occurred with PDA 1995, which functioned as a catalyst for other related developmental projects.


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THE BEGINNING A step forward to this beginning was begun

with SSA-2002, which not only include financial assistance for CWSN, but also stated a ‘no rejection’ policy for them in schools.

SSA was supported by RTE Act, drafted in 2005, passed in 2009 and came in to effect in 2010.

But there was an anti-inclusive stance for children with intellectual disability. They may be placed according to their perceived level of education.


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THE BEGINNINGActual terminology of Inclusion was used in

three policies- Inclusion in Education of Children and Youth with Disabilities (IECYD) in 2005, National Policy for PWD in 2006 and Inclusive Education of the Disabled at the Secondary Stage (IEDSS) in 2009-10.

District Disability and Rehabilitation Centers (DDRCs), had also been an integrate part of National Policy for PWD in order to bridge the gap between rural and urban areas.


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SUMMARY OF POLICIESNo perfect inclusion is noticed in any

of the policies, there was merely an inclination towards inclusive education.

A main discrimination can be clearly seen for children with intellectual disability in terms of mainstreaming v/s special schooling.

Policies are more on papers than their implementation.


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THE BLOWERS!What are our concerns when we think

about teaching in an inclusive classroom?

Do we have enough training?

Will we get the support we need from school administrators or specialists?

Will working with the children with special needs (CWSN) take time away from our other responsibilities?


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OBJECTIVES OF THE STUDYTo study the status of inclusion of

Children with Special Needs in schools of Indore city.

To suggest certain solutions for inclusion of CWSN in terms of awareness of teachers and school administration, and effective teaching in inclusive classrooms


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RATIONALE OF THE STUDY The analysis of trend in researches suggests-o Studies on teaching in inclusive classrooms (Butt & Lowe,2012; Ryndek, Jackson & White, 2013)

o Focus on attitude of professionals (Hardy, 2012)

o Development of strategies & teaching efficacy (Nind, Boorman & Clark, 2012; Brown, Howerter & Morgan, 2013; Dawson & Scott, 2013)

o Study of policies on inclusive education (Beauchamp, 2012; Grigal, Hart & Weir, 2013; Marks, Kurth & Pirtle, 2013)

o Study of status of Inclusive Education (Tarr, Tsokova & Takkunen, 2012; Hoppey & McLeskey, 2013)


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RATIONALE OF THE STUDYThe present study, therefore, was

undertaken to study the status of inclusive setting of education, along with some suggestive measures to accept phenomenon of inclusive education in an effective manner.


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METHODOLOGY Sample: Ten teachers of ten different schools +

Saraswati Shishu Mandir School affiliated to M.P. Board for case study purpose

Tools: Questionnaire + Interview Schedule

Procedure of data collection: Open and close ended questions in questionnaire on inclusive education, facilities for inclusion of CWSN, appointment or contact with special educators and change in academic methodologies and evaluations.Interview of a special educator teaching CWID in a mainstream school


Siddhi Sood, Research Scholar, DAVV, Indore

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DATA ANALYSIS, RESULT AND CONTENT DESCRIPTION

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Study of Status of Inclusion of Children with Special Needs

PART I: Result through Questionnaireo Only 20% teachers were aware about actual inclusive education.

o Neither of the teachers had attended any such training program nor any of the selected schools had organized such trainings.

o None of the schools had appointment of any special educator.

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PART I: Result through Questionnaireo Facilities for CWSN- 60% schools, there is the facility of ramp for PH children, 70% schools arrange remedial classes for slow learners, 30% schools have the facility assistive technologies designed for CWSN .

o Only 20% admitted the identification of a learning disabled or intellectually disabled child.

o All the teachers admitted that only minor changes in teaching methodologies are made if there is any CWSN in classroom, while no change is made in the method of evaluation

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Part II: Case Study

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PART II: Case Study

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Name of the Institution Saraswati Shishu Mandir

Affiliation Madhya Pradesh Board of Secondary Education

CWSN Students with Intellectual Disability

Maximum Limit to Admission 20 students

Present Enrolment 15 students

Level of Severity Mild to Moderate

Staff Two trained teachers, one helper and one PE

Space Allotment of two rooms


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Part II: Case Study

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PART II: Case Study

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General Classroom Sitting On conditions of peaceful behavior and for only one or two periods

Support by Mainstream Teachers

Only 20% teachers provide the required support

Administrative Support Space, Playing with normal children, Secretary, and other timely supports

Facilities Exercise Equipments, Computer, Check up by Psychiatrist once in a year, Physiotherapist, Placement through ‘Rozgar Camps’

RESULT: The school supports Integrated System of Education rather Inclusive Education


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Part II: Case Study

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Part II: Case Study

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Suggestion of Certain Solutions for Inclusion of CWSN

PART I: For the awareness of teacherso Teaching as a service more than a profession

o Training session for dealing with CWSN in inclusive education setting.

oTeachers of normal school must have to read the Teaching Manuals, designed under SSA.

o The appointment of special educator(s) or co-teachers

o A cumulative record of the students

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PART II: For effective teaching in inclusive classrooms

o Two goals may be set for effective teaching in inclusive classrooms-

(i) CWSN need to learn academics(ii) they need to participate

completely in regular classrooms.

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Goal I: CWSN need to learn academicso Efficient use of time by mainstream teacher by managing the routines smoothly, avoiding discipline problems, and planning carefully.

o Questioning carefully at right level of difficulty.

o Positive feedback to students.

o An extended practice for CWSN.

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Goal II: Complete Participation in Regular Classrooms by CWSNo Effective and frequent use of certain teaching strategies viz. Cooperative Learning, Reciprocal Teaching and Positie Behavior Support (PBS).

o Take formative assessments as an effective tool.

o Give students many different ways to show their ability

o Classroom setting according to the tasks assigned or types of disabilities.

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Goal II: Complete Participation in Regular Classrooms by CWSNo Restructuring the Curriculum- Adaptation and Augmentation.

oPart of the curriculum- ‘People have differences in many aspects’.

o Effective and efficient use of assistive technologies.

o Ensured use of language and behavior by teachers.

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CONCLUSIONThe present study explored the areas in

inclusive setting of education, like awareness among teachers of mainstream schools, status of children with special needs and effective teaching in inclusive classrooms.

For a successful implementation of inclusion in education system, the mainstream schools should be equipped with resource rooms, go for collaborative consultation, and adopt cooperative teaching.


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UNEXPLORED AREAS IN PRESENT STUDYFurther suggestive researches in the field

of inclusive education should include-o study of awareness and training of parents of CWSN.

o survey on status of RTE-SSA check on the mainstream schools in accordance with guidelines provided

o experimental studies on effective teaching in inclusive setting


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UNEXPLORED AREAS IN PRESENT STUDY

o historical study on the status of CWSN in India

o comparative study on inclusive education among different states in India

o comparative study on inclusive education in between India and other nations……………….………….. and many more



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THANK YOU

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