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Teacher Challenges for Educationfor All in India

Inclusive education: Teachers forchildren with special needs

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The Presentation

INCLUSION AND PARADIGM SHIFTS

EXISTING POLICY, CONSTITUTIONAL ANDLEGISLATIVE FRAMEOR!S

PRE"SERVICE AND IN"SERVICEPROGRAMMES OF NCERT

CHALLENGES AND ISSUES

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Inclusive Education is aa process of increasingthe participation of allstudents in school,

including those withdisabilities

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Community Living Movement!"#$s#%ocial e&clusionCongregation 'segregation intoinstitutions

valued, contributing citi(ens oftheir communities!""$s

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Constitutional and Legal Obligations 

Persons With

Disabilities

 Act, 1995  

Educate

C)%* in an

appropriate

environment

till !+ years

ree andcompulsoryeducation to

children,

upto !- years

C)%* tobe taught

by atrained

teacher 

Right to

Education Act,

2009

RehabilitationCouncil of

India Act, 1992  

La$, %o&i'(, %ro)ra**es an+ ri)hts instr*ents re-&e't t$o%ri*ar( a%%roa'hes or +is'orses that treat +isa.i&it( either as

an in+i/i+a& %atho&o)( or as a so'ia& %atho&o)(#

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Teachers must be trained toaddress the learning needs ofall children including those who

are marginali(ed and disabled  *C, .$$/

Teacher EducationInstitutions will needto reframe theirprogramme coursesto include theperspective, conceptand strategies ofinclusive education  *CTE, .$$"

*ATI0*AL1AME)012%

3earing all teacher education programmesto developing pedagogical s4ills re5uired ininclusive classrooms *ational ocus

3roup.$$/

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*ot failingany

students

Class Teacherresponsible forall children

%pecialteachers

fully included

6evelopingstrengths

' abilities

Ma4ing Curr7Inclusive '

Accessible

*urturingall aspects

of

personally

1ecogni(ing6iversity

8romoting self reliance' inculcating criticalthin4ing, decision

ma4ing, problem solving etc7 

*CE1T

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I*TE31ATE6 E69CATI0* 01 TE 6I%A;LE6

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T1AI*I*3 C091%E% AT *CE1T 81E %E1?ICE C091%E% AT 1IEs

Inputs on children with special needs, Inclusive Educationin ;7Ed

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%A1?A %I2%A A;IA*  T1AI*I*3

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I*CL9%I?E E69CATI0* 0 TE 6I%A;LE6AT %EC0*6A1 %TA3E

Training of %pecial and 3eneral Teachers %pecial Teachers trained by 1CI run programmes *ational

Institute, 9niversities

All general teachers at the secondary level trained in

particular strategies li4e ma4ing assessments, planning anindividuali(ed curriculum, teaching styles which includeaudiovisual aids, appropriate instructional strategies, etc7

T1AI*E1%

In association with resource institutions li4e*CE1T,%CE1T%, *I0%, %tate 0pen %chools, 1CI, I3*09and teacher training institutions li4e IA%Es, CTEs,9niversity etc7

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ISSUES AND CHALLENGES

 Vision an+ /a&es in s'hoo&s NOT .ase+ on

in'&si/e ethos A 6 will have to do6 rather than 6will doD or 6can

do6 attit+e

Short ter* intro+'tor( trainin) on&( a$areness'reatin)

 Lon) ter* trainin) 783 +a(s9 -ai&s to .i&+ thes0i&&s -or in'&si/e '&assroo*s

Pro"a'ti/e a%%roa'h to i+enti-(in) .arriers an+-in+in) %ra'ti'a& so&tions *issin)

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 Partnershi%s $ith %arents, 'o**nit( an+ othersta-- *e*.ers nee+ to .e stren)thene+

  Stron) &ea+ershi% 1 re)&ar 'riti'a& re/ie$ an+

e/a&ation ne'essar( La'0 o- Resor'e Persons -or Trainin) Tea'hers

 Pra'ti'a& Trainin) not in'&si/e

Tea'her E+'ation Pro)ra**es at %re"%ri*ar(an+ %ri*ar( &e/e& to .e *ore in'&si/e

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Mangal La4hapati < (ears an+ 'arr( s'ars on their &i/es 7NACO9Man( trne+ a$a( -ro* s'hoo&sMan( +ro% ot 

Children with I? AI6%

Sensiti/it( to nee+s ste**in) ot o- i*%air*ent so'ia&

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  Sensiti/it( to nee+s ste**in) ot o- i*%air*ent, so'ia&+isa+/anta)es an+ other +i--i'&t 'ir'*stan'es" s'he+&e+tri.es, s'he+&e+ 'astes, s&* 'hi&+ren, $or0in) 'hi&+rennee+ to .e in'&'ate+

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Sat(a* !*ar o- ?a0hora%r /i&&a)e in ?ho@%r +istri't a&i-ie+-or IIT -ro* the M*.ai Bone $ith an a&&"In+ia ran0 o- ,>2#For -ather, Si+hnath Sin)h, a -ar*er, It is a *atter o- %ri+e that

*( son is the (on)est toa&i-( #

I TEACE1% )E1E A)A1E %ATAM )09L6*0T A?E *EE6E6 T0 810?E IM%EL

*o inputs for gifted children

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We do not have the time to explain each

and every concept, we need to havesupport of a special educator

Since these children do not have less IQ,hence they can t into the existing

classroom processes&

Factors like large Classroom sizes,

maintaining discipline, vast syllabus,

emphasis on Marks, only few includedstudents act as constraints They like Science. ut they simply cannot sit

inside a classroom to learn it. So we started takingclasses in the open where they are at ease

TEACE1%D ?0ICE%

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The %ro.&e* is not ho$ to $i%e ot the

+i--eren'es .t ho$ to nite $ith the+i--eren'es inta't

  Ra.in+er Nath Ta)ore

The %rin'i%&e o- res%e't -or +i--eren'es an+ a''e%tan'eo- +isa.i&it( as %art o- h*an +i/ersit( an+ h*anit( isi*%ortant as +isa.i&it( is a ni/ersa& -eatre o- theh*an 'on+ition# A&so# +i--eren'es in 'hi&+ren, s'h asa)e, )en+er, ethni'it(, &an)a)e, HIV sho&+ .e

ac4nowledged an+ respected

C0*CL9%I0*

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I am %8ECIAL, does that means I am better than

others or worse than othersF