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Inclusive education as an approach for addressing learning needs of all learners by addressing barriers is faced by particularly those with speci c needs. It implies that all learners, young people - with or without different abilities being able to learn together, through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. Inclusive education is thus, about achieving the basic human and civic rights of all, including those with physical, sensory, intellectual or situational impairments, through the creation of inclusive policies and practices at all levels of education systems, their values, knowledge systems and cultures, processes and structures. National Curriculum Framework for School Education (NCERT, 2005) has recommended inclusive schools for learners with special educational needs by making appropriate modifications in the content, presentation and transaction strategies, preparing teachers and developing learning friendly evaluation procedures. The challenge, given this interpretation of ‘inclusive education’, is that we have to create inclusive schools in which:
• Everyone belongs, is accepted, supports, and is supported by his or her. • Peers and other members of the school community in the course of having his or her educational needs met. Inclusive classroom, on the other hand, is an environment, within which teachers and students provide support and guidance to the community of learners within the school and where teachers and students may explore curriculum while bene ting from contributions of various ability peers. Teachers who are inclusive are consistently moving away from rigid, textbook – and basal-driven frontal teaching toward & cooperative learning, whole language, thematic instruction, critical thinking, problem solving, and authentic assessment. Diversity of needs is undoubtedly a challenge. But it is also an opportunity to enrich learning and social relations: a pedagogical challenge for the system and the institution, rather than an individual problem. To face up to this challenge means reforming systems and schools and restructuring classroom activity so that all learners can respond to opportunities and all teachers can construct them. The diversity of learners is itself a rich resource for learning. Peer tutoring and peer collaboration draws on children to act as resources for their learning communities. Parents of all learners have a deep knowledge about their children and this can be particularly valuable for children and young people whose learning becomes a focus of concern, such as some learners with impairments
Provision for Diversity The success of inclusion lies in the hands of the class teacher who is the ultimate key to educational change and school improvement. This requires an attitudinal change whereby all members of the community must be valued in spite of differences. Teachers must believe that all students can learn and plan for the success of diverse learners. It is imperative that teachers accept, recognise and celebrate diverse learners in the classroom i.e. they must promote equity through accepting differences. Effective teaching in an inclusive classroom therefore demands teaching strategies that can accommodate a variety of learners with different backgrounds, needs and strengths. These strategies in my view address three crucial areas within the classroom: • The context of learning. • The content of learning. • Teaching Learning Processes.
Context of Learning This involves not only environmental modifications, e.g. physical arrangements, room modifications such as mounted railings at strategic locations, rearrangement of the oor space for wheelchair accessibility, etc, but also a shift in focus from the prevalent rigorous academic approach in mainstream schools, in which the measurement of academic performance is the critical variable. In an inclusive setting, where a great sense of community and trust exists because children of different ages (vertical grouping) work together in an atmosphere of cooperation rather than competitiveness, provides evidence that a carefully planned environment with relevant materials and experiences for the learners, is essential for all children. Teaching strategies for enhancing a climate of trust and interactive peer relationships through cooperative learning groups work very successfully in mainstream schools. Students not only help explain material to each other but share experiences, providing multiple perspectives and mutual support.
Content of Learning Teaching has so far been mainly based on criterion of averages, which means that while some students cannot keep up, others nd teaching “too easy” and boring. In order to meet diverse needs in the classroom, differentiated instruction must be planned based on the unique learning pro les of individual students. Differentiated classrooms offer a variety of learning options designed to tap different readiness levels, through providing: • A variety of ways for students to explore curriculum content. • A variety of activities through which students can understand and “own” information and ideas. • Options through which students demonstrate what they have learnt (e.g. developing preferred stimulus-response format based on students preferred learning style written/oral/or using alternative augmentative communication systems).
Teaching Learning Processes In an inclusive classroom, varied activities will often occur simultaneously. Therefore, teaching processes must undergo a shift from being teacher-centred to learner-centred. Students must develop into “active explorers” and for this, the strategy of promoting inductive thinking is a very useful teaching tool. Utilizing this strategy requires the teacher to provide all students with a series of relevant experiences, providing support to analyse rules and principles through discovery learning. Keeping this in mind, the National Council of Education, Research and Training has recently developed exemplar material on curricular adaptations, inclusive teaching and how to adopt exibility in evaluation for children with disabilities in inclusive classrooms.
Future Steps: Teacher Capacity Building The development of inclusive education not only entails a constant change in teachers’ values, attitudes, professional expertise and knowledge, but also on those responsible for their training and support. To deal with this ‘sea-change of change’, a continuous and coherent programme of professional development is needed for all educational personnel. The new approach of Continuous and Comprehensive Evaluation (CCE) is a positive step in this direction. CCE refers to a system of school-based evaluation of students that covers all aspects of students’ development. It emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of all aspects of a child’s educational process. Evaluation of identified aspects of students’ growth and development is a continuous process rather than one annual exam or half yearly exams conducted after a specified period of time. The second term `comprehensive’ means that the process covers both the scholastic and the co-scholastic aspects of students’ growth and development.
By: Mona Kaushal ProfileResourcesReport error
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