INCLUSIVE EDUCATION (IE): AN INTRODUCTION by Dr. ANUPRIYA CHADHA NATIONAL CONSULTANT- IE

1. INCLUSIVE EDUCATION (IE): AN INTRODUCTION by Dr. ANUPRIYA CHADHA NATIONAL CONSULTANT- IE www.schoolofeducators.com

2. KEY OBJECTIVES • To orient participants on: • The conceptual understanding of IE • Philosophy and principles of inclusion • Key points of Sp. Ed and IE • Models of IE • Models of service delivery www.schoolofeducators.com

3. OTHER OBJECTIVES To orient participants on: • The key players in inclusion • Benefits of inclusion • Role of teacher • Inclusive teaching practices • Meaning, kinds of CWSN, identification & simple teaching strategies, etc. • Theory of Multiple Intelligence • Important Accommodations www.schoolofeducators.com

4. Can you say the first word that comes in your mind when we say inclusion? • Examples are: • Together • Friendship Give a few more similar examples. www.schoolofeducators.com

5. SEN Only children with disabilities All children Who are CWSN? Learning needs due to problems in seeing, hearing, moving, understanding (global) or comprehension problems in specific areas Zero Rejection www.schoolofeducators.com

6. THINGS TO PONDER • Any discussion about inclusion should address several important questions: • Do we value all children equally? • Is anyone more or less valuable? • What do we mean by "inclusion?" • Are there some children for whom "inclusion" is inappropriate? www.schoolofeducators.com

7. Sp. Ed Specifically designed instruction, at no cost to the child’s parents, to meet the unique needs of a student with a disability www.schoolofeducators.com

8. Sp. Ed Classic Special Education” characteristics • Special settings (segregation, class, resource room, school, ...) • Special children (types, categorization, …) • Special teachers (trained, experienced or not, …) • Specialists (therapists,…) • Special ratio (less student by class, more teachers) • Special methods/tools (Braille, sign language, ...) • Special program and goals www.schoolofeducators.com

9. Special Settings • Providing people with disabilities a chance "just" successful. • Learn physical and social skills in an environment that understands and accepts them. • Trained staff, equipment and specialized services. • Try to impart certain skills • Individual attention is easier to obtain. • Be able to meet between individuals carrying the same disability. www.schoolofeducators.com

10. Special Settings • Learn the skills, values, attitudes and behaviors of “the disabled." • Reduced expectations of parents, professionals, children • Transfer of skills to specialized normal settings tough • Deny the psychological and social benefits resulting from the meeting only with disabled children. • It takes place outside the normal and regular settings. • Loss of links with the community and • Poor preparation for future life. • Not cost effective www.schoolofeducators.com

11. Inclusive Education- IE Involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). www.schoolofeducators.com

12. IE Inclusion is a process, not a place, service or setting. www.schoolofeducators.com

13. Inclusive Schooling Inclusive schooling is often thought of as the inclusion of all students, regardless of ability, into the same schools and classrooms with peers who are not considered to have disabilities. Inclusive schooling, however, extends far beyond mere physical proximityto providing students and adults the support required to belong and achieve in classroom and school communities. Inclusion is both a process for and outcome of understanding, acceptance, and valuing of differences among today's school children and youth. It is potentially both a process and an outcome for achieving social justice and equity in our society. www.schoolofeducators.com

14. Social SEN Medical Models Of IE www.schoolofeducators.com

15. Medical Model • sees the disabled person as the problem. • A PWD is adapted to fit into the world as it is. • shut away in some specialized institution or isolated at home, where only the most basic needs are met. The emphasis is on dependence • stereotypes of disability that call forth pity, fear and patronising attitudes. • usually the impairment is focused on, rather than the needs of the person. The power to change PWDs seems to lie within the medical and associated professions, with their talk of cures, normalisation and science. www.schoolofeducators.com

16. Medical Model This thinking results in: • Many disabled people internalize negative views of themselves that create feelings of low self-esteem and achievement • The 'medical model' view of us creates a cycle of dependency and exclusion, which is difficult to break. • Medical model thinking predominates in schools where special educational needs are thought of as resulting from the individual who is seen as different, faulty and needing to be assessed and made as normal as possible. www.schoolofeducators.com

17. Social Model • position of disabled people and the discrimination against them are socially created • disabled persons are often made to feel it's your own fault that you are different. The difference is that some part, or parts, of your body or mind are limited in their functioning • THIS DOES NOT MAKE YOU ANY LESS OF A HUMAN BEING. • But most people have not been brought up to accept them as they are. www.schoolofeducators.com

18. Social Model • The disability does not impair as much as the prejudices, barriers and discriminatory practices. This disables PWDs further. • The 'cure' to the problem of disability lies in the re-structuring of society. • Unlike medically based 'cures', which focus on the individual and their impairment, the social model benefits of everyone. www.schoolofeducators.com

19. Medical & Social Model Thinking In Schools www.schoolofeducators.com

20. RegularSchool Special School Most Common Models What is a special school??? www.schoolofeducators.com

21. DISADVANTAGES OF SPECIAL SCHOOLS ·Limited coverage ·Not cost effective ·Segregation – disability culture HENCE Need for another solution, which came in the form of integrated education www.schoolofeducators.com

22. System as a problem Child as a problem www.schoolofeducators.com

23. Inclusion Special School Integral Part of the General System Integration A part of the General System Apart from the General System www.schoolofeducators.com

24. What’s better……… Traditional Approach Inclusive Approach Education for some Education For All Static Flexible Collective teaching Individualized teaching Learning in segregated settings Learning in inclusive settings Opportunities for some Emphasis on teaching Opportunities for All Emphasis on learning www.schoolofeducators.com

25. TEN REASONS FOR INCLUSION Social Educational Human Rights www.schoolofeducators.com

26. Defining IE 1. All children in school, learning together  2. Schools are for everyone 3. Appropriate support services 4. No discrimination 5. Valuing diversity www.schoolofeducators.com

27. Needs of inclusion • Time • Preparing schools with appropriate supports • Trained and equipped teachers • Resources • Involvement • Commitment www.schoolofeducators.com

28. NEEDS OF INCLUSION Appropriate services support the delivery of IE by providing quality support and services to students, teachers and parents. This support enhances the learning and teaching experienced by all students, regardless of circumstance. • assists schools to improve the achievement, participation and retention of students, and • ensures that all students acquire the knowledge and skills for working and living productively and respectfully with people; developing healthy and satisfying personal relationships, and actively shaping social, economic and political life. www.schoolofeducators.com

29. NEEDS OF INCLUSION A wide range of support services to assist students with disabilities should be available: information, programs and processes • Specialists support • Essential skills for classroom management • Behaviour support • School Transport Programme • Barrier- free design www.schoolofeducators.com

30. SPECIALISTS SUPPORT SERVICES • Advisory visiting teachers • Specialist teachers • Occupational therapists • Orientation and mobility specialists • Physiotherapists and Speech – language pathologists. www.schoolofeducators.com

31. General Teacher KEY PLAYERS Children without special needs Parents Children with Special Needs www.schoolofeducators.com

32. BENEFITS OF INCLUSION • Children: • All children are enriched • Promotes positive attitudes • General Teacher: • Professional skills are developed • Change agent and establish rapport with all children • Peer sensitization • Views each child as an opportunity to grow • Parents: • Aware of the rights • Become aware of the services available • Become better equipped to deal with their children • Children with Disability: • Prepares them for independent living • Increases self-confidence/esteem • Potential is realized www.schoolofeducators.com

33. Advantages of IE • Promotes diversity and acceptance • Allows opportunities for all students to advance • Students with disabilities are motivated through competition to improve • Collaboration with separate special service. www.schoolofeducators.com

34. Competencies required by a General Teacher • Understand the needs of all children • Classroom management • Individual pace of learning • Creating a positive learning environment • Networking with parents/ colleagues/ communities • Use more exploratory ways of teaching www.schoolofeducators.com Contd…..

35. TEACHER COMPETENCIES Outstanding teachers • Draw upon a wide repertoire of teaching practices; • Explain activities more clearly; • Have deeper subject knowledge; • Maintain realistic expectations of their students; • Have fun. www.schoolofeducators.com

36. The I & II grades were sitting in circles on durries adjacent to each other. No sub groups had been made. The teacher was alternating between the two grades every 5-7 minutes, almost with clockwork precision. He would come and sit in the middle of the circle of children. ( I did not see any table or chair for the teachers in the classrooms). I joined the II-graders. He had made large plywood number cards, which he was using with the children for counting. He was making the children count the dots, read the number on the other side and write it on the slate. Group teaching looked more formalised. He was handling the whole group of 8-9 children together and not in parts. He was making each child count turn by turn. He would say, “Rajesh you tell – how many dots?”; “Rani you tell, is he right?”………… Primary School Paankhet, Madhya Pradesh www.schoolofeducators.com

37. ROLE OF GENERAL TEACHERS • Initial screening • Refer for further assessment • Basic handling of equipment • Modify TLM • Use best classroom practices/teaching strategies • Making on spot decisions to accommodate learner needs • Regularly evaluate child performance www.schoolofeducators.com

38. CHARACTERISTICS OF GENERAL TEACHER • Positive attitude towards inclusion • Personal characteristics • Creative • Move beyond labelling www.schoolofeducators.com

39. FEATURES OF AN INCLUSIVE CLASSROOM • Instructional objectives clear • Children in groups • Adapt seating arrangement within groups • Assigns role to each member • Explains the task and distributes materials • Give more support to those who need it • Maintain flexibility in evaluation www.schoolofeducators.com

40. FOR INCLUSION • Remember: • Some support has to be provided to some children with disabilities in regular schools • All in the school have to be /prepared involved in the process of inclusion • Some changes might have to be required in the schools/ classroom www.schoolofeducators.com

41. THE REALITY------- • Children being placed in mainstream schools without appropriate support does not constitute inclusion. • Separating the physical ability from the learning ability is central to success–the appropriate authorities (local education authorities, schools) still find it difficult to separate the two. • The continued inaccessibility of school buildings results in increased costs. www.schoolofeducators.com

42. A 1999 study found that over a fifteen year period, the employment rate for high school graduates with special needs who had been in segregated programs was 53%. But for special needs graduates from integrated programs the employment rate was 73%. Furthermore, the cost of educating students in segregated programs was double that for educating them in integrated programs (Piuma, 2002). A similar study by Affleck, Madge, Adams, and Lowenbraun (2005) demonstrated that the inclusive classroom for students with special needs was more cost-effective than the resource program, even though achievement in reading, math and language remained basically the same in the two service delivery models. LET’S DECIDE www.schoolofeducators.com

43. IE IMPACT IN INDIA Attendance rate of CWD was satisfactory. On an average, 32.8% had an attendance rate between 91-100%, 46.1% disabled children had an attendance rate between 70-90% and 21.10% CWD had attendance rate between 60-75%. Children with an OI had the highest enrollment (40.1%) followed by children with MR (22.5%). Children with a HI came next at 19% and children with VI were the least enrolled at 13.95%. www.schoolofeducators.com

44. IE IMPACT IN INDIA 85.5% of schools selected for the study had TLM but it was not in use, except when the teachers were asked to demonstrate its use. Seating arrangement in the majority of the classes was in rows (57%), followed by small group seating (25.75%). The least common seating arrangement was students sitting in circles (15.2%). 57% teachers used the traditional lecture based teaching, only 8.1% used games while teaching various concepts, 27.5% made use of activities and only 7.35% used both games and activities to enhance concept mastery of CWD. www.schoolofeducators.com

45. IE IMPACT IN INDIA • 85.4% teachers in this study reported that they needed more support for teaching CWD. • only 29.71% schools had ramps, 25.25% schools had toilet modifications, 9.75% schools had resource centers/ rooms. 89.36% schools had adequate lighting. • 97.1% of peers interviewed said that they made friends with CWD. www.schoolofeducators.com

46. IE IMPACT IN INDIA 98% of the CWD in the study liked attending schools. 28.2% CWD had difficulty in understanding in what was taught in the class. 71.85% CWD were frank and open with their teacher. 33.1% CWD reported that they faced problems in coming to school and 21% wanted more assistance in school related activities. 54.8% parents said that their CWDs had problems in schools related to access and inadequate support. All the parents expressed a strong need for more and longer training/ counseling. www.schoolofeducators.com

47. IE IMPACT IN INDIA • Only 21.50% itinerant teachers provided support to CWD along with parents and regular teachers. 42.5% provided support only to parents and teachers and 23.3% only to teachers and 12.7% only to CWD. • 12.5% itinerant teachers visited schools four times a month. 25% of them visited the schools thrice a month and 45% twice a month. 17.5% visited the school ONLY once a month. Only 13.3% of itinerant teachers spent 3-4 hours in the school and 38.5% of them spent only 1 – 2 hours with CWD in each school visit. www.schoolofeducators.com

48. The Inclusion Mnemonic I- Individualized decision- making N- Needs of the child C- Child- centered teaching L- Learning in MAE/ LRE U- Unified Support S- Support systems I- Instruction that is effective O- Organizational Support N- No Child Excluded www.schoolofeducators.com

49. Never doubt that a small group of intelligent committed people can change the world. Indeed it’s the only thing that ever lasts www.schoolofeducators.com

50. HOPE IT WAS A NICE BEGINNING FOR INCLUSIVE EDUCATION WE WILL MEET SOON AGAIN www.schoolofeducators.com