INCLUSIVE EDUCATION

1. INCLUSIVE EDUCATION Dr. P. NAGARAAJ Department of Chemistry Anna University, Chennai-25 nagaraj@annauniv.edu

2. WHAT I AM DOING IN MY CLASS • Bringing last bench to first bench • Comfortable sitting arrangements • First few minutes telling some news or incidents • Asking questions from previous day lecture • Few minutes random checking the home work • Bringing surprises in the classroom (Changing the order of regular activities)

3. WHAT I AM DOING IN MY CLASS • Asking the students to set a question paper and discuss in the classroom/exams • Giving seminar topics and ask the to present/ correct it then & there with students • Setting question paper approachable manner • Punctual in classes, paper evaluation, setting question papers etc. • Giving regular home work etc.. • Taking to industrial visits & educational tours

4. What I am missing in my class • Not made any group or team • Not done any physical activities like our psychology resource person did for us • Am very strict in offering marks and attendance • Extend of special care to weaker students • More number of activities • Extend of humorous sense whenever if possible • Extend of more positive words/approach • Try to handle classes Like to be Dr. Yogesh, Dr. Kushal Shah etc..

5. Inclusive Education -UNESCO Inclusive Education -UNESCO sees inclusive education as a process of addressing and responding to diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.

6. What is Inclusive Education “Inclusive Education refers to the educational practice based on the philosophical belief that all learners, those with disabilities and those without, have a right to be educated together in age appropriate class groups, and that all will benefit from education in regular classrooms of community schools. Within these settings teachers, parents and others work collaboratively using appropriate and sufficient resources to interpret and enact the regular curriculum in a flexible manner in accordance with the individual abilities and needs of all learners.” Prof Gary Bunch Ontario

7. Equality and Social Justice……. • Characterize fundamental rights in present civil society • Education - a prime medium to achieve equality through – ENLIGHTENMENT AWARENESS SENSITIVITY CAPACITY BUILDING Education to All as fundamental right in Indian constitution

8. Education: A single potent tool to address present challenges if results in: • Learning to know, • Learning to do, • Learning to be, and • Learning to live together.

10. TEACHERS’ ROLE IN INCLUSIVE EDUCATION IS CRUCIAL AS - • Immediate executioners • Establish the relationship between educational ends and means

14. Four key questions to help develop inclusive practice in lesson preparation. 1. As you are planning any lesson for pupils ask yourself what are the essential knowledge, skills or understanding you want all students to get from the lesson? 2. How do my pupils learn best? Take account of learning styles. Most pupils can learn in visual, auditory or kinaesthetic ways, though most have a preference and it is good to know these. 3. What modifications to the lesson plan would permit more pupils to learn more effectively in my classroom? All teachers are very used to modifying their lessons to enhance their pupils learning. 4. How will my pupils show what they have learned? Ask the pupils to respond in ways they can handle. Assess pupils through their strengths not their weaknesses. Gary Bunch How to Book of Inclusion

16. "Inclusion works when teachers believe that all children can learn." dayle timmons • Inclusion is changing the rules of the game so that everyone can play and everyone can win.

17. Full Inclusion is • Believing that all children can learn • Welcoming all children and their unique gifts • Addressing each child’s educational needs • Good for all children • A collaborative way to teach and learn • A right of all children regardless of their disability

18. Teachers have the opportunity for: • setting an example for nondiscrimination and acceptance of people’s differences • using creativity in their teaching • workings closely with parents to understand student strengths and needs • working with a wider circle of teachers and specialists • being a leader and role model for other educators • eliminating preconceived ideas about students with disabilities • making significant change in the life of a student with disabilities as well as others in the class

19. Better Instruction More time on task Fewer interruptions Closer monitoring Higher self-esteem Sense of belonging More risk taking Fewer labels Teacher teamwork Ownership by all Positive self-esteem comes from engaging in a challenging task and succeeding Goals of Inclusion

20. Benefits of Inclusion • Students with disabilities have the opportunity for: • experiencing full citizenship in school and the community • forming a wide circle of friends • experiencing academic challenges • enjoying the satisfaction of achievements • learning to rely more on friends than teachers • taking new risks • finding they can master activities they may not have tried in special classes

21. Students without disabilities have the opportunity for: • realizing that each person has gifts, talents and challenges • learning to move beyond their stereotypes of people with disabilities • developing a better understanding of citizenship for all people • appreciating the similarities and differences among all people • working on the sense of their own shortcomings • increasing their level of comfort around all people • serving as role models • solving real life challenges by finding creative approaches to problems faced by students with disabilities

22. Student response Teaching style Assessment Grading Textbooks Rules Written work Identify what it takes for a student to succeed in your classroom Classroom Expectations

24. SPECIFIC KNOWLEDGE UNDERSTANDING AND SKILL REQUISITES • Knowledge of: • informal screening procedures • Knowledge of the procedures to facilitate peer-acceptance. • Knowledge about resource requirements and support services available. • Knowledge of behaviour management techniques and skill to carry out behaviour modification appropriately. • For effective communication functional knowledge and understanding of specific language skills and techniques such as Braille, Sign language etc.

25. Understanding of: • the complexities of inclusive classroom teaching. • the legal issues involved in education of children with disabilities. • different types of disabilities and their characteristics. • the problems of children with disabilities which certainly are different from other children. • educational strategies and psychological aspects of disability. • techniques and methods to enhance their learning such as peer-tutoring, grouping, • Ability to prepare class for inclusion and acceptance of CWD. • Understanding of curriculum.

26. Skills and abilities to: • assess the needs of students and to set the goals. • Collaborate for meeting the needs of all children within the normal regular classroom. • chaining, programmed learning etc.; and ways to make them more effective to fulfill the needs of an inclusive classroom situation. • Evaluate learning of the children with disabilities. • Manage learning environment. • Teach fundamental and social skills (particularly for primary level teachers). • carry out individualized teaching. • Classroom management skills • Establish effective parent-teacher relationship. • take initiative for technological adaptations and usage (like computer and other equipments).

27. WAYS TO COPE Sound Planning and development of teacher Education requires – • Clear definition of teacher’s role in terms of tasks they are required to perform, i.e. scenario based approach (task analysis approach) should be followed to develop teacher education programme. • Task analysis would help in determining: • the type of knowledge teachers require to perform their work • attitude to be developed in teachers • behavioral characteristics required to be developed in prospective teachers • and finally the nature of curriculum • Curriculum for education and development of teacher educators also needs revision in the similar manner as for teachers considering the requirements of inclusion. Continued……

28. Theoretical component of pre-service teacher education programme must include: • Compulsory paper on disability for all prospective teachers to provide a clear understanding and to sensitize them about the characteristics, needs, problems and challenges etc. of CWD. • The papers dealing with the areas such as psychology, child development, sociology etc. are needed to be readdressed. These areas must wrap things like psychology of disabled, marginalized etc., their psycho-social challenges and problems, their behaviour pattern, and means and ways to deal with challenges of diversities in abilities, background etc. Continued……..

29. Overhauling of practice component of pre-service teacher education programme requires: • Duration for practice teaching should be increased • Provision for frequent compulsory visits to the centres and schools dealing with diverse children, and also for working there for at least some time. This must be given weightage in evaluation. • inclusion of delivery of lessons with children with disabilities in Practice teaching. • Simulated situations can be created by bringing different types of students (normal and challenged) together to provide practical experience to the prospective teachers to prepare them well for actual scenario. • Practice teaching with children with disabilities or in inclusive classrooms must be given adequate weightage in the evaluation. • Component of community work should be strengthened to provide them with firsthand experience in the actual set-up. • Prospective teachers must be given functional level exposure in communication strategies or skills like Braille, Sign language etc. Continued…..

30. Promoting Positive Attitudes to Disabled People • Make sure disability is covered in a positive way in all parts of the curriculum. e.g. Art, History, Geography Science • Gather examples from national press and media –use in displays • Relate to TV and newspapers • Encourage Peer Support • Help pupils critiques stereotypes English • Use a social model approach-identify barriers • Examine ethical issues from a human rights perspective • Ensure hidden curriculum is disability friendly • Challenge disabilism • Develop strong self esteem in disabled pupils

31. 1. Pre-planning information. • Have you been given information on the nature and degree of impairment and the access needs of the disabled pupils in the class? • Have you been shown or do you know how these disabled pupils access needs and personal care needs will be met in the class? • If you don’t know how the disabled pupils needs will/can be met seek advice from SENCO, Head or Deputy or from other agencies such as Educational Psychologists, Advisors or Health Professionals.

32. 2. What preparation have you made with the class/ group for: • one to one peer support • collaborative teaming • group work • valuing difference of race, gender, ethnicity, disability, age or religion • How do you ensure that mutual respect is encouraged within your classroom? Are you clear about how to deal with bullying and harassment in the class? Doers the school have a consistent policy?

33. 3. Lesson planning: how will you support the needs of all learners? • Consider: • - timing, • - variation of activities, • - types of activities [concrete/abstract], • - reinforcement of key ideas, • - extension work • - recall of previous work, • - links to future work, • - clear instructions. • Will the content of the lesson engage all pupils from the beginning? Will there be sufficient variation in activities and pace to engage all? • Are you able to access specially adapted equipment for some pupils to enable them to participate fully? • If not, can an alternative way be found? • Will the diversified and differentiated work allow all pupils to experience success at their optimum level?

34. 4. What different teaching styles are you going to use? • Visual e.g. use photos, mind maps, maps and diagrams, pictures, film clips, digital cameras, wall displays? • Auditory e.g. use story telling, talking, effective questions, problem solving, clear sequencing, music, singing? • Kinaesthetic e.g. use movement, role play, artefacts, use the environment

35. 5. Preparing materials • Are written materials accessible to all: formats; readability; length; content? • Scaffolding [practical materials] e.g. writing frames, pictograms, sounds, pictures, objects, artefacts, word lists, number lines, etc, are they accessible to all? • Appropriate use of augmented communication and ICT

36. 6. Self presentation (hidden curriculum) • Have you thought about how you will: react to situations of stress, humour, seriousness, embarrassing questions; offer encouragement to all; challenge the behaviour not the pupil? • Are all the pupils aware that you might approach the behaviour of some students in a different manner to the rest of the class? • How will you use your voice in the lesson, e.g: volume, tone, and make sure all children are understanding you? • Where will you position yourself in the classroom and when? • Who will you question and when?

37. 7. Use of support staff • Have you met with or at least communicated with support staff before the lesson? • How are you going to use other support in the lesson? • Does their use allow all pupils to be equally included in the class activities? • If you are using support staff for withdrawal, how do you know the pupils are gaining from this? • If you are using withdrawal, how are the groups organised? • When do you take small groups and support take class?

38. 8. Classroom organisation • Is seating carefully planned and/or the activity accessible for students with: • - mobility impairments e.g. circulation space, table height • - hearing impairments e.g. sight line for lip reading/ interpreter/ no glare • - visually impaired e.g. maximise residual sight, if touch can reach • - challenging behaviour e.g. in adult gaze; at front for eye contact • - short attention span/easily distracted, eg: sit on own • - learning difficulties who need a lot of support, eg: next to peer supporter • - short attention span, e.g.: distraction free zone • What seating plans are you using and why? • Will seating plans make use of peer support and how?

39. 9. How will you organise and group pupils in lessons? • Friendship groupings? • Mixed gender/same gender groupings? • Mixed ability/same ability groupings? • Specific pairs of pupils working together, e.g. : stronger reader/weaker reader? • Disabled and disabled non-disabled students • How do you decide which grouping to use for what?

40. 10. How will you deal with unexpected incidents? Are you aware of the systems for dealing with unexpected incidents, e.g.: • evacuation, • fainting or fits, • psychotic incidents, • arguments, • incontinence, • medical emergencies?

41. 11. How will you ensure that all pupils feel equally valued through their experiences of: • the allocation of teacher and support staff time; • being listened to/ paid attention to; • being respected; • achieving; • interacting with their peers • being free of harassment.

42. 12. How will you assess the outcomes? • Do you have a scheme for assessing the achievements of all? • Have you looked at alternative forms of assessment? e.g. video recording progress, peer evaluation, self evaluation? • How will you involve pupils in assessing their progress and their peer’s progress?