1 / 21

Inclusive Education of Children with Disabilities: Comparison of Services and Needs

Inclusive Education of Children with Disabilities: Comparison of Services and Needs. Dr. Kanagala Uma Sr. A. Lourdu Mary . Introduction. Universal access to education is possible only through Inclusive Education.

maris
Download Presentation

Inclusive Education of Children with Disabilities: Comparison of Services and Needs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Inclusive Education of Children with Disabilities: Comparison of Services and Needs Dr. KanagalaUma Sr. A. Lourdu Mary Dr.Uma & Sr. Lourdu

  2. Introduction Universal access to education is possible only through Inclusive Education. True inclusion is possible only when all children regardless of their physical, intellectual, social, emotional or other conditions benefit from it. Dr.Uma & Sr. Lourdu

  3. Objective To identify the gaps between service delivery and needs of children with disabilities in inclusive education in Tamil Nadu. Dr.Uma & Sr. Lourdu

  4. METHODOLOGY Design : Qualitative research design Area : 12 districts of Tamil Nadu Tool : Schedule by Researches Data collection: 1. Primary: observation, in depth interviews and focus group discussion 2. Secondary: School records Dr.Uma & Sr. Lourdu

  5. Sample 1. Census count: • Heads of schools 70 • Resource teachers 70 • Children with Disabilities 417 2. Random sampling: • Regular teachers 80 • Non disabled peers 110 Dr.Uma & Sr. Lourdu

  6. Details of Children with Disabilities • Visual Impairment - 57% • Hearing Impairment - 27% • Mental Retardation - 2% • Locomotor Disabilities - 9% • Mild Cerebral Palsy and - 5% Mild Mental Retardation Dr.Uma & Sr. Lourdu

  7. MAJOR FINDINGS AND DISCUSSION Dr.Uma & Sr. Lourdu

  8. Services Provided • Special initiatives to improve academic performance • Support services for academic and extra curricular activities • Contribution of non disabled peers in social, academic and extra curricular activities Dr.Uma & Sr. Lourdu

  9. Identification and encouragement of talents and skills • Performance in cultural program and sports events • Regular parent teacher meetings Dr.Uma & Sr. Lourdu

  10. Needs Fulfilled 1. Intrinsic Needs • Content in interaction with non disabled peers, regular and resource teachers 2. Achievement Needs • Children with visual impairment had on par or above academic performance (11%) • High achievers at district level in extra curricular activities (3%) Dr.Uma & Sr. Lourdu

  11. Needs Unmet and Recommendations Dr.Uma & Sr. Lourdu

  12. Intrinsic Needs • Problems of adjustment in shifting from special to regular school • Counseling and efforts by resource and regular teachers • Behavior problems and teaching of CWMR in classroom • A special class in the regular school with a resource teacher Dr.Uma & Sr. Lourdu

  13. Language barrier - difficulty of CWHI in following instruction • Preferential seating in the first row • Training of regular teachers • Training of resource teachers in sign language • Additional support by the resource teachers Dr.Uma & Sr. Lourdu

  14. 2. Pedagogical Needs • Inappropriate content for CWMR and CWHI • Adapted curriculum with emphasis on life skills for CWMR • Adapted curriculum without diluting the quality of input for CWHI • Restricted choice of subjects for CWVI – accountancy and economics • Choice of subjects in geography and statistics Dr.Uma & Sr. Lourdu

  15. Inappropriate teaching methods • Use of teaching methods that make learning accessible • Use of activity based teaching methods • Use of experiential methods of teaching • Augmentation of verbal communication with visual cues Dr.Uma & Sr. Lourdu

  16. 3. Evaluation Needs • Lowering of overall percentage of results and ranking of the school • Separate calculation of percentage of results for the two groups • Difficulty of CWHI and CWMR in understanding the questions in the regular time limit. • Allotment of extra time for CWHI and CWMR while writing their exams Dr.Uma & Sr. Lourdu

  17. Separate question papers for CWD creating a feeling of segregation • Indicate specific questions in the regular question papers • Assessment must be for • Same skills • Knowledge and concepts • Same level of difficulty • Same balance of content • Same demands in terms of time and effort Dr.Uma & Sr. Lourdu

  18. 4. Resource Needs • Lack of Braille text books • Provision of complete set of Braille text books at the beginning of the academic year • Lack of assistive devices • Provision of assistive devices as per the need of the CWD Dr.Uma & Sr. Lourdu

  19. Dilapidated or no resource room • Make provision of resource room mandatory • Lack of necessary equipment • Provision of necessary equipment as per need • Lack of transportation • Transportation to be arranged by the schools with funding from the government • Modification in transport for accessibility Dr.Uma & Sr. Lourdu

  20. 5. Systemic Needs • No orientation for regular teachers • Orientation and training in own districts • Provision of necessary information by resource teacher prior to the child’s admission • Single category training of resource teachers • Multi category training for resource teachers Dr.Uma & Sr. Lourdu

  21. Conclusion Addressing the unmet needs of Children with Disabilities through coordinated efforts of regular schools, NGOs and government departments can ensure successful inclusion. Dr.Uma & Sr. Lourdu

More Related