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scope of inclusive education

Defining the Scope of Inclusive Education

Inclusive education means that all the students of the school, regardless of their strengths or weaknesses in any area, become part of the school community. They inculcate a sense of belonging among other students, faculty and support staff. The Education with Disabilities Act (IDEA) and its 1997 amendments make it clear that schools have a duty to educate children with disabilities in general education classes.

Inclusion is much more than just physical access to schools. It involves the learners in all aspects like social inclusion, curriculum access and emotional inclusion. Thus inclusive education is a developmental approach that seeks to meet the learning needs of all children, youth and adults, with a special focus on those who are marginalized and vulnerable to exclusion.

Inclusive education is defined as a learning environment that promotes full personal, academic and professional development of all learners irrespective of race, class, gender, disability, religion, culture, sexual preference, learning style and language. Is. ,
National commission on special needs in education and training
(NCSNET1998) and Education Support
National Committee for Services (NCESS 1998)

Scope of Inclusive Education:

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The scope of inclusive education concept of inclusion is often discussed as if it only applies to Special Educational Needs (SEN), but it is much broader in scope. According to Booth and Ainsko (2000) inclusion in education includes:

scope of inclusive education are:-

1. To give equal importance to all students and staff.

2. Reducing boycott of students from schools
and focus on increasing their participation in the cultures, curricula and communities of local schools.

3. To respond to the diversity of students in the locality
There is a need for restructuring of culture, policies and practices in schools.

4.
Reducing barriers to learning and participation for all students in schools. Particularly those classified as having special educational needs.

5.
Learning from efforts to remove barriers to access and participation of special students in order to make changes more broadly for the benefit of students.

6. Seeing differences between students as resources to aid learning, not as problems to be overcome.

7. Students’ own
Recognizing the right to education in the area.

8. To improve the schools for the employees as well as the students.

9. Emphasizing the role of schools in building community and inculcating values ​​as well as enhancing achievement.

10. Schools and promote mutually lasting relationships between communities.

11. Recognizing that inclusion in education is one aspect of inclusion in society.

need for inclusive education

The need for inclusive education is necessary for every country because with the help of inclusive education, the child takes education in a normal environment and tries to make himself like a normal child, even if it includes gifted children, special children and children with disabilities. be. ,

There are many such children who are different from the normal child, they are educated together because the learning ability can be increased in those children.

We can read about the needs of inclusive education below –

  1. Inclusive education through inclusive education system provides an opportunity to the children in which children with disabilities get an opportunity to progress mentally along with normal children.
  2. It is an education in which the principle of equality of education is followed, along with educational integration is also possible through this education framework.
  3. As mentioned above, both normal and handicapped children normally take education together, thereby creating a natural environment between them, which inculcates a sense of unity, brotherhood and equality among the children.
  4. Where normal children and special children attend education together, the expenditure on education is lower as it optimizes resources and maximizes its productivity and utilization.
    I
  5. t is the education where small society is formed where all types of children get education together, as a result of which qualities like morality, love, sympathy, mutual cooperation can be easily increased in them.
  6. Through this, feelings like learning and social competition are also developed in children.
  7. It has special importance in today’s era because only this education can bring change in today’s society, so it should be encouraged more and more.

Problems related to inclusive education:

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1. Lack of Awareness:

The biggest challenge to include children with special needs is the lack of awareness school authorities and teachers. Teachers lack knowledge of disability and experience with students with disabilities.

2. Negative attitude of the teacher: Teachers, like the general public, hold negative views on both the disabled students and the mainstream.
There is a negative attitude of the teachers towards mainstreaming the emotionally disturbed and mentally challenged students.

3. Suitable Environment: Most schools do not have an environment to welcome children with special needs. There is a paucity of resources and infrastructure.

4. Lack of Attention to Personal Development: Present
The education system does not allow the personal development of children at their own pace. Teachers are unable to cope with differences in children.

5. Lack of Training: Teachers cannot identify and work with individual children not because they want to, but because of lack of training. This makes children with special needs vulnerable, especially in the Indian environment. Teachers do not understand how to deal with these children.

6. Large class size: In a typical Indian class of fifty children,
Children with special needs
level out.

7. Non-acceptance: their non-disabled partner
General
Do not accept these students due to slowness and inability to participate in activities.

process of inclusive education

There are four processes –

  1. Standardization – Normalization is the process that creates a common social environment for gifted children and youth to learn on the job as far as possible.
  2. Institutionless education – Institutionless education is such a process in which more and more talented boys and girls remove the limitations of those taking education in residential schools and provide them the opportunity to get education among the general public.
  3. Main stream of education – Main stream of education is the process in which gifted children are connected with normal children through day to day education.
  4. Inclusion – Inclusion is the process that brings gifted children to the general education room for their education, as opposed to coordinated segregation in any case. Separation is the process in which a particular group of society is identified separately and gradually the social and personal distance between that group and the society increases.

Major problems of inclusive education or barriers to inclusive education

Many problems or obstacles have to be faced during inclusive education, some of the major problems or barriers of inclusive education are as follows –

Teachers lack teaching skills

In this, special and normal children, and children with disabilities all take education together in the same class and that is why a teacher should have the ability to provide education to all those children equally,

They should employ different teaching skills and methods according to the nature of the students. And at the same time, such teaching skills should be developed in the teacher so that the teacher can understand the problem of specific and general children and solve their problems effectively.

But this ability is not found in all teachers. Therefore, the biggest problem of inclusive education is the lack of developmental teaching skills in the teacher.

social outlook

The social attitude of the people of the country or society in which we live is such that we look at children with disabilities or special children in a negative way. They discourage the privileged students by creating a societal perception that these people are not capable of anything. Their family or parents also think so. In this way other people isolate them from the society.

They don’t even want to teach. Children who want to move forward, these things sit in their mind, that you will not be able to do this, you will not be able to do it.

This social approach is also an important part of the problems of inclusive education, which is ingrained in the mind of every common man.

physical barrier

Another major problem of inclusive education is that the physically challenged child has problems with learning and grasps things at a slower pace than normal students.

They need to put in a lot of effort in learning but by ignoring these problems they are treated as they are treated with behaviour, teaching, methods, attitudes etc., due to which problems arise in them.

Syllabus

While designing the curriculum, it should be kept in mind that the curriculum should be flexible, useful and suitable for general and special children or disabled children.

Problems with language and communication in inclusive education

As we all know that in inclusive education, all types of children come to take education. There are some children who do not belong same mother tongue and are found to be uncomfortable in reading and writing.

Due to which problems like understanding and communicating the language arise. This can be regarded as another major challenge in inclusive education.

But this problem is not so prevalent as not all teachers report these problems.

Barriers to Indian Education Policies

There are many such education policies in India that hinder or create obstacles in the way of inclusive education.

Teachers or schools remain within the purview of policies that create problems in it. In today’s article, we discussed the concept of inclusive education.

Steps Taken/Suggestions:

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1. In India, Government and NGOs
special
Initiating measures to review and plan appropriate strategies for students in need and inclusive education. These measures include developing policy guidelines, analyzing practices, developing teacher-training programs and building resource persons and special educators by establishing relationships to complement each other.

2. National Curriculum Framework for School Education
(NCERT, 2000) has developed an inclusive school for learners with special educational needs by making suitable modifications in the content, presentation and transaction strategies, preparing teachers and developing learning-friendly assessment processes.

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