WELCOME

SEMINAR
ON INCLUSION

MOUMITA BISWAS M.ED(MR) 2008-09

INCLUSION


INCLUSION REFERS TO THE OPPORTUNITY FOR PERSONS WITH DISABILITY TO PARTICIPATE FULLY IN ALL THE EDUCATIONAL, EMPLOYMENT, RECREATIONAL COMMUNITY AND DOMESTIC ACTIVITIES THAT TYPIFY EVERY SOCIETY.
INTERNATIONAL LEAGUE OF SOCIETIES FOR MENTALLY HANDICAPPED 1999

INCLUSION
 INCLUSION MEANS FULL INCLUSION OF CHILDREN WITH DIVERSE ABILITIES IN ALL ASPECTS OF SCHOOLING THAT OTHER CHILDREN ARE ABLE TO ACCESS AND ENJOY. IT INVOLVES REGULAR SCHOOLS AND CLASSROOMS GENUINELY ADAPTING AND CHANGING TO MEET THE NEEDS OF ALL CHILDREN, AS WELL AS CELEBRATING AND VALUING DIFFERENCES. THIS DEFINITION DOES NOT IMPLY THAT CHILDREN WITH DIVERSE ABILITIESWILL NOT RECEIVE SPECIALISED ASSISTANCE OR TEACHING OUTSIDE OF THE CLASSROOMSWHEN REQUIRED,BUT RATHER THAT THIS IS JUST ONE OF MANY OPTIONS THAT ARR AVAILABLE TO, AND INFACT REQUIRED OF LOREMAN AND DEEPLER ALL CHILDREN.
 2001

CONCEPT OF INCLUSION EMERGED:



IN THE UNITED STATES THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT (PL 9494-142) OF 1975, LATER REVAMPED AS THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)OF 1990, GURANTEES STUDENTS WITH DISABILITIES THE RIGHT TO A FREE, APPROPRIATE PUBLIC EDUCATION IN THE LEAST RESTRICTIVE ENVIRONMENT.

ACCORDING TO NATIONAL POLICY ACT (1986), FUNCTIONAL ANS SOCIAL INTEGRATION OF CHILDREN WITH MENTAL RETARDATION IS POSSIBLE. IN INDIA INCLUSION IS THE CURRENT TREND AND IT IS POSSIBLE TO HAVE INCLUSION IF THERE IS COORDINATION BETWEEN VARIOUS GOVERNMENT DEPARTMENTS, PARENTS, EDUCATION SYSTEMS AND PROFESSIONALS.

CURRENT TREND IN INCLUSIVE EDUCATION

THE NEWLY BORN DISABLED CHILDREN WILL DIRECTLY BE PART OF THE SOCIETY WITHOUT HAVING TO GO THROUGHTHE PROCESS OF SEGREGATION OR PREPARATION PERSONS WITH DISABILITY WILL BE PROVIDED ALL RIGHTS, ACCESS AND EQUAL OPPORTUNITIES AND WILL BE INCLEDED IN THE SOCIETY.

NEED FOR INCLUSION



EDUCATION SYSTEM IS AIMING AT EDUCATION FOR ALL CHILDREN,BUT PRESENT SERVICE DELIVERY SYSTEMS HAVE NOT COVERD EVEN 10%. INCLUSIVE EDUCATION EMERGES OUT AS A POSITVE ALTERNATIVE TO INCREASE COVERAGE. MORE THAN 90% OF DISABLED CHILDREN ARE FOUND IN RURAL AREAS,BUT MAJORITY OF THE SPECIAL SCHOOLS AND INTEGRATED EDU PROGRAMMES ARE LOCATED IN CITIES.

BENEFITS OF INCLUSION FOR CHILDREN WITH DISABILITIES:



OPPORTUNITY FOR SOCIAL INTERACTION WHICH LEADS TO SOCIAL ACCEPTANCE IMPROVEMENT OF SOCIAL COMPETENCE AND COMMUNICATION SKILLS. SOME RESEARCH HAS SUGGESTED THAT THE EDUCATIONAL PROGRAMME IN INCLUSIVE SETTINGS IS GENERALLY OF A HIGHER STANDARD THAN IN SEGREGATED SETTINGS, AND IT HAS IMPROVED THEIR ACADEMIC OUTCOMES.

FRIENDSHIP BETWEEN DISABLED AND NON DISABLED DEVELOP IN INCLUSIVE SETTINGS. IT DEVELOPS GENERAL KNOWLEDGE OF CHILDREN WITH DISABILITIES. IT HELPS THEM TO BECOME ADULT AND TO WORK IT HELS THEM TO LIVE INDEPENDENTLY LIKE OTHER NON DISABLED PEER

PROBLEMS FACED IN INCLUSION:

 RIGID GOVERNMENT POLICIES  RESISTANCE OF SCHOOL SYSTEMS  SEGREGATED FUNCTIONING OF REHABILITATION SYSTEM AND SCHOOL SYSTEM  NATURE OF DISABILITY AND FUNCTIONAL DIFFICULTIES: BEHAVIOUR PROBLEMS TRANSPORT  LACK OF EFFICIENT TEACHERS  RESISTANCE OF EMPLYOERS  LACK OF AWARENESS

HOW TO OVERCOME:
NO LABELING INCLUSION FROM DAY ONE OF SCHOOLING AWARENESS CAMPAIGN ON THE JOB TRAINING FOR TEACHERS LINKAGE WITH SERVICE ORG AND TEACHERS PERIODIC MONITORING AND RECOGNITION TO COMMITTED TEACHERS IN REGULAT SCHOOL INCLUDE INCLUSION IN THE ACT ZERO REJECTION POLICY MUST BE IMPLEMNTED

DIFFERENCE BETWEEN INTEGRATION AND INCLUSION INCLUSION INTEGRATON SPECIAL SCHOOL

ROLE OF RCI IN INCLUSION

TO REGULATE THE TRAINING PROGRAMME IN THE FIELD OF REHABILITATION TO STANDARDIZE THE TRAINING COURSES FOR REHABILITATION PROFESSIONALS TO PRESCRIBE THE STANDARD OF TRAINING INSTITUTE TO RECOGNIZE INSTITUTIONS/UNIVERSITIES RUNNING COURSES IN THE FIEKD OF REHABILITATION TO REGISTER THE PROFESSIONALS,WORKING IN THIS FIELD.

FACTORS FOR THE SUCCESS OF INCLUSIVE EDUCATION:

1. CAPASITY BUILDING IN THE GENERAL SCHOOL THAT MEANS TEACHERS SHOULD BE GIVEN INSERVICE TRAINING IN THESE AREAS: DEFINITIONS DISABILITIES PSYCHOLOGICAL IMPLICATIONS OF DISABILITIES LEARNING BEHAVIOUR OF CHW PLUS CURRICULAR ACTIVITIES ASSISTIVE DEVICE PREPARATION OF TEACHING AIDS AND LEARNING MATERIALS ADAPTATION OF EXISTING DEVICES AND INSTRUCTIONAL MATERIALS FOR CHW TEACHING METHODS EVALUATION PROCEDURES

2 ADOPTING NEED-BASED INSTRUCTIONAL STRATEGIES CHILD-CENTRED INSTRUCTION IS NEEDED CLASSIFY THE CHILDREN ACCORDING TO THE LEVEL OF DISABILITY AND NEED OF HELP

CLASSIFICATION OF CHILDREN IN INCLUSIVE EDUCATION

D
10%

SEVERE DISABLED REQUIRE SPECIAL ATTENTION FROM SPECIAL TEACHERS MODERATE OR SEVERE NEEDS RESOURCE ASSISTANCE INCLUDING CORRECTIVE AIDS MILD OR MODERATE NEEDS COUNSELLING SERVICES MILD CAN BE HANDLED BY GENERAL TEACHER WITH MINIMAL TRAINING

C
15%

B
30%

A
45%

3 EXCHANGE OF MANPOWER AND MATERIAL RESOURCES 4 ENLISTING PARENTS AND COMMUNITYS PARTICIPATION 5 IMPROVING CHILD-TO-CHILD LEARNING 6 MAKING THE PPROGRAMME FOR CHW AN INTEGRAL PART OF THE GENERAL EDU SYSTEM

SERVICES ARE PROVIDED IN INCLUSIVE EDUCATION:

ESSENTIAL SERVICES PLANNING INSTRUCTIONAL STRATEGIES FOR CHW TEACHING CONTENT TO THEM MAINTAINING ATTENDANCE FOR CURRICULAR AND PLUS CURRICULAR ACTIVITIES GENERAL DISCIPLINE IN THE CLASSROOM CHECKING HOME ASSIGNMENTS CONDUCTING EXAMINATIONS PROPER EVALUATION CONSULTING WITH SPL TEACHER ABOUT PLUS CURRICULUM NEEDS OF CHW INTERACTING WITH PARENTS OF THEM

 SUPPORT SERVICES: IDENTIFYING CWD IN THE COMMUNITY TEACHING SKILLS PROPER TO THEM ASSISTING GENERAL CLASS TEACHER IF NEEDED ARRANGING ASSESMENT FOR CHW ARRANGING LEARNING MATERIALS FOR CWD ARRANGING AIDS AND APPLIANCES MONITORING THE PROGRESS OF THE CHILD THROUGH CLASSROOM TEACHERS

 PERIPHERAL SERVICES: ISSUING MEDICAL REPORTS PROVIDING SOCIAL BENEFITS ARRANGING SPONSORSHIPTO EDUCATIONAL ACTIVITIES COUNSELLING TO PARENTS

THANK YOU