Inclusive Education is a relatively new concept, having gained international attention in 2000, following the Education for All campaign. Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be concerned principally with disability and special educational needs, and learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. Suleymanov, F. (2015). The guiding principles of the Act also go beyond enrolment to provision of quality of learning. education issues pertaining to: Roles and responsibilities of teachers and teacher assistants; Training programs for teacher assistants; Projects to assist members in dealing with classroom issues . Article 21-A of the Constitution guarantees education as a fundamental right and specifies that the state shall provide free and compulsory education for all children in the 6-14 years age group, although it was not until 2009 that the RTE Act was passed by Parliament. What appears to be a major in hurdle in the path to finding the proper method for inclusion is the fact that very few major policy making groups have addressed the issue in decades. Business can make long-term strategic investments in education that will lead to a larger, more talented pool of future employees. • Next, we will look at the RPWD Act, its alignment with the UNCRPD and new definitions of disability that incorporate environmental barriers. This goes against the spirit of the RTE Act. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services. Following the enactment of the RTE, Fatima was eligible to join any school in her neighbourhood. of Social Work, Bharathidasan University, Trichy) Abstract: Inclusive education refers to an academic system that allows special education students to become included in mainstream classes alongside their peers. Take a look. Hence the onus lies on each educator to understand the nature of diversity in her classroom. The Convention on the Rights of Persons with Disabilities adopts a broad categorization of persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms. inclusive education on the ground. As a Special Educator trained in the 1990s during the run-up to the World Education Forum, Dakar, 2000, I was thrilled to discover the global interest in Inclusive Education. The subsequent enactment of two progressive legislative initiatives - the Right to Education Act and The Rights of Persons with Disability Act - reflects a policy shift from a welfare-based approach to one that emphasises human rights. According to Dipti Bhatia, Deputy Director of Vidya Sagar, a disability resource centre, ‘assessments should be done at the time of admission to get the environment ready for the child rather than getting the child ready for the environment.’ She notes that the examination system must also evolve. • Under Section 19, a child is entitled to ‘full-time education of equitable quality in a formal school satisfying essential Norms and Standards.’. It is a process and not an end product of a series of interventions. Unlike the PWD Act, 1995, the RPWD Act, 2009 provides for Inclusive Education, which it defines as ‘a system of education wherein students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disability.’ It also elaborates the basic requirements and the means of implementation. Simply put, both students with and without disabilities learn more. Sajan, 6, was diagnosed with a pervasive developmental disorder (a disorder associated with social, language and communication skills) when he was 3 years old. The story of Fatima, from Chennai, as narrated by her mother, a housewife from a coastal town in southern Tamil Nadu, illustrates the challenges in the implementation of the RTE Act. An analysis and policy discussion is included of this evidence in regard to three key research questions: 1. The World Bank supports social sustainability and inclusion by fostering inclusive and resilient societies where citizens have voice and governments respond. The concept of ‘evolving capacities’ faces a similar fate for children with benchmark disability with high support needs (with 40 per cent disability) who require intensive support to carry out daily activities. It is about the teacher, the student and the community coming together to lower barriers and increase access to learning. In schools, this translates to creating flexible learning environments that are inclusive of all learners with diverse learning profiles and needs. In a truly inclusive setting, every child feels safe and has a sense of belonging. inclusive education as defined within the Education for Persons with Special Educational Needs (EPSEN) Act (2004). For the first time, children with autism, specific learning disability and speech and language disability qualify for Inclusive Education. Much work was done by this and Many of those classrooms are what’s known as inclusive (or inclusion) classrooms. Then and Now The inclusion of the education of children with disability in the ‘Education for All’ goals was followed by the 86th Amendment to the Indian Constitution in 2002. Education can help address the mismatch between skills of the available workforce and job vacancies, which is a key problem in many markets. With curricular adaptation, Sajan could learn to develop his attention span using the activities he loves, working on the same learning outcomes as the rest of the class. This will not lead to respecting the evolving capacity of the individual, because we don’t focus on the factors that restrict the development of the person in the given environment,’ says disability rights activist Meenakshi Balasubramanian, Coordinator Projects, Equals: Centre for Promotion of Social Justice. Sajan can grow up in a joyful learning environment if the same teaching-learning methods are accessible to him and all the other students in the class. More and better research on the drivers of growth will be needed to improve policy. Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. Some examples of Universal Design Classroom interventions that can benefit all learners, • Access: ramps, seating, transport, electronic books, • Participation: visual schedules, illustrated vocabulary, working with partners, project work, work experience, outdoor sports, visual and performing arts, • Modes of expression: written, verbal responses, art, drama, multimedia presentations. Kanika participates along with all her classmates in art, dance and drama activities and is perceived as a student who succeeds in school. “To strive to give something back to society in a spirit of gratitude is the proper way for human beings to live.” - Japanese Buddhist philosopher Daisaku Ikeda. ), Basic provisions and implementation measures. Alongside school enrolment supported by a ‘Zero Rejection Policy’, the Act provides for improvement in school quality through appropriate teacher training, barrier- free infrastructure and improved pedagogical and curricular adaptations. The website of the National Council of Educational Research and Training (NCERT) has links to documents on ‘learning outcomes’ for elementary schools, a guidebook on index to inclusion, and suggestions for ‘accommodation and modifications’ in assessment. http://indianexpress.com/article/cities/delhi/ncert-brings-out-learning-... http://www.ncpedp.org/sites/all/themes/marinelli/documents/Rights%20of%2... http://thenationaltrust.gov.in/upload/uploadfiles/files/Persons%20with%2... Inclusive Education in India From Concept to Reality, Inclusive Education: Challenges in Building a Coherent Understanding. Inclusive education values diversity and the unique contributions each student brings to the classroom. DFID will work for inclusive growth through a number of programmes and continues to spend heavily on health and education, which have a major impact on poor people’s ability to take part in growth opportunities. Scholar, ²Assistant Professor, Dept. IIEP. To improve his participation in class, she has to eliminate the environmental, attitudinal and communicational factors that isolate and exclude and enhance those that give rise to hope and optimism. ‘Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialised design’ (Mace, 1988). In encouraging and supporting human diversity in the classroom, schools build on humanistic aspects of life, which lay the foundation for the acceptance of differences. • The Norms and Standards of the RTE make barrier-free access to class material, classrooms and buildings mandatory. When kids are found eligible for special education services, it’s common for their families to worry that they’ll be placed in a different classroom than other kids their age.But most kids who are eligible for special education spend the majority of their time in general education classrooms. Disability rights activists are concerned that children with high support needs are enrolled in school, but end up in home-based programs under the SSA. He might require a teaching assistant’s supervision to help him, for example, make friends or complete a puzzle in time. "When I came to school, I was determined to show everybody I could make it.". Sustainable Development Goal 4 on Education and the Education 2030 Framework for Action emphasize inclusion and equity as laying the foundations for quality education.. Disability is the single most serious barrier to education across the globe. Therefore, administrators and teachers can spell out the ‘Reasonable Accommodations’, that is, the adjustments or modifications in the curriculum or school environment in their Inclusive School Development Plan. Without support, conflict-affected children lose out on the chance to reach their full potential and rebuild their communities. Please enter your TOI password associated with your account. Sadly, they end up as school dropouts, given the problems they encounter. ‘We slot people at a particular level based on our understanding of the person’s impairment. This literature review examines the link between inclusive education and the social inclusion of people with disabilities. However, on admission she was placed in a special unit and was to remain there till she had gained mastery over the English and Tamil alphabets. She achieved her development milestones (with a two- year delay) with intensive physical and speech therapies. Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all. Respectful dialogue through a participatory engagement that helps to develop sensitised personnel, differentiated instructional strategies, modes of alternative communication, active involvement of parents and the community and an administration committed to the advancement of inclusive education is critical. She can be contacted at anuradha.naidu@gmail.com. Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Both the Right of Children to Free and Compulsory Education Act (RTE Act), 2009 and the Rights of Persons With Disabilities Act (RPWD Act), 2016, make provisions for Inclusive Education. Educators continue to debate and determine the best ways to teach students with disabilities. A supportive environment can be the most critical factor in the education of children with disabilities. Both Kids Together and the National Dissemination Center for Children with Disabilitie… Explain to students how being inclusive can benefit the whole class. Issues of Inclusive Education: Some Aspects to be Considered, Electronic Journal for Inclusive Education, 3 (4). Sajan is a reluctant learner who struggles to transition to school every day. Inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Activists with disability played an important role as stakeholders invested in facilitating social change and claimed their movement was entering a new phase. Another positive feature of the RTE Act is its emphasis on ‘Access to Quality Education’. Collaboration is the cornerstone of Inclusive Education. Ensuring that each individual has an equal opportunity for educational progress remains a challenge worldwide. A Legal History of Inclusion. The Consultative Forum is a statutory committee established under EPSEN (2004) for the purpose of assisting and advising the Council on matters relating to its functions. However, such opportunities to learn by doing will shrink if the school authorities continue to follow a one-size-fits-all curriculum. Worldwide, these children are among the most likely to be out of school. Goal 4: Quality education. At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. Guidelines for the preparation of an Education Sector Plan, IIEP-UNESCO, unpublished manuscript. In this way, inclusive education can capture ideas from the real life and experiences in each child. In this article, we will review the sections relating to Inclusive Education in these legislative initiatives, as well as reflect on the implications for the quality of learning. http://www.thehindu.com/news/cities/Madurai/advantages-and-disadvantages... http://www.advocatekhoj.com/library/bareacts/rightofchildrentofree/index... http://unesdoc.unesco.org/images/0023/002324/232424e.pdf. Fatima had encountered traditional social barriers right at the doorstep. Convention on the Rights of Persons with Disabilities, Fixing the Broken Promise of Education for All, Inclusive Education: Including Children with Disabilities in Quality Learning, Towards Inclusive Education: The Impact of Disability on School Attendance in Developing Countries, Children with Disabilities in Situations of Armed Conflict. The idea of the child with disability going to mainstream schools, along with other children marginalised by poverty, gender and cultural factors, was gaining momentum. References:1 Booth, T and Ainscow, M. Index for Inclusion: Developing learning and partici-pation in schools (2002) http://www.eenet.org.uk/resources/docs/Index%20English.pdf2 Curricular Adaptations for Children with Special Needs, Confluence, February 2016, Vol 18, Sarva Shiksha Abhiyan http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/Conflu...3 Duncan, R. Universal Design http://universaldesign.ie/What-is-Universal-Design/Conference-Proceeding...Perspectives/4 Gohain, Manash Pratim, ‘NCERT Books to make classroom inclusive’, The Times of India, April 22, 2017 https://timesofindia.indiatimes.com/city/delhi/ncert-books-to-make-class...5 Ikeda, D. http://www.ikedaquotes.org6 Including Children with Special Needs, Primary Stage, NCERT, 2014 http://www.ncert.nic.in/pdf_files/SpecialNeeds.pdf7 Julka, A, Index for Developing Inclusive Schools, NCERT http://www.ncert.nic.in/departments/nie/degsn/pdf_files/INDEX%20FINAL%20...8 KPMG, Assessing the Impact of the Right to Education Act, March 2016 https://assets.kpmg.com/content/dam/kpmg/pdf/2016/03/Assessing-the-impac...9 Learning Indicators and Learning Outcomes at the Elementary Stage, NCERT 2014.http://www.dsek.nic.in/Misc/learningoutcome.pdf10 Mohamed Imranullah S. ‘Advantages and disadvantages of RTE Act’, The Hindu, 21 May 2013 http://www.thehindu.com/news/cities/Madurai/advantages-and-disadvantages...11 Naidu, A, Collaboration in the Era of Inclusion, Chapter on Reform, Inclusion and Teacher Education, Ed. Inclusive systems require changes at all levels of society. ‘Access to Quality Education’ implies the creation of environments that enable a child to evolve and grow to full potential. Inclusive education is educating all students in age-appropriate general education classes in their neighborhood schools, with high-quality instruction, interventions, and supports to succeed in the core curriculum. Worldwide, these children are among the most likely to be out of school. The teacher gives him daily homework to improve his writing and numeracy skills to enable him to meet the achievements standards of his class. All these are now listed as interventions in the Act in Sections 17 and 18 under the ‘duties of educational institutions’ and ‘specific measures to promote inclusive education’. Under the new law, Fatima has been enrolled at a school about a kilometre away from her home. But with retention and school dropout becoming serious issues, will this progressive vision translate into good practices in schools? provincial education authorities, engaged in a large-scale programme to field-test new ideas and practices towards a system of education that can include all learners, regardless of their diverse needs. Inclusive Education is about Whole School Development. Does this mean the Quality of Education issue is closer to being addressed? Some of the critical aspects of the objective of attaining quality of learning are differentiated curriculum, pedagogical innovation, examination reform and, most of all, teacher preparation. At the national level, Governments must align laws and policies with the Convention on the Rights of Persons with Disabilities, and regularly collect and analyse data to ensure children are reached with effective services. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Are teachers today prepared in the basic practices of curriculum adaptation, collaborative skills and Universal Design to build a new inclusive school culture? The fact that the new law is UNCRPD-compliant is transformative in its philosophical underpinnings and shifts the focus from social welfare to human rights. Following Barton (2008, p6) I believe, that, like disability, the problems caused by inequalities such as exclusion, and the need for an inclusive society and the education system, are public issues “in which discriminatory social structures, social relationships, and social processes need … • Examples of successful experiences in different regions of the world in which parents and social organizations have acted in support of inclusive education. As the UNCRPD emphasises, the problem of disability lies not in the person but in the ’barriers’ imposed by the environment. How do the RTE Act and the RPWD Act work together? Our work focuses on four key areas: How one boy overcame stigma and demonstrated the power of inclusive education. Subsequently, the RPWD Act, 2016 came into force, replacing the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act (PWD Act), 1995. As more children with physical, intellectual, emotional, and other impairments learn alongside typical children, teachers continue to discover how … (That concept is based on the assumptions of the UN Convention on the Rights of Children, where adults take into account the children’s capacity to exercise their rights. Five-year-old Odai, who has a speech disorder, attends a UNICEF-supported awareness session in Jordan on the rights of children with disabilities. Disability rights activists ask if social barriers are being overlooked. An important development under the purview of the RPWD Act, which has tremendous significance for formal schools, is the inclusion of 21 different types of disability, fourteen more than the original seven in the PWD Act. Even in 2001, when the Constitution was amended to guarantee the fundamental right to education for all, the education of children with disabilities was perceived as a subject of state welfare. Dialogue and self-reflection within the school community will lead to a better understanding of the implementation process. Kanika’s story illustrates the role a school can play in the inclusion of a child with benchmark disability with high support needs. Given the school’s progressive history, curricular accommodations such as use of teaching assistants, reduced portions, extra time for writing are part of the class routine. A KPMG evaluation report in 2016, on the achieve- ments of the RTE six years following the enactment, highlights the challenges in the debate over quality of learning. • explain the main actors and processes underpinning strategic planning today. This systemic entrenchment in welfare has resulted in the preservation of segregated services even within the flagship programme for the Education For All Campaign, the SSA. The barriers she encountered were attitudinal: the school authorities just could not understand how a child would get through school without being able to write. Since 2000, there has been enormous progress in achieving the target of universal primary education. Using cross-nationally comparable and nationally representative data from 18 surveys in 15 countries, this paper investigates how disability affects school attendance. The joint committee met for the first time June 5, 1995 . 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