All About Inclusive Education | Child Development and Pedagogy for CTET Preparation - CTET & State TET PDF Download

 Page 1


INCLUSIVE EDUCATION 
Structure 
1.0  Introduction 
1.1  Objectives 
1.2  Concept of Inclusive Education 
1.2.1  Importance of Inclusion 
1.2.2  Aims and objectives of Inclusive Education 
1.2.3  Principles of Inclusive Education 
1.2.4  Inclusive Education Policies 
1.2.5  Understanding Exceptionalities 
1.3  Meaning of Impairment, disability and handicap 
1.4  Definitions and Types of disability 
1.5  Concept of Learning disability 
1.6  Characteristics of children with special needs 
1.6.1  Characteristics of children with hearing impairment 
1.6.2  Characteristics of children with physical impairment 
1.6.3  Characteristics of children with mental retardation 
1.6.4  Characteristics of Children with Learning Disabilities 
Page 2


INCLUSIVE EDUCATION 
Structure 
1.0  Introduction 
1.1  Objectives 
1.2  Concept of Inclusive Education 
1.2.1  Importance of Inclusion 
1.2.2  Aims and objectives of Inclusive Education 
1.2.3  Principles of Inclusive Education 
1.2.4  Inclusive Education Policies 
1.2.5  Understanding Exceptionalities 
1.3  Meaning of Impairment, disability and handicap 
1.4  Definitions and Types of disability 
1.5  Concept of Learning disability 
1.6  Characteristics of children with special needs 
1.6.1  Characteristics of children with hearing impairment 
1.6.2  Characteristics of children with physical impairment 
1.6.3  Characteristics of children with mental retardation 
1.6.4  Characteristics of Children with Learning Disabilities 
1.7  What to be done for effective Inclusion 
 1.7.1 Means for Integration 
 1.7.2 Common strategies for dealing children with special needs 
1.8  Inclusive Education strategies 
1.9  Problems in Inclusive Education 
1.10  Inclusive Teacher Education 
 1.10.1 Goals of inclusive teacher education 
 1.10.2 Issues to consider for an inclusive approach 
 1.10.3 Role of teachers in meeting the special needs of children with   
 disabilities in the inclusive schools 
 1.11 Let us Sum Up 
1.12 References 
1.0 INTRODUCTION 
 “Inclusive education is a process of addressing and responding to the diverse 
needs of all learners by increasing participation in learning and reducing exclusion 
within and from education ” (UNESCO, 1994). This means that all children have 
the right to quality education that caters to their individual needs. Inclusion, in 
other words, is the educational practice of educating children with disabilities 
in classrooms with children who do not have disabilities. It means that all 
Page 3


INCLUSIVE EDUCATION 
Structure 
1.0  Introduction 
1.1  Objectives 
1.2  Concept of Inclusive Education 
1.2.1  Importance of Inclusion 
1.2.2  Aims and objectives of Inclusive Education 
1.2.3  Principles of Inclusive Education 
1.2.4  Inclusive Education Policies 
1.2.5  Understanding Exceptionalities 
1.3  Meaning of Impairment, disability and handicap 
1.4  Definitions and Types of disability 
1.5  Concept of Learning disability 
1.6  Characteristics of children with special needs 
1.6.1  Characteristics of children with hearing impairment 
1.6.2  Characteristics of children with physical impairment 
1.6.3  Characteristics of children with mental retardation 
1.6.4  Characteristics of Children with Learning Disabilities 
1.7  What to be done for effective Inclusion 
 1.7.1 Means for Integration 
 1.7.2 Common strategies for dealing children with special needs 
1.8  Inclusive Education strategies 
1.9  Problems in Inclusive Education 
1.10  Inclusive Teacher Education 
 1.10.1 Goals of inclusive teacher education 
 1.10.2 Issues to consider for an inclusive approach 
 1.10.3 Role of teachers in meeting the special needs of children with   
 disabilities in the inclusive schools 
 1.11 Let us Sum Up 
1.12 References 
1.0 INTRODUCTION 
 “Inclusive education is a process of addressing and responding to the diverse 
needs of all learners by increasing participation in learning and reducing exclusion 
within and from education ” (UNESCO, 1994). This means that all children have 
the right to quality education that caters to their individual needs. Inclusion, in 
other words, is the educational practice of educating children with disabilities 
in classrooms with children who do not have disabilities. It means that all 
students, regardless of their abilities or deficiencies, will be included in 
mainstream education. Through inclusive education, all community members 
— teachers, students, and other functionaries – build a sense of belonging. The 
use of special schools or classrooms to separate kids with disabilities from 
students without impairments is rejected by inclusion. It is a process towards 
access, participation and achievement for all in education.  
 In this Unit you will read more about this concept and develop in-depth 
understanding of inclusive education. 
1.1 OBJECTIVES 
After reading this Unit, you will be able to: 
• define inclusive education 
• explain the importance of inclusion 
• describe the aims and objectives of inclusive education 
• identify the principles of inclusive education 
• summarize the problems of  inclusive education 
• differentiate among impairment, disability and handicap 
• define various types of disability. 
• differentiate the various strategies of inclusive education  
• define concept of inclusive teacher education 
• illustrate the goals of inclusive teacher education 
 
Page 4


INCLUSIVE EDUCATION 
Structure 
1.0  Introduction 
1.1  Objectives 
1.2  Concept of Inclusive Education 
1.2.1  Importance of Inclusion 
1.2.2  Aims and objectives of Inclusive Education 
1.2.3  Principles of Inclusive Education 
1.2.4  Inclusive Education Policies 
1.2.5  Understanding Exceptionalities 
1.3  Meaning of Impairment, disability and handicap 
1.4  Definitions and Types of disability 
1.5  Concept of Learning disability 
1.6  Characteristics of children with special needs 
1.6.1  Characteristics of children with hearing impairment 
1.6.2  Characteristics of children with physical impairment 
1.6.3  Characteristics of children with mental retardation 
1.6.4  Characteristics of Children with Learning Disabilities 
1.7  What to be done for effective Inclusion 
 1.7.1 Means for Integration 
 1.7.2 Common strategies for dealing children with special needs 
1.8  Inclusive Education strategies 
1.9  Problems in Inclusive Education 
1.10  Inclusive Teacher Education 
 1.10.1 Goals of inclusive teacher education 
 1.10.2 Issues to consider for an inclusive approach 
 1.10.3 Role of teachers in meeting the special needs of children with   
 disabilities in the inclusive schools 
 1.11 Let us Sum Up 
1.12 References 
1.0 INTRODUCTION 
 “Inclusive education is a process of addressing and responding to the diverse 
needs of all learners by increasing participation in learning and reducing exclusion 
within and from education ” (UNESCO, 1994). This means that all children have 
the right to quality education that caters to their individual needs. Inclusion, in 
other words, is the educational practice of educating children with disabilities 
in classrooms with children who do not have disabilities. It means that all 
students, regardless of their abilities or deficiencies, will be included in 
mainstream education. Through inclusive education, all community members 
— teachers, students, and other functionaries – build a sense of belonging. The 
use of special schools or classrooms to separate kids with disabilities from 
students without impairments is rejected by inclusion. It is a process towards 
access, participation and achievement for all in education.  
 In this Unit you will read more about this concept and develop in-depth 
understanding of inclusive education. 
1.1 OBJECTIVES 
After reading this Unit, you will be able to: 
• define inclusive education 
• explain the importance of inclusion 
• describe the aims and objectives of inclusive education 
• identify the principles of inclusive education 
• summarize the problems of  inclusive education 
• differentiate among impairment, disability and handicap 
• define various types of disability. 
• differentiate the various strategies of inclusive education  
• define concept of inclusive teacher education 
• illustrate the goals of inclusive teacher education 
 
1.2 Concept of Inclusive education 
 Human beings, by nature, have considerable misgivings about others who appear 
to diverge significantly from them in one or more personality characteristics, regardless 
of whether these differences are bad or favorable. So, from the time immemorial, the 
exceptional children have a long history of being intimidated, harassed, isolated and 
segregated from the mainstream of the society. The roots of earlier special education 
efforts, such as placing exceptional children in residential institutions, special schools, 
and special classes, can thus be traced and seen as a repetition and reminder of earlier 
practices of isolation, segregation, and separation, which were prevalent in most 
societies for the care and education of exceptional or disabled children. 
 The concept of integrated or inclusive education represents the latest trend in the 
provision of placement or alternative programs suggested in the field of education to 
the exceptional and disabled children. It runs against to the principles and philosophy 
of institutionalization, separation, or segregation, which were developed to meet the 
needs of constructing institutions and special schools for the care and teaching of 
children with special needs. Inclusive education is achieved by enrolling all of society's 
children in the same school. Here the school has to experience changes to include all of 
its students to be a part of it. So, inclusive education is the act of ensuring all children, 
regardless of their differences, have the opportunity to be in the same classroom as other 
children of their age and, as a result, have the best possible exposure to the curriculum. 
Inclusion has emerged as an educational reform in the education of children with 
disabilities that gained momentum since 1994.The concept of inclusive education 
Page 5


INCLUSIVE EDUCATION 
Structure 
1.0  Introduction 
1.1  Objectives 
1.2  Concept of Inclusive Education 
1.2.1  Importance of Inclusion 
1.2.2  Aims and objectives of Inclusive Education 
1.2.3  Principles of Inclusive Education 
1.2.4  Inclusive Education Policies 
1.2.5  Understanding Exceptionalities 
1.3  Meaning of Impairment, disability and handicap 
1.4  Definitions and Types of disability 
1.5  Concept of Learning disability 
1.6  Characteristics of children with special needs 
1.6.1  Characteristics of children with hearing impairment 
1.6.2  Characteristics of children with physical impairment 
1.6.3  Characteristics of children with mental retardation 
1.6.4  Characteristics of Children with Learning Disabilities 
1.7  What to be done for effective Inclusion 
 1.7.1 Means for Integration 
 1.7.2 Common strategies for dealing children with special needs 
1.8  Inclusive Education strategies 
1.9  Problems in Inclusive Education 
1.10  Inclusive Teacher Education 
 1.10.1 Goals of inclusive teacher education 
 1.10.2 Issues to consider for an inclusive approach 
 1.10.3 Role of teachers in meeting the special needs of children with   
 disabilities in the inclusive schools 
 1.11 Let us Sum Up 
1.12 References 
1.0 INTRODUCTION 
 “Inclusive education is a process of addressing and responding to the diverse 
needs of all learners by increasing participation in learning and reducing exclusion 
within and from education ” (UNESCO, 1994). This means that all children have 
the right to quality education that caters to their individual needs. Inclusion, in 
other words, is the educational practice of educating children with disabilities 
in classrooms with children who do not have disabilities. It means that all 
students, regardless of their abilities or deficiencies, will be included in 
mainstream education. Through inclusive education, all community members 
— teachers, students, and other functionaries – build a sense of belonging. The 
use of special schools or classrooms to separate kids with disabilities from 
students without impairments is rejected by inclusion. It is a process towards 
access, participation and achievement for all in education.  
 In this Unit you will read more about this concept and develop in-depth 
understanding of inclusive education. 
1.1 OBJECTIVES 
After reading this Unit, you will be able to: 
• define inclusive education 
• explain the importance of inclusion 
• describe the aims and objectives of inclusive education 
• identify the principles of inclusive education 
• summarize the problems of  inclusive education 
• differentiate among impairment, disability and handicap 
• define various types of disability. 
• differentiate the various strategies of inclusive education  
• define concept of inclusive teacher education 
• illustrate the goals of inclusive teacher education 
 
1.2 Concept of Inclusive education 
 Human beings, by nature, have considerable misgivings about others who appear 
to diverge significantly from them in one or more personality characteristics, regardless 
of whether these differences are bad or favorable. So, from the time immemorial, the 
exceptional children have a long history of being intimidated, harassed, isolated and 
segregated from the mainstream of the society. The roots of earlier special education 
efforts, such as placing exceptional children in residential institutions, special schools, 
and special classes, can thus be traced and seen as a repetition and reminder of earlier 
practices of isolation, segregation, and separation, which were prevalent in most 
societies for the care and education of exceptional or disabled children. 
 The concept of integrated or inclusive education represents the latest trend in the 
provision of placement or alternative programs suggested in the field of education to 
the exceptional and disabled children. It runs against to the principles and philosophy 
of institutionalization, separation, or segregation, which were developed to meet the 
needs of constructing institutions and special schools for the care and teaching of 
children with special needs. Inclusive education is achieved by enrolling all of society's 
children in the same school. Here the school has to experience changes to include all of 
its students to be a part of it. So, inclusive education is the act of ensuring all children, 
regardless of their differences, have the opportunity to be in the same classroom as other 
children of their age and, as a result, have the best possible exposure to the curriculum. 
Inclusion has emerged as an educational reform in the education of children with 
disabilities that gained momentum since 1994.The concept of inclusive education 
conveys the message ‘every one belongs to the school and that everyone is welcome to 
the school’.  
 Over the last three to four decades, a variety of terms have been used for calling 
a halt to the institutionalization and isolation of exceptional children and directing 
resources toward educating them together with their non-disabled peers. The most often 
used terms are deinstitutionalization, normalization, least restrictive environment, 
integration, main streaming and inclusion.   
De- institutionalization 
 It is antithesis of the term institutionalization and in fact it was a signal for calling 
a halt to the practice of institutionalizing a disabled child in the name of catering and 
treating him for his disability. As a term it means removing the disabled person from 
the institutions and places them in other environments. The idea of de-
institutionalization was responsible for the beginning of normalization movement. 
Normalization 
 This refers to a process or attempts for making the education and living 
environment of the exceptional or disabled as close to normal as possible. 
Normalization is a philosophy that gave rise to the notions of least restrictive 
environment and mainstreaming.