CBSE Textbook: Inclusive Education | Communicative English for Class 10 PDF Download

 Page 1


UNIT-2
MAIN COURSE BOOK
Education
59
C. Inclusive Education
C.1. Read the following story. 
 Fox was very happy that there were more than 50 admissions in his new school.  
He was determined to make it, the best school in the jungle. He introduced 
everything in his curriculum: reading, writing, arithmetic, swimming, dancing, 
running, climbing trees etc. and insisted that teachers should take classes 
regularly and test the students regularly.  The teachers however were very 
unsatisfied with the results. However much they tried, they couldn't teach the lion 
to swim, the tiger always failed in climbing trees and the crow refused to sing.  The 
teachers tried all the methods and regularly conducted classes.  The students had 
to attend special classes. The peacock would help the teacher conduct dancing 
classes but the pig could not get a single step correct. Likewise, the owl did not 
want to learn to read and the monkey could not swim. All the students failed in the 
exams and Fox was very worried. Then the wise bat told him to let the students 
Page 2


UNIT-2
MAIN COURSE BOOK
Education
59
C. Inclusive Education
C.1. Read the following story. 
 Fox was very happy that there were more than 50 admissions in his new school.  
He was determined to make it, the best school in the jungle. He introduced 
everything in his curriculum: reading, writing, arithmetic, swimming, dancing, 
running, climbing trees etc. and insisted that teachers should take classes 
regularly and test the students regularly.  The teachers however were very 
unsatisfied with the results. However much they tried, they couldn't teach the lion 
to swim, the tiger always failed in climbing trees and the crow refused to sing.  The 
teachers tried all the methods and regularly conducted classes.  The students had 
to attend special classes. The peacock would help the teacher conduct dancing 
classes but the pig could not get a single step correct. Likewise, the owl did not 
want to learn to read and the monkey could not swim. All the students failed in the 
exams and Fox was very worried. Then the wise bat told him to let the students 
UNIT-2
MAIN COURSE BOOK
EDUCATION
take up the courses they wanted to and then conduct the exams.  The monkey did 
not have to learn swimming anymore but the crocodile could practise swimming 
and diving, the crow could fly and learn to do somersaults in the air and the 
squirrel could continue learning arithmetic. When the exams were conducted, all 
the animals passed with flying colours and the Fox was very proud of his school.
 Discuss in groups of four, the following questions:
 What was wrong with Fox's school initially? \
 What were the reasons for improvement in the results? \
 Do you think the schools in the present day resemble Fox's school? If yes/no \
say how?
 Can the Bat's advice be extended to present day schools?  If yes, how. If no, \
why?
C.2. Discuss within your group in what way is the story of the Fox's school 
applicable to your classroom. How can the issue of inclusion of students with 
different abilities be addressed in the best possible way?
C.3.  What does the term "inclusive education" mean to you?
 To me the term "inclusive education" means ....................................................... 
.........................................................................................................................
.........................................................................................................................
C.4. Read the poem given below:
 I am SPECIAL, and so are YOU.
 Imagine just how boring the world would be
 If Mother Nature believed in UNIFORMITY?!
 All living beings of same colour and shape
 The ant and the ape!
 A leopard and a bear!
 A watermelon and a pear!!!
 The birds soaring high;
60
Page 3


UNIT-2
MAIN COURSE BOOK
Education
59
C. Inclusive Education
C.1. Read the following story. 
 Fox was very happy that there were more than 50 admissions in his new school.  
He was determined to make it, the best school in the jungle. He introduced 
everything in his curriculum: reading, writing, arithmetic, swimming, dancing, 
running, climbing trees etc. and insisted that teachers should take classes 
regularly and test the students regularly.  The teachers however were very 
unsatisfied with the results. However much they tried, they couldn't teach the lion 
to swim, the tiger always failed in climbing trees and the crow refused to sing.  The 
teachers tried all the methods and regularly conducted classes.  The students had 
to attend special classes. The peacock would help the teacher conduct dancing 
classes but the pig could not get a single step correct. Likewise, the owl did not 
want to learn to read and the monkey could not swim. All the students failed in the 
exams and Fox was very worried. Then the wise bat told him to let the students 
UNIT-2
MAIN COURSE BOOK
EDUCATION
take up the courses they wanted to and then conduct the exams.  The monkey did 
not have to learn swimming anymore but the crocodile could practise swimming 
and diving, the crow could fly and learn to do somersaults in the air and the 
squirrel could continue learning arithmetic. When the exams were conducted, all 
the animals passed with flying colours and the Fox was very proud of his school.
 Discuss in groups of four, the following questions:
 What was wrong with Fox's school initially? \
 What were the reasons for improvement in the results? \
 Do you think the schools in the present day resemble Fox's school? If yes/no \
say how?
 Can the Bat's advice be extended to present day schools?  If yes, how. If no, \
why?
C.2. Discuss within your group in what way is the story of the Fox's school 
applicable to your classroom. How can the issue of inclusion of students with 
different abilities be addressed in the best possible way?
C.3.  What does the term "inclusive education" mean to you?
 To me the term "inclusive education" means ....................................................... 
.........................................................................................................................
.........................................................................................................................
C.4. Read the poem given below:
 I am SPECIAL, and so are YOU.
 Imagine just how boring the world would be
 If Mother Nature believed in UNIFORMITY?!
 All living beings of same colour and shape
 The ant and the ape!
 A leopard and a bear!
 A watermelon and a pear!!!
 The birds soaring high;
60
UNIT-2
MAIN COURSE BOOK
Education
61
 The clouds floating by
 The leaves on every tree.....
 The fish in every sea...
 And as a further blow to individuality
 Hey, may be even you... and me!!!
 Eeeeeeks!!! Wouldn't life be a tragic shame!
 If everything looked
 Felt
 Smelt
 Exactly... the SAME!!
 Thank God that we all have our own shapes and sizes
 With different looks, talents and surprises
 Each with a special strength and may be, a weakness
 And you know... that's what gives us our uniqueness!
 I've got friends who are fat and friends who are tall
 Friends who are skinny and some who are small
 Friends who are gawky, friends who have grace
 Some who are slow... and some with the pace
 Friends who wear glasses or use a wheelchair
 Friends who wear braces or funny things in their hair!!!
 Friends whom I help... and friends who help me
 But friends forever... as we were meant to be...
 Some are really brainy, ahead of the rest,
 Scoring superbly in every class test 
 Some are winners in many other ways
 In music... dancing... painting... or on sports days...
 Then, there are others who might not win any prizes
 But watch out, they too are full of surprises
 That's because each of us is one of a kind
Page 4


UNIT-2
MAIN COURSE BOOK
Education
59
C. Inclusive Education
C.1. Read the following story. 
 Fox was very happy that there were more than 50 admissions in his new school.  
He was determined to make it, the best school in the jungle. He introduced 
everything in his curriculum: reading, writing, arithmetic, swimming, dancing, 
running, climbing trees etc. and insisted that teachers should take classes 
regularly and test the students regularly.  The teachers however were very 
unsatisfied with the results. However much they tried, they couldn't teach the lion 
to swim, the tiger always failed in climbing trees and the crow refused to sing.  The 
teachers tried all the methods and regularly conducted classes.  The students had 
to attend special classes. The peacock would help the teacher conduct dancing 
classes but the pig could not get a single step correct. Likewise, the owl did not 
want to learn to read and the monkey could not swim. All the students failed in the 
exams and Fox was very worried. Then the wise bat told him to let the students 
UNIT-2
MAIN COURSE BOOK
EDUCATION
take up the courses they wanted to and then conduct the exams.  The monkey did 
not have to learn swimming anymore but the crocodile could practise swimming 
and diving, the crow could fly and learn to do somersaults in the air and the 
squirrel could continue learning arithmetic. When the exams were conducted, all 
the animals passed with flying colours and the Fox was very proud of his school.
 Discuss in groups of four, the following questions:
 What was wrong with Fox's school initially? \
 What were the reasons for improvement in the results? \
 Do you think the schools in the present day resemble Fox's school? If yes/no \
say how?
 Can the Bat's advice be extended to present day schools?  If yes, how. If no, \
why?
C.2. Discuss within your group in what way is the story of the Fox's school 
applicable to your classroom. How can the issue of inclusion of students with 
different abilities be addressed in the best possible way?
C.3.  What does the term "inclusive education" mean to you?
 To me the term "inclusive education" means ....................................................... 
.........................................................................................................................
.........................................................................................................................
C.4. Read the poem given below:
 I am SPECIAL, and so are YOU.
 Imagine just how boring the world would be
 If Mother Nature believed in UNIFORMITY?!
 All living beings of same colour and shape
 The ant and the ape!
 A leopard and a bear!
 A watermelon and a pear!!!
 The birds soaring high;
60
UNIT-2
MAIN COURSE BOOK
Education
61
 The clouds floating by
 The leaves on every tree.....
 The fish in every sea...
 And as a further blow to individuality
 Hey, may be even you... and me!!!
 Eeeeeeks!!! Wouldn't life be a tragic shame!
 If everything looked
 Felt
 Smelt
 Exactly... the SAME!!
 Thank God that we all have our own shapes and sizes
 With different looks, talents and surprises
 Each with a special strength and may be, a weakness
 And you know... that's what gives us our uniqueness!
 I've got friends who are fat and friends who are tall
 Friends who are skinny and some who are small
 Friends who are gawky, friends who have grace
 Some who are slow... and some with the pace
 Friends who wear glasses or use a wheelchair
 Friends who wear braces or funny things in their hair!!!
 Friends whom I help... and friends who help me
 But friends forever... as we were meant to be...
 Some are really brainy, ahead of the rest,
 Scoring superbly in every class test 
 Some are winners in many other ways
 In music... dancing... painting... or on sports days...
 Then, there are others who might not win any prizes
 But watch out, they too are full of surprises
 That's because each of us is one of a kind
UNIT-2
MAIN COURSE BOOK
EDUCATION
 Specially created... specially designed...
 We each have a purpose, each have a role
 Each with a dream, each with a goal
 We each are different, special.. rare
 Each an answer to a special prayer...
 So love who your are, in life have an aim
 Be happy to be special not boringly same
 Be who you are... do what you do
 We are all really special... coz I am. I... And you are YOU!!!
 Contributed by TRINAYANI towards creating awareness in diversities and 
disabilities. Written by Vanessa Ohri. Visit www.trinayani.org
C.5. Based on your understanding of the poem, conduct a group discussion on the 
topic: 'Inclusion means acceptance of diversity in a classroom.' After having 
the discussion, a member of each group will make a brief presentation to the 
class, giving the views and opinions of the group.
C.6. Working in groups, illustrate the poem. Put up your illustrations on the class 
notice board under catchy titles.
C.7.  Now read the news story given below.
 West Bengal Boy is World's Youngest Headmaster
1. Around the world millions of children are not getting a proper education because 
their families are too poor to afford to send them to school. In India, one schoolboy is 
trying to change that. Babar Ali's remarkable education project is transforming the 
lives of hundreds of poor children.   
2. At 16 years of age, Babar Ali must be the youngest headmaster in the world. He is a 
teenager who is in charge of teaching hundreds of students in his family's 
backyard, where he runs classes for poor children from his village. 
3. The story of this young man from Murshidabad in West Bengal is a remarkable 
tale of the desire to learn amid the direst poverty.  
4. Babar Ali's day starts early. He wakes, pitches in with the household chores, then 
jumps onto an auto-rickshaw which covers only a part of the 10 km journey to the 
62
Page 5


UNIT-2
MAIN COURSE BOOK
Education
59
C. Inclusive Education
C.1. Read the following story. 
 Fox was very happy that there were more than 50 admissions in his new school.  
He was determined to make it, the best school in the jungle. He introduced 
everything in his curriculum: reading, writing, arithmetic, swimming, dancing, 
running, climbing trees etc. and insisted that teachers should take classes 
regularly and test the students regularly.  The teachers however were very 
unsatisfied with the results. However much they tried, they couldn't teach the lion 
to swim, the tiger always failed in climbing trees and the crow refused to sing.  The 
teachers tried all the methods and regularly conducted classes.  The students had 
to attend special classes. The peacock would help the teacher conduct dancing 
classes but the pig could not get a single step correct. Likewise, the owl did not 
want to learn to read and the monkey could not swim. All the students failed in the 
exams and Fox was very worried. Then the wise bat told him to let the students 
UNIT-2
MAIN COURSE BOOK
EDUCATION
take up the courses they wanted to and then conduct the exams.  The monkey did 
not have to learn swimming anymore but the crocodile could practise swimming 
and diving, the crow could fly and learn to do somersaults in the air and the 
squirrel could continue learning arithmetic. When the exams were conducted, all 
the animals passed with flying colours and the Fox was very proud of his school.
 Discuss in groups of four, the following questions:
 What was wrong with Fox's school initially? \
 What were the reasons for improvement in the results? \
 Do you think the schools in the present day resemble Fox's school? If yes/no \
say how?
 Can the Bat's advice be extended to present day schools?  If yes, how. If no, \
why?
C.2. Discuss within your group in what way is the story of the Fox's school 
applicable to your classroom. How can the issue of inclusion of students with 
different abilities be addressed in the best possible way?
C.3.  What does the term "inclusive education" mean to you?
 To me the term "inclusive education" means ....................................................... 
.........................................................................................................................
.........................................................................................................................
C.4. Read the poem given below:
 I am SPECIAL, and so are YOU.
 Imagine just how boring the world would be
 If Mother Nature believed in UNIFORMITY?!
 All living beings of same colour and shape
 The ant and the ape!
 A leopard and a bear!
 A watermelon and a pear!!!
 The birds soaring high;
60
UNIT-2
MAIN COURSE BOOK
Education
61
 The clouds floating by
 The leaves on every tree.....
 The fish in every sea...
 And as a further blow to individuality
 Hey, may be even you... and me!!!
 Eeeeeeks!!! Wouldn't life be a tragic shame!
 If everything looked
 Felt
 Smelt
 Exactly... the SAME!!
 Thank God that we all have our own shapes and sizes
 With different looks, talents and surprises
 Each with a special strength and may be, a weakness
 And you know... that's what gives us our uniqueness!
 I've got friends who are fat and friends who are tall
 Friends who are skinny and some who are small
 Friends who are gawky, friends who have grace
 Some who are slow... and some with the pace
 Friends who wear glasses or use a wheelchair
 Friends who wear braces or funny things in their hair!!!
 Friends whom I help... and friends who help me
 But friends forever... as we were meant to be...
 Some are really brainy, ahead of the rest,
 Scoring superbly in every class test 
 Some are winners in many other ways
 In music... dancing... painting... or on sports days...
 Then, there are others who might not win any prizes
 But watch out, they too are full of surprises
 That's because each of us is one of a kind
UNIT-2
MAIN COURSE BOOK
EDUCATION
 Specially created... specially designed...
 We each have a purpose, each have a role
 Each with a dream, each with a goal
 We each are different, special.. rare
 Each an answer to a special prayer...
 So love who your are, in life have an aim
 Be happy to be special not boringly same
 Be who you are... do what you do
 We are all really special... coz I am. I... And you are YOU!!!
 Contributed by TRINAYANI towards creating awareness in diversities and 
disabilities. Written by Vanessa Ohri. Visit www.trinayani.org
C.5. Based on your understanding of the poem, conduct a group discussion on the 
topic: 'Inclusion means acceptance of diversity in a classroom.' After having 
the discussion, a member of each group will make a brief presentation to the 
class, giving the views and opinions of the group.
C.6. Working in groups, illustrate the poem. Put up your illustrations on the class 
notice board under catchy titles.
C.7.  Now read the news story given below.
 West Bengal Boy is World's Youngest Headmaster
1. Around the world millions of children are not getting a proper education because 
their families are too poor to afford to send them to school. In India, one schoolboy is 
trying to change that. Babar Ali's remarkable education project is transforming the 
lives of hundreds of poor children.   
2. At 16 years of age, Babar Ali must be the youngest headmaster in the world. He is a 
teenager who is in charge of teaching hundreds of students in his family's 
backyard, where he runs classes for poor children from his village. 
3. The story of this young man from Murshidabad in West Bengal is a remarkable 
tale of the desire to learn amid the direst poverty.  
4. Babar Ali's day starts early. He wakes, pitches in with the household chores, then 
jumps onto an auto-rickshaw which covers only a part of the 10 km journey to the 
62
UNIT-2
MAIN COURSE BOOK
Education
63
Raj Govinda school. The last couple of  kilometers he has to walk. 
5. The school is considered to be the best in this part of West Bengal. There are 
hundreds of students, boys and girls. The classrooms are neat, if bare. But there 
are desks, chairs, a blackboard, and the teachers are all dedicated and well-qualified. 
6. As the class 12 roll-call is taken, Babar Ali is seated in the middle of the front row. 
He's a tall, slim, teenager, studious and smart in his blue and white uniform. He 
takes his notes carefully. He is the model student. 
7. Babar Ali is the first member of his family ever to get a proper education. 
 “Everything I have and everything I am today is because of my education” 
8. "It's not easy for me to come to school because I live so far away," he says, "but the 
teachers are good and I love learning. And my parents believe I must get the best 
education possible, that's why I am here."  
9. Raj Govinda school is government-run, so it is free. All Babar Ali has to pay for is 
his uniform, his books and the rickshaw ride to get there. But still that means his 
family has to spend around 1,800 rupees a year to send him to school. In this part 
of West Bengal that is a lot of money. Many poor families simply can't afford to 
send their children to school, even when it is free.  
10. Chumki Hajra is one who has never been to school. She is 14 years old and lives in 
a tiny shack with her grandmother. Their home is simple - A frame supporting a 
thatched roof next to the rice paddies and coconut palms at the edge of the village.