Inclusive Education - 2 Chapter Notes | Crash Course for UGC NET Education PDF Download

Evolution of the Philosophy of Inclusive Education

Inclusive Learning

The Government of India is committed to ensuring that every child has the right to basic education. In 1947, various policies regarding special education were established. Then, in the 1980s, the Ministry of Welfare recognized the need for an organization to oversee and regulate human resource development programs in disability rehabilitation. By the 1990s, around 90% of India's estimated 40 million children aged between 4 to 16 years with physical and mental disabilities were excluded from mainstream education.

In the late 1990s, specifically in 1997, the Philosophy of Inclusive Education was incorporated into the District Primary Education Programme ( DPEP ). This program focused on integrating children with mild to moderate disabilities, making it one of the Government of India's largest initiatives, with a funding of 40,000 million rupees. Following this, Sarva Shiksha Abhiyan was launched in 2001 to achieve the goal of universal education. Furthermore, in 2005, the Ministry of Human Resource Development implemented a National Action Plan for including children and youth with disabilities in education. The Government of India has demonstrated its commitment to providing equal educational opportunities for all children, including those with disabilities.

Evolution of Educational Terms

In educational philosophy, the terms special education, integrated education, and inclusive education have evolved to reflect changing learning environments. Here are the key points regarding these terms:

• Special education has focused on the specific needs of children with disabilities.
• Integrated education aimed to include children with disabilities in regular classrooms.
• Inclusive education promotes the idea that all children, regardless of their abilities, learn together.

Special Education

Inclusive Education

Special education is a separate educational system designed for children with disabilities. It was established on the belief that these children have unique needs that regular schools cannot meet. Therefore, they require education in dedicated schools alongside other children facing similar challenges. Special education in India started in the 1880s, and special schools are usually organized based on the type of disability. In these schools, children receive instruction from specialists who understand their specific impairments, ensuring that their needs are addressed more effectively. Being in a special school also allows children to grow up with peers who share similar disabilities, fostering a sense of community and common culture.

Key Elements of Special Education

• Trained Professionals: Special education involves trained professionals such as teachers, educationists, and physiotherapists who are equipped to handle the specific needs of children with disabilities.
• Special Curriculum: The curriculum in special education is tailored to meet the diverse needs of students with different disabilities, ensuring that each child receives the appropriate level of education and support.
• Infrastructure Facilities: Special schools are equipped with suitable infrastructure facilities, including appropriate buildings, study areas, materials, and equipment necessary for the effective learning of children with disabilities.

However, a major drawback of special education is that it often results in children being placed in separate environments, and special schools may not be easily accessible. Due to these challenges, the concept of integrated education gained popularity in 1986, following the recommendations of the National Policy of Education.

Integrated Education

Integrated education focuses on understanding and addressing the individual needs of each child without labeling them as problematic.

Integration of Disabled Students

Inclusive Learning

The aim is to integrate disabled students with their non-disabled peers in regular schools, rather than placing them in separate special schools. This approach aligns with a New Philosophy of Integration, allowing disabled children to receive education and training alongside non-disabled students.

Concept of Integrated Education

• Integrated education is rooted in the National Policy of Education 1986, which advocates for equal opportunities for all students, emphasizing both access and success.
• Integration involves the interaction between disabled and non-disabled children within the same educational environment, fostering affection, love, and respect among students.

Practical Considerations

• Integrated education is often more cost-effective and does not require specialized infrastructure.
• Establishing special schools with diverse educational pathways can be challenging.
• To facilitate effective integrated education, it is crucial to set up centres for technical aids and teaching resources.
• Many developing countries face difficulties or feasibility issues in establishing such services.
• An effective system for registering visually impaired individuals and improving communication is often lacking in various regions.

Inclusion

Inclusive Learning

Inclusion refers to the principle of educating every child to the best of their ability in the school and classroom they would typically attend.

Support Services

• Inclusion involves bringing support services to the child rather than relocating the child to the services.
• The emphasis is on whether the child benefits from being in the class rather than needing to keep up with other students.
• Advocates of inclusion generally prefer modern forms of education service delivery.

Modern Approach

• The contemporary era of inclusive settings entails educating all types of children, whether exceptional or typical, together in mainstream schools.
• This represents a significant advancement in the history of special education.

Human Rights and Equity

• Dissatisfaction with special classes in regular schools prompted a new approach centered on human rights.
• This shift strongly advocates for the inclusion of exceptional children in regular classrooms without discrimination.

Goals of Inclusive Education

• The objective of inclusive education is to broaden access to education for all learners.
• It fosters full participation and opportunities for everyone to realize their potential.
• Cooperative learning and collaborative problem-solving strategies address the diverse needs of all learners without labeling them.

Quality Policies

• Promoting quality in inclusive education necessitates a clearly articulated policy.
• Such policies take into account international-level initiatives while being adaptable to local needs.
• The goals should be communicated to all members of the educational community.
• Monitoring quality in inclusive education should be established during policy planning.

Legal Provisions: Policies and Legislation

Empowered Learning

National Policy of Education (1986)

The National Policy of Education (NPE) is a framework established by the Government of India to improve education for the Indian population. It covers education from primary levels to colleges in both rural and urban areas. The policy emphasizes the need to eliminate disparities and ensure equal educational opportunities, particularly for women, Scheduled Tribes (ST), and Scheduled Castes (SC).

In the NPE, 1986, there was a strong emphasis on equality, particularly the inclusion of children with disabilities alongside their peers. The goal was to “integrate the physically and mentally handicapped with the general community as equal partners, to prepare them for normal growth and to empower them for independent living.”

Measures for Integration

• Children with motor and mild disabilities will be educated alongside other students whenever possible.
• Special schools with hostels will be established at district headquarters for severely disabled children, where feasible.
• Adequate provisions for vocational training will be made for disabled students.
• Training programmes for teachers, especially those in primary education, will be adjusted to address the unique challenges faced by children with disabilities.

Voluntary Initiatives

Empowered Learning

Voluntary initiatives aimed at educating children with disabilities will be supported and encouraged in every possible way.

Programme of Action (1992)

To follow up and implement the Policy of Education, the Programme of Action (POA) was formulated in 1992. Given the vast task of caring for and educating around 15 million children with disabilities, the POA proposed a practical approach for children with special needs.

Key Principles

• Children with disabilities who are capable of being educated should attend general schools instead of special schools.
• Children placed in special schools for life skills training should transition to general schools once they acquire daily living, communication, and basic academic skills.

The POA also emphasized:

• Promoting the vocationalisation of education.
• Adult education for mentally and physically challenged individuals.
• Non-formal educational universities and distance learning.
• Rural universities and early childhood care and education.

Education for Children with Disabilities

The POA suggested that the education of children with locomotor and other mild disabilities should be on par with that of normal children. The goal is to integrate individuals with disabilities into the community as equal members, preparing them for normal development and equipping them to face life with courage and confidence.

Proposed Measures

Vocational Training for the Disabled

Inclusive Vocational Support

• There will be sufficient arrangements made to offer vocational training to individuals with disabilities.

Teacher Training for Special Needs

• Teacher training programs will be revised to address the specific challenges faced by handicapped children.

Voluntary Efforts for Educational Opportunities

• We will encourage voluntary initiatives to enhance educational opportunities for individuals with disabilities.

Persons with Disabilities Act, 1995

• The Persons with Disabilities Act, 1995 is a pivotal piece of legislation in the realm of special education in India.
• This law guarantees free education for children with disabilities until the age of 18 years in an appropriate setting.
• It encompasses seven categories of disabilities: blindness, low vision, hearing impairment, locomotor disability, mental retardation, leprosy cured, and mental illness.

Chapter 5 of the Act

• Chapter 5 (Section 26) of the act emphasizes education and outlines the responsibilities of the government and local authorities to:
• Foster the inclusion of students with disabilities in mainstream schools.
• Facilitate the establishment of special schools in both the public and private sectors to ensure accessibility for children with disabilities throughout the country.

Efforts to Equip Special Schools

Inclusive Vocational Support

• Offer vocational training facilities in special schools for children with disabilities.
• Ensure transport facilities for students with disabilities or provide financial assistance to parents for their children's school attendance.
• Eliminate architectural barriers in schools, colleges, and institutions offering vocational and professional training.
• Provide books, uniforms, and other necessary materials to students with disabilities.
• Award scholarships to students with disabilities.
• Create forums for parents to voice concerns about the placement of their children with disabilities.
• Modify the examination system to benefit blind students and those with low vision by removing purely mathematical questions.
• Adjust the curriculum to better support students with disabilities.
• Modify the curriculum for students with hearing impairments, allowing them to study only one language.

National Policy for Persons with Disabilities (2006)

• The National Policy for Persons with Disabilities was introduced on 10th February 2006.
• Endorsed by the Ministry of Social Empowerment, the policy aims to foster an inclusive society with equal opportunities for all.
• It emphasizes the principles of equality and freedom for individuals in all aspects of life.
• The policy underscores that violations of these principles are unacceptable.

The National Policy, 2006

Inclusive Empowerment

The National Policy, 2006 acknowledges that individuals with disabilities are valuable human resources for the nation. Its goal is to foster an environment that offers them equal opportunities and full participation in society, enabling them to fulfill their responsibilities and enjoy their rights on an equal footing.

The National Policy for Persons with Disabilities Act, 2006 addresses various objectives for the concerned parties. It outlines several principles, including:

• Prevention of disabilities
• Rehabilitation measures for women and children with disabilities
• Ensuring a barrier-free environment
• Issuance of disability certificates
• Promotion of NGOs
• Collection of information on individuals with disabilities
• Social security
• Research on the situation
• Analysis of the current situation
• Cultural involvement of children with SEN (Special Educational Needs)
• Amendments to existing acts regarding children with disabilities

National Curriculum Framework (NCF), 2005

In response to the National Policy of Education, 1986, the NCERT developed the National Curriculum for Elementary and Secondary Education in 1988. In 2000, NCERT prepared the National Curriculum Framework for school education, which came into operation in the academic session 2002-2003.

In 2004, the Ministry of Human Resource Development asked the NCERT to review the National Curriculum Framework for School Education (NCFSE), 2000, in light of the report 'Learning Without Burden,' 1993. A National Steering Committee of 35 members was established under the Chairmanship of Prof. Yashpal, a former Chairman of UGC. Out of these members, 15 were drawn from NCERT and Colleges of Education.

A draft of the National Curriculum was prepared and circulated to various sections. Consultations were held nationwide, and advertisements were placed in national and regional newspapers to invite public opinions, resulting in a large number of responses.

Approval Process for the National Curriculum

Curriculum Innovation

The draft of the National Curriculum was submitted to the Central Advisory Board of Education (CABE) for approval in June 2005. Some members suggested modifications, leading to a revised draft being presented again. After discussions on September 6 and 7, 2005, the National Curriculum was officially approved by CABE on September 7, 2005.

Important Chapters of the National Curriculum Framework 2005

• Perspective
• Learning and Knowledge
• Curricular Areas, School Stages, and Assessment
• School and Classroom Environment
• Systematic Reforms and Conclusion