Planning and Management Classroom | Crash Course for UGC NET Education PDF Download

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Inclusive Classroom

Inclusive classroom is a general education classroom in which students with and without disabilities learn together. It is essentially the opposite of a special education classroom, where students with disabilities learn with only other students with disabilities. In an inclusive classroom, all students have the right to feel safe, supported and included at school and in the regular classroom. In an inclusive classroom, it is important that the teacher fully understands the social, physical and learning needs of the students. The teacher plays a central role in maximizing the learning potential of students with special needs. Often, the teacher nurture a relationship between a student with special needs and a same age student without a special educational need.

Characteristics of Inclusive Classroom

Active Learning In inclusive classroom, the students are actively engaged. It reduces the student's passivity because there is less rote memorization of facts. There is also a stress of competition and grades.

Provides Lots of Choices and Time Children spend a lot of time in learning centres, where they make a lot of choices about what they are working on. There is lot of time for special interaction which helps in meeting curricular expectations. Special Help to Students in General Classroom Inclusive classroom community regardless of their strength or weakness in any area, seeks to maximise the potential of all students, It brings students with diverse needs at one place. Inclusive classroom makes sure that diverse learners with disabilities, different cultures, different interests and ways of learning are exposed to different teaching strategies that help them to learn.

Varied and Supportive Role of Teacher Inclusive classroom asks teachers provide appropriate individualized support and services to all students without any segregation or discrimination. Teachers in inclusive classrooms vary their teaching style by using a variety of techniques and strategies. This helps in learning outcomes of the students.

Meet Expectations for Curriculum Children have a high level

lot of responsibilities for creating their community. Inclusive classroom helps the students in structuring the rules, which they are expected to follow and to meet contracted hope for curriculum.

Development of Opportunities for Students Inclusive Classroom provides strong leadership and opportunities for team building and group relations in students. It also makes available more options in choosing subjects to learn, to manage change, celebrate success and learn from challenges.

Components of Inclusive Classroom

Classroom Seating Arrangement

Inclusive classroom must be physically and functionally arranged Seating arrangement is a component of treating emphasized the need for specialized seating for students with disabilities. Teacher must make the seating arrangements in a way that benefits all the students. The seating arrangement should be done in a way, to avoid injury to physically handicapped children.

Classroom's Practices

A good number of classroom's practices are a part of inclusive education.

Some important classroom practices are

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Collaborative teaching

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Activity based learning

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Peer-tutoring

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Cooperative learning

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Multi-level instructions

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Competition between groups, etc.

Role of Teacher

A teacher uses a number of techniques and strategies in an inclusive classroom. These are

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Involving students in solving problems

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Organizing student's desks in groups.

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Using games designed to build community

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Teaching students to look for ways to help each other.

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Take breaks when necessary.

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Focusing on The strength of a student with special needs.

Supportive Aids and Materials

It includes all those aids and materials which help in movement and learning of children with special needs.

Following are few examples of such aids and materials

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Braille books for blind students.

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Sign language interpreters for deaf students.

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Computers with speech softwares.

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Posters and flip charts assist students in understanding the concepts.

Planning and Management of Inclusive Classroom

Planning and management of inclusive classrooms are the provisions and procedures necessary to establish and maintain an environment in which instructions and learning can occur. It is about the establishment and maintenance of order, designing effective instructions, dealing with students as a group, responding to the needs of individual students and effectively handling the discipline and adjustment of individual students.

Today, educators are facing a difficult task in their classrooms. They are expected to continue to use the existing curriculum to teach learners because the education system did not allow them to be included with their learners. King Carreiro (Developmental and Educational Psychologist) argues that despite the fact that educators didn't receive in-service training on inclusion, they are expected to implement more effective delivery techniques and also change instructional strategies, grouping practices and assessments, not only to accommodate student's individual needs but also to alter the conditions that led to the referral of students to special education.

The main objective of planning and management of inclusive classrooms is to focus upon the overall development of learners. The planning and management of inclusive education in the classroom is an immediate priority which needs to be addressed.

In order to have successful management, there are some guidelines that have to be seriously considered. They are :

In-Service Training of Educators

According to Le Roux and Maila, "In-Service Education and Training (INSET) refers to instructional programmes to provide for continued professional development of educational practitioners during their working years",

Mothata explains INSET as "Programmes aim at upgrading skills and qualifications and providing training in new policy directions, as the ongoing professional development of teaching practitioners".

Educators need training, concerning the background of the barriers to learning, its causes, the type of curriculum to be followed, the materials that should be used, content, teaching strategies and how to overcome these barriers that affect the learner's experience. Without proper training, it is going to be difficult if not impossible for educators to manage an inclusive classroom.

The issues that need to be addressed during in-service training includes

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Helping educators to acknowledge and understand differences in physical attributes, learning styles and emotional responses. Educators should also learn about activities that will help non-disabled learners accept their disabled peers.

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Showing educators how to adapt instruction and assessment to meet the needs of all learners.

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Empowering educators with the attitude and skills required for collaboration practice.

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Enabling educators to promote an involvement of parents and to communicate effectively with parents.

Early Identification of Learners and Intervention

The department of education states that the lack of knowledge of educators and parents in identification of barriers to learning prevents learners from being identified timeously for intervention. It further states that the lack of identification can also compound the child's needs over an extended period of time and later, manifest in behavioural difficulties, low self-esteem, early drop out, passiveness and a low self-concept. Educators must have skills in detecting the barriers in the children, so that they are able to assist them in a relevant way.

Teaching Strategies

Educators are expected to use a variety of teaching strategies and have to adapt the curriculum to suit the needs of all learners. Educators should understand that there are some learners who are slow in their approach to learning. Therefore, it is indispensable that educators should use different methods of teaching to embrace them and move with them, along all steps of the way to actualise their full potential. This is what an inclusion expects from educators to do.

Educators use the following important principles in their inclusive classrooms

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Individuality

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Totality

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Motivation

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Task Analysis

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Reduction of subject's matter

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Emphasis and purposefulness

Class's Organisation

The practical organisation of learning materials of any classroom including inclusive classroom is very important. To manage the classroom in an effective way, learners should have enough space for movement, materials and other relevant equipment should be organised in such a way that they are easily reached by learners.

Early Childhood Development (ECDshould ensure that the physical arrangement in the classroom and management of space for groups, paired and individual activities should be provided.

Practitioners and educators in early childhood sensitised to impressionable minds, while facilitating inclusion and the mutual respect for diversity.

In this context, Gibson and Blandford warn that "Classroom organisation concerns substantially more than a furniture arrangement, display of pupil's work and the use and choice of equipment.

It includes consideration of pupil's groupings and the use of teaching assistants or other helpers. Decisions about classroom's organisation need to support interactivity and teachers need to be conscious of the impact of different social settings on effective learning".

Flexible Curriculum

A flexible curriculum allows for differentiation with regard to lesson's objectives, outcomes and time allocated to different lessons. This curriculum has to be underpinned by a Principle of Inclusivity. It should be noted that managing an inclusive classroom needs a flexible curriculum, which will challenge the skills of an educator to accomodate all learners in the classrooms. Educators need to be supported on an ongoing basis.

Content

The content that is taught in the classroom, should be that which will equip all leamers with the knowledge, skills, values and attitudes needed for success in life, unlike the old traditional Subject-Centered and Teacher-Centered or Directed approach, which was often concerned with learning the content by heart in order to advance to the next class. So, the content should be relevant to academic progress, personal issues and societal issues.

Assessment

The preferred approaches to assessment of special needs for inclusion in the regular classroom are contextual, performance oriented, holistic, interactive, multi-perspective and real world oriented. The assessment process is broad in scope and designed to provide opportunities to obtain authentic and sensitive indicators of performances in the real world setting of classroom and community. Assessments for inclusive classroom, empower teachers by giving control of assessment and planning for intervention to those who are responsible for instructions.

Infrastructure

Facilities and infrastructures play an important role in serving special needs of students in inclusive schools because they will give accessibility for special needs of students. Infrastructure provided by the school should be aligned to the needs of the students. For example, students with visual impairment may need guide blocks and specific signs to indicate rooms and other facilities, students with hearing impairment need some visual signs, students with physical disabilities need ramps and spacious rooms in order to make them move freely. Students with attention deficit disorder may need less distraction and students with autism may need a well-organised classroom.

According to Loreman, Deppeler and Harvey, several things should be considered related to facilities and infrastructures in an inclusive school. They are

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Ramps, where there are steps.

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Width and positioning of door and doorways, opening and closing speed.

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Arrangement of furniture.

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Classroom's clutters, such as games, bags, rugs, toys, sporting equipments, etc.

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Table, bench and shelf height.

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Access to specialised classroom's equipment.

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Access to areas of the schools, such as other buildings

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Lighting

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Distraction.

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sporting fields, playgrounds, etc.

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The visibility of hazards.

Human Resources and Instructional Practices

Qualified and trained human resources are one of the essential elements that determine the quality of education a child receives. Successful inclusion of children with disabilities in education requires sufficient personnels (teachers, headmasters, specialists, administrative staff, caretakers) including special educators with adequate preparation and training. There has been a significant increase in the number of children with disabilities in schools. In recent years, as a result of several programmes and interventions, use of ICT to enhance learning within an inclusive classroom is necessary for effective inclusion. Human resource planning is seriously lacking as it is largely unknown what categories of educational personnel are currently working in schools.

Human resource management needs to understand changing requirements to implement policies and practices, accordingly. Training and development areas need to be focused as it helps in retention as well as development of a conducive environment within the school. Policies, programmes, mechanisms should be creatively designed and that fosters growth.

In an inclusive classroom, there are various practices used by educators, like using technology, such as interactive whiteboards that are related to high student's effective engagement. Peer's supported learning can be very effective and engaging and take the form of pair work, cooperative grouping and students lead demonstrations.

Instructional practices are helpful for the students in inclusive classroom in the following manner

Ensure Access to Academic Curricular content All students need opportunity to have learning experience in line, with the same learning goals. Teachers must ensure that all students should participate in large group instruction, not only will it keep students on track with the lesson as well as it will reduce the differences among the disabled and non-disabled children.

Universal Designs for Learning These methods are varied and support many learner's needs. They include multiple ways of representing content to students and for students to represent learning back, such as modelling objectives, graphic organisers, oral and written responses and technology.

Creating a Respectful and Productive Leaming Environment Educators must use that instructional practice that creates respectful and productive learning , where all students are treated equally.

Active Leaming Strategies Educators must employ active learning strategies to promote, recall and understand new learning. This strategy allows students to reflect individually on a question, pair up with a partner to share and compare answers and finally gives the best answer.

Curriculum and Curricular Adaptation for Diverse Learners

According to NCERT, "Adaptation refers to adjusting assessments, materials, curriculums classroom's environment to accommodate a student's needs, so that he/she can participate in and achieve the teaching-learning goals".

Adaptation includes but are not confined to -

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audio-tapes, electronic texts or a peer helper to assist with assigned readings.

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access to computers for written assignments.

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alternatives to written assignments and demonstrates knowledge and understanding.

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use of computer software which provides text to speech.

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extended time to complete assignments or tests.

As a teacher, you will be required to adapt the curriculum and make necessary modifications to increase the student's chances of success and to meet the requirements of diverse learners or special needs of learners.

There are specific disabilities which includes

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Hearing impairment

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Learning disabilities

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Mental retardation

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Emotional disabilities

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Attention deficit/Hyper Active Disorder

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Any other special need to children

Curriculum adaptation is an ongoing process that changes the regular prescribed curriculum by modifying or adapting it in terms of the content or delivery of an instruction to meet the learning requirements of students with learning difficulties including children with disabilities.

The following principles should be considered for adapting the curriculum

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The adaptation should not change the original concept of curriculum used because the objective of adaptation is to provide some learning experiences to all learners.

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Compensatory activities should be planned in such a way that the child gets a holistic picture of the concepts taught in the regular classes. The objective of instructional material should remain the same for all learners.

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Modification in the instructional material should aim to facilitate maximum participation of children with learning difficulties, in such a way that it also motivates all learners in the classroom.

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By understanding the limitations and difficulty level of a student, support can be used to overcome or to reduce the difficulty to ensure maximum learning.

Assistive and Adaptive Technologies for Diverse Learners

Adaptive technology refers to special versions of already existing technologies or tools that provide enhancement or different ways of interacting with the technology. The adaptation helps individuals with a disability or impairment to accomplish a specific task.

It includes

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Large monitors

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Adjustable tables

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Large prine books

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Digitised texts

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Electronic mail, etc.

It is a broad term often used to describe both the products and services for people with special needs. It enhances the vocation, recreation, education and independence of the user. It can provide equality between visually impaired individuals and their signed peers within an independently access, process, store and transmit the same Emerging information society. With the aid of appropriate technological devices, visually impaired persons can have information handled by sighted people.

Adaptive technology is a sub-category of assistive technology as it refers to something specifically designed for people with disabilities. There are many kinds of assistive and adaptive technologies that will address the different needs of people with disabilities. These includes mobility aids, technologies for visually impaired, technologies for hearing impaired, etc.

Assistive technologies are useful in creating new abilities for children and adults with disabilities including sensory, cognitive, learning and physical disabilities. Some examples of assistive technologies are touch and control devices, alternative keyboards and mouse, grammar checkers, scanners, compact disc recorders and spell checkers. It includes mobility devices such as walkers and wheelchairs, hardware and software and peripherals that assist people with disabilities in accessing computers or other information technologies.

Assistive technology is a broad concept, covering virtually anything that might be used to compensate for lack of certain abilities ranging from low tech devices, like crutches or a special grip for a pen to more advanced items, like hearing aids and glasses, to high tech devices such as Brailles and computers with software for helping dyslectics to read, Despite the positive impact and advancement of assistive technology over years, prior research on the use of assistive technology in inclusive education is few and limited to developed countries.

Some of the assistive devices for the different categories of disability are described below

Assistive Devices for Visually Impaired

Visually impaired is a condition in which the child's vision is deficit to the extent that significantly affects its routine, functioning, optimal learning and adjustment. The visually impaired learners need assistive technology, according to the degree of impairment they suffer

The following measures may assist the visually handicaps

Computer Screen Magnification Magnification of screen is possible by the use of special software. The user selects a portion of the screen and then enlarges that section times of the original size. This magnification technology upto 16 helps the low vision students to see the particular portion of the screen better and larger than before.

Screen Readers Generally, screen readers are a type of software. While using the screen reading software, the user can adjust the volume, pitch and speed of reading. Even, they can even choose male or female's voice, according to their choice. The computer reads text passages, analyses the phonetic structure of words and attempts to reconstruct the words.

Braille Scanning Software Optical Braille Recognition' is a window software program that allows reading single and double sided Braille documents on a standard, A4 scanner. It scans the Braille document, analyses the dot pattern and translates it into normal text that it presents on the computer screen.

Assistive Devices for Hearing Impaired

The hearing disabled children have different degrees of loss in their auditory ability and loss of hearing may be complete or partial ranging from mild to severe. The children face problems at schooling because of their disability.

Thus, need the following assistive devices

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Personal Frequency Modulation These systems are like miniature radio stations, operating on special frequencies. The personal frequency modulation system consists of a transmitter and micro-phone, used by the speaker, receiver and listener. The receiver transmits the sound to your ears directly to the hearing aid.

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Text Telephone It allows phone conversations to be typed and read, rather than spoken and heard.

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Computerised Speech Recognition It allows a computer to change a spoken message into a readable text document.

Assistive Devices for Speech Impaired Children

Speech disability is both a physical handicap and psychological problem. The defects of pitch, tone, intensity and rhythm of spoken language are included in speech impairment.

The major types of assistive devices for speech impaired children are

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Augmentative or Alternative Communication (AAC) It is the use of symbols, aids, strategies and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills

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Computer Electronic Speech Devices There are computer based software programs available that can be used to help children with their speech development and verbal skills and can even synthesize speech.

Process Involved In Inclusive Classroom

The process involved in inclusive classrooms are Education plan and remedial teaching as discussed below

Individualised Education Plan

Individualised Education Plan is a written statement of an education program designed to meet the child's individual needs.

In IEP, teachers support personnel and parents work together, as a team to meet the needs of individual students who require a range of support.

The successful inclusion is the ability of children with disabilities to attain the outcomes on their Individualised Education Plan (IEP). IEP has become the critical instrument to understand how inclusion conducts for young children with disabilities in inclusive classrooms. Nowadays, IEP has been becoming the curriculum core as it is created intentionally to help an individual student with special needs, to fulfil his or her own potential.

For effective implementation of IEP in inclusive classroom, some important aspects need to be considered

Adjusting IEP Form IEP form for current inclusive class needs to be revised to meet the practice in inclusive class i.e. concluding the strengths and weaknesses for the focus students, design the space for writing functional objectives in I EP form.

Supporting the Implementation of IEP by Teamwork The team members should discover the special needs for the children with special needs, to determine the priority of IEP goals and objectives and provide the strategies for attaining I EP's goals.

The goal of IEP is to deliver a comprehensive, free and appropriate education with the involvement of many participants. IEP is a quasi-contractual agreement to guide and to document specially designed instructions for each student with a disability based on his/her unique academic, social and behavioural needs. Planning and implementing a procedurally sound IEP will always be a challenge, but the developers of IEP must deliver a high quality framework to help teachers to perform at their best in providing specially designed instruction for each of their students with disabilities.

Remedial Teaching

It is just effective teaching in which the learner and his/her needs occupies the focal point. It is an integral part of all good teaching. It takes the pupil at his own level and by intrinsic methods of motivation leads him to increased standards of competence. It is based upon careful diagnosis of defects and general to the needs and interest of pupils. The remedial measures should be designed to correct the pupil's individual difficulties.

Through the use of observation, interview and diagnostic testing materials, the teacher would have analysed the work of the backward children, in order to locate the specific retaining needs. An adequate amount of remedial measures must be provided, which is designed to correct the specific difficulties identified. Short term goals should be established, which the learner considers reasonable and possible to attain. By means of progress charts, praise and social recognition the child's feeling of successful accomplishment should be reinforced.

Objectives of Remedial Teaching

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To timely solve doubts of the students.

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To solve the problems that arise during teaching.

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To overcome deficiencies in work, study and skills.

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To develop good tendencies among the students.

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To correct the emotional difficulties of students.

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To help pupils who have fallen behind to learn to the best of their ability.

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To bring them back into the mainstream classes as far as possible.

Principles of Remedial Teaching

Remedial teaching consists of remedial activities, taking place along with the regular instruction or instruction outside the regular class instruction and usually conducted by a special teacher. The type of remedial treatment given to the students depends on the character of the diagnosis made.

If physical factors are responsible, remedial attention should be provided. The results of diagnosis are significant only if they constitute the basis for corrective teaching and for remedial procedures, which removes, alleviates or compensate for causal factors in the child and his/her environment.

General backwardness in subject, is frequently due to inadequate mastery of the basic skills of reading, arithmetic, language, handwriting and spelling or inadequate command of the work, study skills, etc. Hence, corrective work in the basic skills plus improved motivation in the subject may be sufficient enough to effect improvement.

The following are the general principles of remedial teaching

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Individual consideration of the backward pupils with recognition of his mental, physical and educational characteristics.

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Thorough diagnosis with a pre-test.

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Early success for the pupils in his backward subject(s) by use of suitable methods and materials.

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Dissipation of emotional barriers through early success, praise, continuous help, sympathetic consideration of his difficulties and sustained interest.

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The need for a new orientation towards the backward subject through new methods, involving play way approaches activities and an appropriately graded materials. Frequent planned remedial lessons.

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Cooperation with the parents.

Strategies of Remedial Teaching

Peer's Support Programme

Remedial teachers may train up pupils who perform better in a certain subject to become 'little teachers', who will be responsible for helping schoolmates with learning difficulties in group teaching and self-study sessions as well as outside class.

Peer Support Programme helps pupils to reinforce their knowledge and to develop their communication and cooperation skills as well as good interpersonal relationships.

Reward Scheme

The reward scheme has a positive effect in enhancing a pupil's motivation. It aims at guiding pupils to set their own objectives and plans and positively reinforcing their good performance. It helps to cultivate an interest in learning and to gain a sense of satisfaction and achievement during the learning process.

Steps of Remedial Teaching

Curriculum Adaptation Remedial teachers should adapt the curriculum to accomodate the learning characteristics and abilities of pupils. They should set some teaching objectives which are easy to achieve and ensure that pupils may acquire the knowledge as desired after completion of each module. Teachers should make good use of all teaching materials.

Ł---------------------------·······-·······-·······----------Ł Homework Policies Formulation of clear policies on homework which should be reviewed regularly. The assignments should be targeted at the teaching objectives and serve the purposes of learning. Teachers should design homework for pupils which should have clear objectives and can accomodate the levels and needs of pupils. Homework should be used as a tool of evaluation and feedback to enhance the motivation and effectiveness of learning.

Formulation of Teaching Plans Teacher should fonmulate practical teaching objectives that meet the learning characteristics and weaknesses of pupils, as to foster a sense of achievement. On the other hand, teachers should decide whether the learning items should be taught in detail or in brief.

Teaching Activities Aids and Supporting Materials Teachers should design an appropriate learning activities in line with the focus of teaching. They should encourage students to participate actively during the learning process, to help to master the skills and methods of collaborative teaching. When designing and using teaching aids, teachers should first consider their practical use and assess whether the aim of remedial teaching can be attained.

Setting of Learning Environment Well designed learning environment helps to maintain pupil's attention and interest in learning and facilitates the achievement of teaching aims. The teaching environment should be designed to support remedial teaching and group activities. Teachers may display the teaching materials of the week at prominent places, to stimulate their motivation in learning.

Development of Generic Skills Remedial teachers should help pupils, to develop good learning habits and attitudes, such as to complete the assignments tidily, be responsible and disciplined. Pupils should be helped to master basic self-learning skills and abilities. For e.g. teachers may teach them how to set appropriate learning objectives, priorities, time management, reading skills and examination taking skills, etc.

Teachers should also train pupils, to establish good interpersonal relationships to facilitate effective communication and collaboration, as well as to enhance the team spirit of students.

Assessment plays a very crucial role in teaching and learning by means of assessment, remedial teachers can know the learning process as well as strengths and weaknesses of pupils, hence, they may design different teaching activities accordingly, to help pupils to learn in an effective manner.

Parents and Professionals' Partnership

It is regarded as the context, in which an educational programming should take place. Partnership between families of children with disabilities and professionals is particularly essential because specialized knowledge for care and development of these children is often required Familin can play key roles as both recipients and providers to enrich professional development for all leamers.

Successful implementation of inclusive educational programmes require the involvement and the support from the parents of learning disabilities, children at all levels. Teachers should consider parental involvement in education of their children with special needs as a parental support in education, linking two important contexts in child's life i.e. home and school.

Role of Parents

Parents matter in inclusive education as vital partners, who contribute much to the work of educators, schools and communities. They matter as parent leaders, mentors and models of commitments to excellence in an education and they matter everyday as they influence and support their children's academic achievement.

Active parental involvement has been considered to be an important factor related to better outcomes in an education of young children with and without disabilities in an indusive childhood's programmes. Research has shown that high levels of parental involvement correlate with improved academic performance, higher test scores, more positive attitude towards schools, fewer placements in special education, academic perseverance, lower dropout rates and fewer suspensions. For children, involvement of their parents is reported to lead to improvements in attitudes, behaviours and attendance at school, as well as their mental health. Without parent's involvement in the school, disagreements may escalate leading to increased stress, costs and reducing communication and relationships between parents and school.

Mainly, there are three barriers of parental involvement and they are

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School barriers (School's rules, schedule, etc)

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Parental barriers (Time, feeling of shame, etc)

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Other barriers (distance of school from work, relationship with teacher, etc)

Role of Peers

Peer's support is a strategy that involves placing students in pairs or in small groups to participate in learning activities that support academic instruction and social skills. This instructional approach does not require additional staff or extra funding. Peer's support provides teachers with a learning tool, to enhance instructions for students with and without disabilities. The role of peer is so beneficial for the students with disabilities, as it is discussed below

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Boosts friendship.

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Increases social initiations, relationships and networks.

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Increases achievement of IEPs goals.

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Greater access to general curriculum

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Enhances skill acquisition and generalisation.

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Greater opportunities for interactions.

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Higher expectations.

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Increases school-staff collaboration.

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Families are more integrated into the community.

With support and encouragement from adults , young children with and without disabilities can form connections that not only provide enjoyment but help to promote their growth and development in multiple domains.

Role of Professionals

In inclusive education, an inclusion specialist professional is a certified teacher who have specialised knowledge of current principles and techniques of educating students with significant disabilities in general education classrooms. The specialist, not only provides support to students in inclusion programmes, but also assists general education teachers to ensure that students have chances to succeed in the classroom.

In addition, a specialist effectively communicates with parents, concerning all aspects of their child's educational program. They possesses extensive knowledge of disabilities from mild/moderate to severe and have experience in supporting students with a wide range of educational and support needs. Their role is to regularly attend meetings, related to special education and consult with other professionals to continuously implement the best inclusion practices for students with a range of disabilities.

Role of Teachers

Most of the teachers, who teaches in an inclusive classroom modifies their curricula to meet the needs of their special education students. Teacher's role is to communicate regularly with the school, to make sure that she is aware of the specific learning needs of special education students and the academic resources that are necessary for them to experience success in an inclusive classroom's setting.

It is also important for teachers to create a safe classroom environment that allows special needs children to learn alongside their peers, while experiencing positive socialisation. Teachers are an essential component to ensure the quality of students, inclusion in the school environment. Teachers have direct interaction with students and play a vital role in determining student's experiences in the classroom, on daily basis.

Educators are required to reconsider their roles, construct new knowledge and learn new skills to equip themselves for the change. Now, the teachers are expected to address problems and to provide solutions, posed by special needs students who may vary in their skill levels. Now, they are

at risk and adapts instruction to make them responsive to required to undertake initial screening of students, who are to contribute in special needs of the students, Individualised Education Program, meeting work, collaboratively with parents and other professionals and use technology to assist students to overcome their shortfalls.

Role of School

School leadership should be transformative, systematically promoting academic achievements, family and community and global empowerment, democratic engagement citizenship. These

values are always essential and even more important in the context of inclusive schools. The school should provide on the job training and mentoring to the teachers who are the part of an inclusive classroom setup. It must try to build a trusting and collaborative work environment for their staff.

According to Thomas, "A school performs various functions like mental training, training character, training in health and sanitation, etc. A school should aims to all round development of a child and should provides training to fulfil the aims of society and nation".

Following are the important functions or roles of school in nation's development

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Development of Values An important function of school is to cultivate higher values of life in the pupils. Morality should be developed, so that students may be in a position to judge right and wrong.

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All Round Development of a Child The school is meant for the all round development of a child i.e. physical, intellectual, emotional, social, aesthetical, moral and spiritual, through its curricular and co-curricular activities like debates, declamations, exhibitions, games and sports.

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Promotion of Social Efficiency It promotes social efficiency by cultivating a balanced sense of rights and duties and by providing training for an effective participation.

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Developing International Understanding Another function of the school is to develop international understanding in the mind of the pupils. It implies respect for human rights and dignity, international cooperation and to live together in peace with one another.

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Training for Leadership The school should discharge the function of importing training for leadership.

This can be done by providing various types of co-curricular activities in the educational institutions and encouraging students to take part in these activities.