Inclusive Education - 3 Chapter Notes | Crash Course for UGC NET Education PDF Download

Principles for Curriculum Development According to NCF, 2005

Inclusive Learning

• Connecting knowledge to real-life situations beyond the school environment.
• Shifting learning away from rote memorization methods.
• Enriching the curriculum to focus on the overall development of children, not just on textbooks.
• Making examinations more flexible and an integral part of classroom life.

Inclusive Curriculum Highlights (NCF, 2005)

• The curriculum should offer enabling opportunities for all learners.
• The teaching-learning process must cater to the diverse needs of learners.
• Teachers should explore strategies to support the learning of all students, including those with disabilities, through collaboration with colleagues and external organizations.
• Individualized attention and flexibility in activities and tasks are essential for teachers.
• Involving children and older learners in classroom planning can enhance the learning experience.
• This approach supports a zero-rejection policy, ensuring education for Children With Special Needs (CWSN) in suitable environments and providing flexibility for teachers to address special needs.

Schools must evolve into centers that equip children, especially those with disabilities, for their future adult lives.

Inclusive Learning

Multi-sensory learning experiences should be provided to all children, considering their varied learning styles.

Children with different learning abilities require tailored experiences, including options like Sign language and Braille to meet their individual needs.

Schools need to uphold quality while respecting cultural and socio-economic diversity.

The curriculum should reflect a commitment to Universal Elementary Education (UEE), showcasing cultural diversity and ensuring equal educational opportunities for all children, regardless of their social, economic, or physical, psychological, and intellectual characteristics.

Concessions and Facilities for Diverse Learners

The following concessions and facilities are available for diverse learners:

Academic

Scholarships for Individuals with Disabilities

• Since 1955, the Union Ministry of Welfare has been implementing a scheme through state governments and union territories to provide scholarships for individuals with disabilities pursuing education in special schools run by non-governmental organizations.
• Scholarships are awarded to mentally handicapped students who are certified by clinical psychologists.
• For students from lower socio-economic backgrounds, the scholarship amount is Rupees 1000 per annum, and it is renewable each year.

Integrated Education for Persons with Disabilities

Inclusive Education

• The Integrated Education for Disabled Children scheme was launched by the Department of Social Welfare in 1974 to provide educational support for children with disabilities. In 1982, the scheme was transferred to the Department of Education.
• The scheme aims to include children with disabilities in the regular school system, promoting their education and social integration.
• To support these children, the scheme provides an annual allowance of £3,400 for books, £50 for uniforms, and £50 per month for transport expenses.

Preference in Place of Posting for Government Employees

• The Government of India allows parents in government jobs with a child having mental disabilities to choose their place of posting.
• Government departments and ministers are encouraged to consider these requests with compassion and understanding.
• There is an emphasis on accommodating these requests for posting as much as possible.

Reservation of Jobs for Persons with Disabilities

• The Government of India reserves 3% of jobs in grade 'C' and grade 'B' for persons with physical disabilities.

Age Concession for Handicapped Persons

• The government has implemented an age concession of 10 years for handicapped individuals applying for jobs through employment exchanges in grade 'C' and grade 'D'.

Fee Concession for Physically Handicapped Persons

• Physically handicapped individuals recruited for posts advertised by UPSC and SSC are exempted from paying application and examination fees.

Conveyance Allowance for Handicapped Persons

• Information regarding conveyance allowance for handicapped individuals will be shared in future communications.

Central government employees who are regularly appointed and are either blind or orthopedically disabled will receive a conveyance allowance of 5% of their basic pay, with a maximum limit of ₹ 100 per month.

Scheme of Integrated Education

Inclusive Support

The Scheme of Integrated Education was launched in 1974 by the Department of Social Welfare. It is a centrally sponsored scheme that aims to provide education to children with specific mild disabilities in common schools. The scheme offers 100% assistance to states and Union Territories (UTs) for the education of these children, along with necessary aids, incentives, and specially trained teachers. The following allowances and facilities are provided to handicapped children under this scheme:

• Books and stationery allowance: ₹ 400 per annum.
• Transport allowance: ₹ 50 per month.
• Uniform allowance: ₹ 50 per annum.
• Actual cost of equipment: Up to ₹ 2000 per student for a period of five years.

Rehabilitation Council of India Act (1992)

The Rehabilitation Council of India (RCI) was established as a registered society in 1986. The RCI Act was enacted by Parliament in September 1992, and the council became a statutory body on June 22, 1993. The act was amended in 2000 to broaden the mandate of the RCI. The RCI is responsible for regulating and monitoring services provided to persons with disabilities, standardizing syllabi, and maintaining a central rehabilitation register of qualified professionals and personnel working in the field of rehabilitation and special education.

Objectives of the Rehabilitation Council of India (RCI)

Empowerment through Education

• Regulation of Training Policies: RCI aims to regulate training policies and programs in the field of rehabilitation for persons with disabilities.
• Establishment of Standardized Training Courses: The council seeks to establish standardized training courses for professionals working with individuals with disabilities.
• Setting Minimum Standards: RCI is responsible for setting minimum standards for the education and training of various professionals dealing with people with disabilities.
• Uniform Regulation of Standards: The council ensures that these standards are uniformly regulated in all training institutions across the country.
• Recognition of Institutions: RCI recognizes institutions, organizations, and universities offering master's degrees, bachelor's degrees, postgraduate diplomas, and certificate courses in rehabilitation for persons with disabilities.
• Acknowledgment of Foreign Qualifications: The council acknowledges degrees, diplomas, and certificates awarded by foreign universities and institutions on a reciprocal basis.
• Promotion of Research: RCI promotes research in rehabilitation and special education.
• Encouragement of Continuing Education: The council encourages continuing education in rehabilitation and special education through partnerships with organizations involved in disability.
• Recognition of Vocational Rehabilitation Centres: RCI recognizes vocational rehabilitation centres as manpower development centres.
• Registration of Vocational Instructors: The council registers vocational instructors and personnel working in vocational rehabilitation centres.

Sarva Shiksha Abhiyan (SSA), 2000

• Launch and Purpose: Sarva Shiksha Abhiyan was launched in 2000 as a dedicated initiative to universalize elementary education in India.
• Community Ownership: The initiative aims to achieve universal elementary education by promoting community ownership of the school system.

Response to Demand for Quality Education

Community Learning

The initiative aims to address the demand for high-quality basic education and to enhance the potential of all children by providing community-managed quality education in a targeted manner.

Legislation Overview

Article 21 (A) of the Constitution of India and the Right of Children to Free and Compulsory Education Act, known as the RTE Act, 2009, came into effect on 1st April 2010. This legislation ensures that every child has the right to receive satisfactory and fair elementary education in formal schools that meet essential standards.

Objectives of SSA

• Ensure that all children are enrolled in schools, education guarantee scheme centres, alternative schools, and back-to-school camps.
• Guarantee that all children complete 5 years of primary schooling by 2007.
• Ensure that all children finish 8 years of schooling by 2010.
• Focus on providing satisfactory quality elementary education with an emphasis on education for life.
• Bridge all gender and social gaps at the primary level by 2007 and at the upper primary level by 2010.
• Aim for universal retention by 2010.
• Implement measures to connect education to real-life situations.

The SSA recognizes the importance of Early Childhood Care and Education (ECCE) and views the age range of 0 to 14 as a continuous process. Efforts will be made to support pre-school learning in ECD centres or special preschool facilities in non-ECD areas to complement the initiatives by the Department of Women and Child Development.

Introduction

Inclusive Education

The programme's objective is to ensure elementary education for all children aged 6 to 14 years.

The initiative aims to improve the quality of elementary education and enhance the performance of the school system. The SSA specifically focuses on addressing the educational needs of girls, Scheduled Castes (SCs), Scheduled Tribes (STs), and children facing challenging circumstances. It envisions a close partnership among the Government of India, state governments, local bodies, and non-governmental organizations (NGOs).

Components under education for children with disabilities:

• Early detection and identification of disabilities.
• Functional and formal assessment of children's needs.
• Educational placement in suitable settings.
• Provision of aids and appliances to assist learning.
• Access to support services for additional help.
• Teacher training to equip educators with necessary skills.
• Strengthening of special schools to enhance their capacity.
• Conducting research to improve practices and understanding.
• Monitoring and evaluation of programs and services.
• Allowing extra time in exams for students with disabilities.
• Providing concessions in age and fees for certain groups.
• Ensuring reservation in jobs for persons with disabilities.

Both the SSA and inclusive education initiatives aim to integrate all children into mainstream education. Equal access to education is considered a fundamental right, not a privilege. The government provides appropriate assistive devices to children with special needs and establishes resource rooms at the district level. These resource rooms offer access to special equipment, learning materials, and tailored teaching techniques.

The Zero Rejection policy ensures that no child is denied education, and the SSA advocates for the inclusion of children with special needs in common schools. Schools are required to develop Individualized Education Plans (IEPs) for children with disabilities in consultation with experts, based on the specific needs arising from their disabilities.

United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

Empowered Inclusion

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) is an international treaty designed to protect the rights and dignity of people with disabilities. The primary aim of the UNCRPD is to ensure that individuals with disabilities enjoy the same human rights as everyone else and can participate fully in society with equal opportunities.

The convention covers various important areas, including:

• Health
• Access to justice
• Personal security
• Independent living
• Access to information

Features of UNCRPD

• The UNCRPD reaffirms the universality, indivisibility, interdependence, and inter-relatedness of all human rights and fundamental freedoms. This ensures that persons with disabilities are guaranteed these rights without any discrimination.
• It emphasises the importance of integrating disability issues into relevant strategies for sustainable development.
• The convention recognises the need for international cooperation to improve the living conditions of persons with disabilities worldwide, particularly in developing countries.
• The UNCRPD calls for necessary actions, including legislation, to change or eliminate laws, customs, and practices that discriminate against persons with disabilities.

Implications of UNCRPD

• The UNCRPD, along with its optional protocol, was adopted on December 13, 2006, and became effective as an International Human Rights Law on May 3, 2008.
• The primary goal of this convention is to protect the rights of all persons with disabilities, affirming the equal value of their lives compared to all other individuals.
• The UNCRPD represents a significant shift from traditional views on disability, promoting a more inclusive and equitable perspective.

The UNCRPD and the Rights of Persons with Disabilities

Empowered Together

The UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) outlines several fundamental rights for individuals with disabilities. It recognizes the intrinsic human dignity of all people. Alongside equality and non-discrimination, which are central to the convention, Article 3 highlights the importance of:

• Dignity
• Individual autonomy
• Full and active participation and inclusion
• Respect for diversity
• Ensuring accessibility

Equality and Non-Discrimination

Article 5 of the convention specifically focuses on:

• The right to equality and non-discrimination
• The right to life
• Freedom from torture or cruel, inhuman, or degrading treatment or punishment
• Freedom from exploitation, violence, and abuse
• Protection of the integrity of persons
• Respect for privacy

The convention ensures clear rights to life, dignity, equality, and non-discrimination for individuals with disabilities, which are the same rights afforded to all individuals.