Unit I: Introduction to Inclusive Education

1.1. Understanding Inclusive Education: Meaning and Definition

1.2. Benefits of Inclusion

1.3. Difference between special, integrated and inclusive education

1.4. SSA, IEDSS and RMSA

1.5. Barriers to Inclusion: Systemic barriers, Societal barriers and Pedagogical barriers

1.1. Understanding Inclusive Education: Meaning and Definition

It has been argued that inclusive education is not only about addressing issues of input, such as access, and those related to processes such as teacher training, but that it involves a shift in underlying values and beliefs held across the system. It requires that all children, including children with disabilities, not only have access to schooling within their own community, but that they are provided with appropriate learning opportunities to achieve their full potential. Its approach is underpinned by an understanding that all children should have equivalent and systematic learning opportunities in a wide range of school and additional educational settings, despite the differences that might exist.

 Inclusive education provides a fundamentally different pedagogical approach to one rooted in deviance or difference. In other words, it stresses:

· the open learning potential of each student rather than a hierarchy of cognitive skills;

· reform of the curriculum and a cross cutting pedagogy rather than a need to focus on student deficiencies;

· active participation of students in the learning process rather than an emphasis on specialized discipline knowledge as key to teachers expertise;

· a common curriculum for all, based upon differentiated and/or individualized instruction, rather than an alternative curriculum being developed for low achievers;

· teachers who include rather than exclude.

UNESCO’s actions in promoting inclusive approaches in education will aim at: 

· Forging a holistic approach to education which ensures that the concerns of marginalized  and excluded groups are incorporated in all education activities, and cooperating to reduce wasteful repetition and fragmentation; 

· Developing capacities for policymaking and system management in support of diverse strategies towards inclusive education; and 

· Bringing forward the concerns of groups who are currently marginalized and excluded.

1.2. Benefits of Inclusion

· Schools respond to individual differences and therefore benefit all children

· Schools change attitudes towards diversity by educating all children together

· Less costly alternative to special segregated schools

· No additional costs to parents

· Reduction of social welfare costs and future dependence

· Higher achievement for children than in segregated settings

· 60% children with special educational needs can be educated with no adaptions and 80-90% can be

· educated in regular schools with minor adaptations (e.g. teaching strategy training, child-to-child support  and environmental adaption)

· Disabled child is less stigmatized, more socially included

· Inclusive education is cost-effective

· Costs can be kept to a minimum by drawing upon local resources, people and facilities

· Children with disabilities have access to a wider curriculum than that which is available in special schools.

1.3. Difference between special, integrated and inclusive education

SPECIAL

Advantages

· Can cater for children with profound and complex a regular class

· Special schools have specialized equipment and resources for looking after children with disabilities.

· Teachers in special schools are trained

Disadvantages

· The cost of providing education for children with disabilities is estimated to be 7 to 9 times higher when placed in special schools as opposed to providing for their needs in mainstream education

· Distance to school resulting in higher transportation costs

· Child deprived of socialization opportunities and prone to continued exclusion

· Reinforces discrimination against those with disabilities

· May unnecessarily segregate children with mild disabilities, makes the disability worse

INTEGRATION

Advantages

· Breaks down barriers and negative attitudes; facilitates social integration and cohesion in communities. The involvement of parents and the local community further strengthens this process.

· The child is able to socialize with other children as part of a school community

· Reduced costs for transportation and institutional provision

· Reduced administrative costs associated   with   having   special and  regular education

· Some research states that children in integrated or inclusive settings have higher achievement levels than those in segregated settings.

Disadvantages

· Inability to accommodate the learning needs of all

· Pressure on limited resources

· Requires assistance by parents, volunteers or older children

INCLUSION

Advantages

· Schools respond to individual differences and therefore benefit all children

· Schools change attitudes towards diversity by educating all children together

· Less costly alternative to special segregated schools

· No additional costs to parents

· Reduction of social welfare costs and future dependence

· Higher achievement for children than in segregated settings

· 60% children with special educational needs can be educated with no adaptions and 80-90% can be

· educated in regular schools with minor adaptations (e.g. teaching strategy training, child-to-child support  and environmental adaption)

· Disabled child is less stigmatized, more socially included

· Inclusive education is cost-effective

· Costs can be kept to a minimum by drawing upon local resources, people and facilities

· Children with disabilities have access to a wider curriculum than that which is available in special schools.

Disadvantages

· Teachers‘ skills, schools resources, high pupil-to-teacher ratios

· Costs of adapting curricula to allow

· Cost of supplying teaching aids and material to improve participation and communication of children with disabilities

· Cost of adapting school infrastructure

· Requires assistance by parents, volunteers or older children

· Investment in specially trained mobile resource teachers

1.4. SSA, IEDSS and RMSA

The Sarva Shiksha Abhiyan was launched to achieve the goal of Universalisation of Elementary Education. This adopts a ZERO rejection policy and uses an approach of converging various existing schemes and programmes.

It covers the following components under education for children with disability–

· Early detection and identification

· Functional and formal assessment

· Educational placement

· Aids and appliances

· Support services

· Teacher training

· Resource support

· Individual Educational Plan (IEP)

· Parental training and community mobilisation

· Planning and management ¾ Strengthening of special schools

· Removal of architectural barriers

· Research

· Monitoring and evaluation

· Girls with disability.

Inclusive Education for Disabled at Secondary Stage (IEDSS), 2009

The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) has been launched from the year 2009-10. This Scheme replaces the earlier scheme of Integrated Education for Disabled Children (IEDC) and provides assistance for the inclusive education of the disabled children in classes IX-XII. This scheme now subsumed under Rashtriya Madhyamik Shiksha Abhiyan (RMSA) from 2013. The States/UTs are also in the process of subsuming under RMSA as RMSA subsumed Scheme.

Aims

To enabled all students with disabilities, to pursue further four years of secondary schooling after completing eight years of elementary schooling in an inclusive and enabling environment.

Objectives

The scheme covers all children studying at the secondary stage in Government, local body and Government-aided schools, with one or more disabilities as defined under the Persons with Disabilities Act (1995) and the National Trust Act (1999) in the class IX to XII, namely blindness, low vision, leprosy cured, hearing impairment, locomotory disabilities, mental retardation, mental illness, autism, and cerebral palsy and may eventually cover speech impairment, learning disabilities, etc. Girls with the disabilities receive special focus to help them gain access to secondary schools, as also to information and guidance for developing their potential. Setting up of Model inclusive schools in every State is envisaged under the scheme.

RMSA – Rashtriya Madhyamik Shiksha Abhiyan, 2009

The successful implementation of this mission was from 2009-2010. However, it focuses to provide conditions for efficient growth, development, and equity for all students. This scheme also includes the following:

· Multidimensional research,

· Technical consulting,

· Various implementations and

· Funding support.

Core Purpose of RMSA

The core purpose and long term aim of Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is as follows:

· To improve the overall quality of education imparted at the secondary level. And this is possible by through making all secondary schools conform to all the norms that the authority prescribes to.

· To remove barriers of gender, socio-economic and disability. These barriers are more like social prejudice which only interfere with the process of widening one’s mindset.

· Further, universal access to secondary level education by 2017 (which is the XII Five Year Plan).

· Rather ambitious goals of universal retention of students by the year 2020.

1.5. Barriers to Inclusion: Systemic barriers, Societal barriers and Pedagogical barriers

Inclusion is the process whereby every person (irrespective of age, disability, gender, religion, sexual preference or nationality) who wishes to, can access and participate fully in all aspects of an activity or service in the same way as any other member of the community.

Inclusion addresses an individual’s:

· dignity (basic human rights)

· opportunities (equal employment and attitudes)

· accommodation (accessibility, assistive devices). Inclusion is about society changing to accommodate difference, and to combat discrimination.

Barriers to inclusion

There are three sets of barriers that currently limit the opportunity for people with disabilities to participate in society on equal terms with non-disabled people.

Systemic barriers are policies, practices or procedures that result in some people receiving unequal access or being excluded. Example: eligibility criteria that effectively exclude people based on a disability, such as requiring a job applicant to have a driver’s license even though there are ways to reorganize a job to use another form of transportation.

Systemic barriers to learning are barriers created by the education system itself. Most often children with disabilities bear the most severe consequences of an inadequate, under resourced education system.

Ø People with disabilities are excluded from events by not considering their needs at the event planning stage.

Ø Not being aware of the different types of accommodations an employee might need when returning to work after an absence due to a disability.

Ø No leadership or accountability to address issues related to people with disabilities.

Ø Hiring policies not encouraging applications from people with disabilities.

Ø Procedures that may affect some employees, such as use of cleaning products that can cause allergic reactions.

Ø Inappropriate language of learning and teaching

Ø Long waiting lists at special schools

Ø Insufficient training of educators to manage diversity in their

Ø classrooms  Lack of funds for assistive devices

Ø Lack of teaching assistants

Ø Long delays in assessment of learners

Societal barriers

Ø FEAR: This is the most common social barrier, and obstacle of inclusion. We are often afraid of people we see as different, so we choose not to interact with them. Or perhaps we don’t want to be invasive or offensive.

Ø AWKWARDNESS: Sometimes we just don’t know what to say. We see only our differences, and don’t have the right words to connect. People with differing abilities are often used to being treated differently or sometimes even ignored. Thus, they may have expectations of not being included, and  behavior may appear aloof because of feeling marginalized.

Ø DIFFICULTY: It is much easier to look away than to watch someone struggle.

Ø DISINTEREST: Maybe you have nobody in your social circle with a disability. It’s not your thing. It’s not your problem. You’re busy. You have your own issues and agenda.

Ø IGNORANCE : We are human and we learn by example from other humans. Sometimes  we are taught that a person who is different, or perhaps has a deformity or a behavior that we don't understand, is not capable of normal relationships. Parents often think they should protect their children from seeing individuals who are suffering or are different. If we can't see past the disability, it's just not easy to watch.

Pedagogical barriers

The term pedagogy refers to the transmission of information and skills from a teacher/instructor to the learner, whereas the term andragogy is the process for providing procedures and resources to help learners acquire the information and skills.

As a teacher/instructor it is important to understand how adults learn which includes understanding learners’ needs, motivation for learning, cycle of learning, characteristics of learning styles, and the sequence in which learning needs to occur to be effective as a learner.  When a teacher/instructor doesn’t have this knowledge, or fails to demonstrate it, it is considered a pedagogical barrier.

Ø The instructor has failed to understand the relevancy of meeting the trainees’ needs, lacks the knowledge of “how adults learn”, and hasn’t assessed the need for social interaction between learners.

Ø The instructor hasn’t understood the necessary learning orientation factors that are required for learning.

Ø Training methods have failed to address varying learning styles to optimize all learners’ opportunity to learn nor has the instructor recognized that adult learners are relevancy-oriented in learning.

Ø The instructor has not provided suitable strategies for providing feedback nor understood the relevance of a learners’ prior knowledge and experiences in learning.