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DECLARATION
survey .The results of the survey work reported in the project have
not so far been submitted else where for any other degree or
Date:
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Place:
INSTITUTE OE EDUCATION FOR WOMEN
20/B, JUDGES COURT ROAD,
HASTING HOUSE, ALIPORE, KOLKATA-27
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INDEX
CHAPTER A-
INTRODUCTION
• DEFINITION OF INCLUSION
• DEFINITION OF INCLUSIVE EDUCATION.
• BRIEF HISTORY OF INCLUSION
• INTEGRATION
• INCLUSIVE CLASSROOM PRACTICES
• INCLUSIVE LEARNING ENVIRONMENT.
• RULES AND POLICIES ON INCLUSIVE EDUCATION
CHAPTER B
CHAPTER C
• HYPOTHESIS
• OBJECTIVES
• SAMPLES
• TOOL
• ADMINISTRTION
CHAPTER D
• ANALYSIS OF THE RESPONSE(QUANTITATIVE and
QUALITATIVE)
CHAPTER E
• LIMITATIONS OF THE SURVEY
• CONCLUSION
• RECOMMENDATIONS AND SUGGESTIONS.
INTRODUCTION
Definition of Inclusion:
UNESCO, 2003 – ‘Inclusion as a developmental approach that
seeks to address the learning needs of all children, youth and adults
with a specific focus on those who are vulnerable to
marginalization’.
• All children have
the right to
receive the kind
of education that
does not
discriminate on
grounds of
disability,
ethnicity, religion,
language, gender,
capabilities and
so on (Article 2,
Convention of the
Right of the Child,
UN 1989) and this
education is the
responsibility of
the regular school
system .
(UNESCO, 1994)
• Inclusive
education means
children and
young people with
and without
specific needs
learning together
in ordinary
educational
settings.
• Inclusion is a
process of
addressing the
diversity of needs
of all learners.
This can be
achieved through
increasing
participation in
learning, cultures
and communities
and reducing
exclusion within
and from
education. It
involves changes
and modifications
in content,
approaches,
structures and
strategies.
• Inclusion means
enabling pupils to
participate in the
life and work of
mainstream
institutions to the
best of their
abilities, whatever
their needs
• The philosophy of
education that
encompasses the
needs of all
children has 3
main threads: A
holistic approach
• Principle of non-
seggragation
• A response to the
demands of the
environment
• Inclusive
education is of
uppermost
importance
because children
have a part to
play in society. An
early start in
mainstream
settings are the
best preparation
for an integrated
life
Think back. When compulsory public education began near the turn
of the century, no public school programs existed for students with
disabilities. Special classes, at first, did not exist. Later, they were
developed as a place for students who could not meet the standards
and keep pace with fellow classmates.
By the 1950s, special education public programs were available in
many school districts, but some undesirable outcomes were
becoming apparent. Many authorities in the field agreed that
segregated special classes were not an appropriate educational
setting for most students with special needs, for it was clear that
educating students with special needs in isolated settings
minimized, rather than maximized, their potential.
On January 8, 2002, the No Child Left Behind Act was signed into
law. The legislation bolsters the philosophy that the majority of
students with special needs be moved out of segregated
classrooms, and given the appropriate strategies, accommodations,
and teaching styles to match their unique learning styles. The No
Child Left Behind Act builds on four principles for education reform:
accountability for results, doing what works based on scientific
research, expanded parent options, and expanded local control and
flexibility. No Child Left Behind has changed the landscape of
education by shifting the focus from compliance to outcome; it
requires us to measure the progress of all our students so that every
child can realize the great promise of America.
MEANING OF INTEGRATION:
Teaching Methods
Necessary resources
The Education Commission of 1966 (Kothari Commission) drew attention to the education of
children with disabilities. In 1974, for the first time, the necessity of integrated education was
explicitly emphasized under the scheme for Integrated Education for Disabled Children (IEDC).
In pursuit of the goal of providing basic education for all, the National Policy on Education (1986)
and its follow-up actions have been major landmarks. The World Declaration on Education for All
adopted in 1990 gave further boost to the various processes already set in motion in the country.
The Rehabilitation Council of India Act 1992 initiated a training programme for the development
of professionals to respond to the needs of students with disabilities. The enactment of the People
with Disability Act in 1996 provided legislative support. This act makes it mandatory to provide
free education to children with disabilities in an appropriate environment until the age of 18 years.
These acts have been instrumental in bringing about a perceptive change improvement in the attitude
of government, NGOs and people with disabilities. In recent years, two major initiatives have been
launched by the government for achieving the goals of universalization of elementary education
(UEE): the District Primary Education Programme (DPEP) in 1994 and the Sarva Shiksha
Abhiyan (SSA) in 2002. Programmes launched in the recent past have been able to make only a
limited impact in terms of increasing the participation of children with disabilities in formal
education. This situation needs to change; a focused effort is required. Keeping in view recent
initiatives on inclusive education, a comprehensive review is necessary to help in better understanding
the present status of education of children with disabilities, and how inclusive education can be
promoted.
Disability in five-year plans
First Five-Year Plan: This witnessed the launching of a small unit by the Ministry of
Education for the visually impaired in 1947. Subsequently, a training centre for adults with
visual impairments was established.
Second Five-Year Plan: Under the Ministry of Education, a National Advisory Council for
the Physically Challenged started functioning to advise the central government on issues
concerning education, training and employment of the disabled.
Third Five-Year Plan: Attention was given to rural areas. To facilitate the training and
rehabilitation of the physically challenged, the government formulated policies around some
services: (a) planning employment exchange for the physically challenged; (b) teaching and
provision of work facilities in the home itself or neighbourhood for those who are not mobile;
(c) provision of recreation facilities for the physically challenged; (d) at least three per cent
of job reservations and job facilities made available for the physically challenged.
Fourth Five-Year Plan: More emphasis was given to preventive work for people with visual,
speech and hearing impairments. National centres for the physically challenged were
instituted to serve as demonstration projects in various parts of the country and provide
necessary training facilities.
Sixth Five-Year Plan: National policies were made around provision of community-oriented
disability prevention and rehabilitation services to promote self-reliance, economic
independence and social integration of the differently abled in the community, and
comprehensive primary health care.
CHAPTER B
INTERNATIONAL JOURNAL
The primary aim of this paper is to explore the two interrelated, yet
often parallel, international agendas of Education for All (EFA) and
inclusive education. We highlight the tendency of EFA programmed
to overlook some marginalized groups of children, in particular those
seen as having ‘special educational needs’ or disabilities. Although
much of the rhetoric of inclusive education is about ‘overcoming
barriers to learning and development’ for all children (Booth and
Ainscow 2002) and therefore in tune with EFA, some disability-
focused international organizations have chosen to champion the
rights of particular groups of disabled children rather than to engage
with the need to improve teaching and learning environments for all
children. Increasingly, though, efforts are being made by
international organizations to bridge the gap which has existed
between their general focus on development and the work of
specialist agencies.
RESEARCH WORK
Abstract
Nineteen research investigations of inclusive educational programs,
practices, and outcomes for students with severe disabilities are
reviewed. The studies represent a broad diversity of questions,
methodologies, and participants. The focus of each investigation fell
into one of five categories: (a) parents' perceptions of the pursuit
and impact of inclusive educational placement, (b) issues and
practices in inclusive schools and classrooms, (c) the cost of
inclusive educational placement, (d) educational achievement
outcomes for students in inclusive classrooms, and (e) social
relationships and friendships in inclusive settings. Six broad themes
that emerged through triangulation across studies offer guidelines
for research and practice in inclusive schools in the coming decade.
Abstract
Research findings from across the globe indicate that schools and
teachers are
Struggling to respond to the wide array of students (Wills & Cain,
2002). Proponents of inclusivity argue that inclusive education is a
better education for all participants in schooling and that
“differences can be a resource for community development” (Frank,
1999). At the school level, inclusive education seeks to address the
learning needs of all with “a specific focus on those who are
vulnerable to marginalisation and exclusion” (UNESCO, 1994).
UNESCO promotes inclusive school communities as the most
effective way of combating discriminatory attitudes, creating
welcoming communities, building an inclusive society and achieving
education for all. While teacher education programs engage
participants in knowledge construction and for classroom teaching
and learning, it is essential that teacher training institutions provide
relevant opportunities for preservice teachers to develop personal
philosophies that promote classroom environments that are
supportive of participation and achievement for all learners.
Although much has been written about integration, the construct of
inclusive curriculum in Australia is still an emergent topic in need of
much research and discourse. The current paper represents the
collaborative thoughts of lecturers in two Queensland universities as
they prepare to re -examine their inclusive education courses. Such
shared dialogue may serve to engage others in the critical reflection
that is needed to progress educators on the track toward the
philosophical and practical ideals of a socially just education. This
discussion paper commences with a consideration of legislative and
policy mandates for inclusion in the context of teacher education in
Queensland, Australia.
Abstract
Over the last decade increasing efforts in most OECD countries and
many other Contemporary liberal democracies have been made to
provide special support for the inclusion of children with special
educational needs in mainstream society and its educational
institutions. This increasing preference for providing special support
for children with special education needs to gain access and
participate, on increasingly equal terms, in mainstream education
rather than creating separate structures and institutions can be
seen as providing equal educational opportunities also for this
population of children. The principle of equal educational
opportunities regardless of different physical and mental abilities is
among the most important principles of inclusive education and
education in general. The establishing of an inclusive educational
system thus necessitates additional efforts by educational
institutions to provide equal capabilities to pupils with special
education needs (SEN).The paper will examine in detail the main
theories, policies and concepts of inclusive education and critically
evaluate the various question in public education Policy related to
inclusive education.
Tamana offers an Individual Educational Program for every student, aimed at social
and economic independence, which incorporates special education, regular
academic program through the NIOS, therapeutic interventions and vocational
training. Each Centre of Tamana offers -speech, occupational and physiotherapy, life
skills training, computer education, music and dance, weight management and
physical fitness, sports and extracurricular activities, counseling, behaviour
modification, diagnostics and assessment facilities, family counseling.
Unique Facility : Tamana is a bridge for integrating high functioning special needs
students in mainstream schools. Remedial classes for slow learners and dyslexics
attending regular schools and school dropouts are conducted in the afternoon.
Tamana literally means a longing, an aspiration. The organisation could not have
been more aptly named, for at its heart lies an earnest longing, a lifelong aspiration
to see such children on their feet as happy, useful, integrated members of the
society.
Tamana was born out of the living faith and optimism of Shyama Chona, mother of
Tamana Chona, who was born with cerebral palsy. To begin with, this child was
saddled with problems. But slowly, bit by bit, with the help and guidance of her
mother, she started to cross the innumerable hurdles that hindered her progress. At
times. her progress was nothing short of miraculous. This inspired her mother to
extend the same kind of help and guidance to other handicapped children. And thus,
the Tamana -the charitable society- was born.
The journey for Tamana the organization and Tamana herself has been arduous.
Nonetheless both are success stories today. Tamana Chona has fought all odds and
is a teacher in the Infant branch of Delhi Public School, R.K. Puram. Tamana the
organisation which started with 4 students, today has hundreds of students between
ages of 4 years -30 years enrolled in its three Delhi branches- Autism Centre -School
of Hope, Tamana Special School and Nai Disha.
The organisation has now acquired the reputation and goodwill of being a dedicated
NGO providing selfless service to the society in its own way. Tamana has now
developed matchless expertise in handling special kids and developing them into
normal, independent, confident citizens, capable of serving the society and the
nation in almost the same way other citizens do. Tamana’s contribution in the field of
disability was recognized by the United Nations that granted it Special Consultative
Status with the Economic and Social Council. The organization received the National
Award for Child welfare in 2006 by the Department of Women and Child
Development, Govt. of India.
Aide et Action, a Genevabased NGO with "Changing the world through education"
as its motto is taking education and holistic development to children belonging to
underprivileged sections of the society across the world. At the Chennai branch of
the NGO, the focus is on children of Telugu migrant workers. "A lot of construction
workers migrate into Tamil Nadu from Andhra Pradesh and Orissa," says K
Sivagami, Regional Manager, Aide et Action, Chennai, "And when they come, their
children travel along with them, and lose out on education." The NGO has identified
children of these migrant workers and is providing them education. "We send our
trainers to these pockets where construction workers live, and assess each child's
level (while some children may have discontinued their education, others may
have never received formal education) and train them accordingly," she adds.
"The materials for these courses are from the Sarva Siksha Abhyan (SSA)
programme in Telugu," adds M Bosgo - Manager Arumbu Project & Telugu Migrants.
"When these workers go back to their villages, the children can continue their
education there," he adds. The NGO is currently working out a system to track the
migrant workers as they shift from one settlement to another in search of work. "The
aim of the programme is to give the children functional literacy," adds Khaleel ul
Rehman, Officer, Capacity Building. "We also link these children up with the local
Primary Health Care Centres so they have access to vaccinations and other basic
facilities," he adds.
The NGO also runs another Livelihood Training Programme called iLead, where
school dropouts are trained in various fields including, hospitality, electrician and
beautician courses, etc. Another significant programme that that the NGO runs
successfully is the Police Boys Club and Police Girls Club through which they have
brought together young boys and girls from slums across the city to carry out various
capacitybuilding activities. These clubs act as centres for holistic development, soft
skills and the students are part of the national level police band and participate in
sports competitions too.
UNICEF
The obstacles to a good education faced by millions of children in South Asia are daunting
enough. For the 10% of the region’s young people who are estimated to have some kind of
disability, the barriers are compounded. The UNICEF Regional Office for South Asia has looked at
examples in India, Nepal, Pakistan, Bangladesh and Sri Lanka of how such children are given
schooling, and whether this is the type of education they have the right to expect. The result is a
very mixed bag indeed.
Overall it is clear that large numbers of children who struggle daily with additional hardships are
not getting the chance to improve their lives through education. This means, of course, they are
caught in a spiral of low expectation, low esteem and low income.
The minority of children with disability that do get places are often not sitting in the same
classroom as other boys and girls because of a sense that they need to be separated and treated
differently. Globally it is estimated that 70% of children with disabilities, including those with mild
mental retardation, can attend regular schools provided the environment is designed to be
accessible and the institution is willing to accommodate them.
UNICEF believes that the goal should be to enable all children to have full participation in the
development of their community. Meeting this goal of inclusion requires all structures and
community-based services to be accessible to all members of the community without discrimination.
By producing a snapshot on the activities happening in five South Asian countries UNICEF Regional
Office hopes to fill in an information gap on children with disabilities while examining misconceptions,
prejudices and discriminatory practices. The documents on each of the five countries examine
initiatives being undertaken by governments, NGOs, INGOs, and UN agencies. Crucially they
highlight good practices that have proved effective in addressing concerns and constraints.
It is hoped these documents will be a starting point for policies and practices that get many more
children with disabilities into school. As we all work to fulfill the Millennium Development Goal of
‘Education for All’ I would urge that the exclusion of the challenged child be specifically addressed
with initiatives aimed at ending prejudice and isolation. UNICEF ROSA will work with experts to
pull together the ideas captured in the five documents with the hope that this process will facilitate
momentum toward the full inclusion of every child in all that their community has to offer.
Dr Sadig
The Hindu; An awareness drive organised by the SSA and the Spastic Society of Tamil Nadu
on 'Inclusive Education for the Differently Abled' in Chennai on Tuesday. Photo: V. Ganesan
CHAPTER-C
Type of Sampling:
The type of sampling followed in this project is ‘Purposive
Sampling’ or ‘Convenience Sampling’. ‘Purposive Sampling’ a kind of non-
probability sampling, is one which is based on the typicality of the cases to be
included in the sample. It is also known as ‘Judgemental Sample’ because the
investigator on the basis of his impression makes a judgement regarding the
concerned cases, which are thought to be typical of the population.
POPULATIONS AND SAMPLE:
The populations of the study constitute the mentally and physically
challenged children as well as the administrative members, teachers, normal
students,and the parents of both normal and challenged students in 5 schools of
Kolkata. There are 5 schools in the area made up of primary, government aided
and I.C.S.E board which were selected to serve as representative of the whole
groups.
SAMPLE SIZE
Number of student (special children): 8
Number of Principal: 5
Number of assistant teacher: 10
Number of Normal children: 10
Number of Parents of special children: 4
Number of parents of normal children: 5
For the convenience of data collection, the researcher has chosen five Kolkata
based schools which have been selected randomly.
Below are the names of schools sampled from the area of study:
Name and address of the Institutions/Schools:
1. Akshay Academy(primary school)
2. Narmada High School
3. Kendriya Vidyalaya
4. Ahiritola Banga Vidyalaya (Boys)
5. Ahiritola Banga Vidyalaya (Girls)
TOOL
A self-constructed set of questionnaire has been made by the surveyer. Each
and every item of every set is closely related to the objective of the study. The
questionnaire is close- ended in nature and based upon 2- point scale where the
options YES and NO. Each set of questionnaire also consists of qualitative
questions. It can be also termed as “Face-to-Face Administered Questionnaire”
as the selected samples are given the questionnaire with the instruction to
complete them in the presence of the researcher. The project worker tries to
maintain simplicity in language to communicate effectively with the
respondents; she carefully avoids any ambiguous item, vague word,
embarrassing question or leading and presuming question. The questions are
ordered according to the categories selected by the surveyer.
HYPOTHESIS:
OBJECTIVES:
ADMINISTRATION:
For the purpose of the project for reviewing how much inclusive
education is practiced in the Private and Government schools of
West Bengal, the project worker, went to five different schools
during the month of October to December. With the given
questionnaire, sub categorised into six sections, the surveyer went
to 1 primary school, 3 Government aided schools and 1 ICSE school
and surveyed the concerned schools. With the available information
from these schools, a quantitative and qualitative analysis of the
data have been made. The researcher has tried to judge the
problem areas and a brief interview with the teacher, students and
parents gave her a more clear vision regarding the various aspects
of problem with inclusive education in our society. All the schools
have cooperated to their utmost with the researcher and helped her
to understand how they handle the special children and she is
thankful for their sincere co- operation.
QUANTITAIVE ANALYSIS
QUALITATIVE ANALYSIS:
The drive for inclusion has been partly based on a human rights
approach, which defends the right of all children to be full
members of their communities – seen as children first and not
segregated on the basis of disability, and partly on the belief that
children will make better social, psychological and educational
progress if educated with typically developing peers. All pioneers
for change have a vision of what will be achieved but if we want
to ensure that the benefits are being achieved then we need to
be evaluating outcomes and identifying the factors which enable
parents, schools and teachers to develop successful inclusion.
The attitude that ‘inclusive education is not an alternative but an inevitability, if the
dream of providing basic education to all children is to ever become a reality’ needs to be
cultivated among all concerned professionals, grassroots workers, teachers and
community members, especially in rural and remote areas.
Links and bridges need to be built between special schools and inclusive education
practices. Linkages also need to be established between community-based rehabilitation
programmes and inclusive education.
The existing dual ministry responsibilities should be changed. Education of children with
disabilities should be the responsibility of the Department of Education. The Ministry of
Welfare should confine itself to support activities only.
Inclusion without ‘adequate’ preparation of general schools will not yield satisfactory
results. It is essential that issues related to infrastructural facilities, curriculum
modification and educational materials should be addressed.
Regular evaluation should be based on performance indicators specified in the
implementation programme, and accountability for effective implementation at all levels
should be ensured.
There should be emphasis on bottom-up, school-based interventions as part of regular
education programmes following inclusive strategies. The programme should be
based on stakeholder participation, community mobilization, and mobilization of NGO,
private and government resources.
The training of general teachers at pre-service and in-service levels should address the
issue of education of children with disabilities, so that teachers are better equipped to
work in an inclusive environment. Some of the issues in training that need to be
addressed like
methodology to be adopted for identifying children with disabilities;
classroom management;
use of appropriate teaching methodologies;
skills for adapting the curriculum;
development of teaching–learning materials that are multi-sensory in nature;
evaluation of learning.
The time has come to scale up successful experiments on teacher training such as the
Multi-site Action Research Project and the Indian adaptation of the UNESCO Teacher
Education Resource Pack, since these experiences are lying dormant.
LIMITATIONS
There are some limitations which have been faced which doing the project and they are
enumerated as follows:
1. Limitation of sample.
a. For the convenience of data collection, only five institutions has been chosen
which may have limited the scope of the study.
b. The sample size in this study is much less as compared to the population, so
the scope of inference drawn from the sample about the population may be
limited.
2. Limitation of tools.
Conclusion:
Inclusion is a holistic vision. Inclusive education must respond
to all pupils as individuals, recognizing individuality as
something to be appreciated and respected. Inclusive
education responding to special needs will thus have positive
returns for all pupils. All children and young people of the
world, with their individual strengths and weaknesses, with
their hopes and expectations, have the right to education. It is
not our education systems that have a right to a certain type of
children. Therefore, it is the school system of a country that
must be adjusted to meet the needs of all its children.