inclusive education & its implication in classroom teaching
DESCRIPTION
For this presentation, in-service Itinerant Teachers were population. Here I tried to cater their needs. Before preparing it, they were given a questionnaire containing 40 items. After analyzing its result I come to know their requirement.TRANSCRIPT
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RAJIVE GANDHI SHIKSHA MISSIONRAIPUR, C.G.
STATE LEVEL WORKSHOPON INCLUSIVE EDUCATION
From 24/09/2013 to 26/09/2013
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WELCOME
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Inclusive Education AND
Its Implication in
Classroom Teaching
Rajnish Kumar AryaRegistered Professional
Rehabilitation Council of India
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Dedicated to Children with Special Needs, their families, those working with them as a
Special Teacher / Teacher / MRA
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Out-line of Session
1. Introduction2. Inclusion3. Implication in Classroom
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INTRODUCTION
Inclusive Education AND Its Implication in Classroom
Teaching
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Do you agree with it?
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Tell About Pictures
A B
C
D E
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Do you think that CWSN
are similar to other Children?
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IF YES,then why we are talking
about the inclusion of these children?
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Persons with Disabilities- 2% of Population
75% Rural 25% Urban
41% literate 59% literate
7% secondary level & above
93% below secondary level
18% secondary level & above
82% below secondary level
26.3% Employed
25.7% Employed
In Indian Scenario
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THAT’S ChildrenWith Special Needs
NEED EDUCATION...
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Need of Education for CWSN
• Education is one of the most effective tools by which Children with special needs could achieve the social and economic empowerment. Education holds importance for Children with Speical Needs as they have been a subject of discrimination for a long period of time.It is crusical for developing their potential, self-confidence, self-reliance and making them career oriented.
(Chaudhuri, 2012)
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INCLUSION
Inclusive Education AND Its Implication in Classroom
Teaching
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DO YOU KNOW INCLUSION?
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THE EVOLUTION OF INCLUSION
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WAY TO INCLUSIVE EDUCATION
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MEANS OF INCLUSIVE EDUCATION
• Inclusive education refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.
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Means of Inclusive Education for CWSN
“Inclusive Education implies that children and youth with special educational needs should be included in the educational arrangements made for the majority of children…. Inclusive Schools must recognize and respond to the diverse needs of students, accommodation of both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resources use and partnerships with their communities.”
(UNESCO - Salamanca Statement,1994)
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Rational for Inclusive Education for CWSN
• Education of CWSN is more than 100 years old but the present service delivery system have not even covered 5% of the total population of CWSN.
• When more than 90% of CWSN are found in the rural areas, majority of the Special School, Integrated Education and Inclusive Education Program are located in the Cities/Urban areas.
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Rational for Inclusive Education for CWSN
• Due to lack of sensitivity of the general education to the needs of CWSN, even the mild and moderate cases are not attending schools
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Component of Inclusive Education
• Physical Inclusion• Social Inclusion• Curriculum Inclusion• Educational Environment Inclusion
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Phyiscal Inclusion
Simply being physically present:• Attending Neighbourhood School• Playing in Neighbourhood School• Playing in the same Playground• Being in the same Classroom
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Social Inclusion
• Here in the reference of classroom / school.
• Try to mingle the CWSN to peer group in class as well as school.
• CWSN should not be sit alone or work alone.
• In any activity like game or play must include the CWSN as part.
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Curriculum Inclusion
• This requires the invlovment of all children in the same daily learning event.• For example, if you are teaching
addition in Mathematics class and topic should be same and level may be different.
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Educational Environment Inclusion
• It requires positive emotional environment• Barrier- free environmemt• Attitudenal Change
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IMPLICATION IN CLASSROOM
Inclusive Education AND Its Implication in Classroom
Teaching
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Implication in Classroom
• TEACHERS• TEACHING STRATEGIES
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Teachers in Classroom should have ability to : Part I
• problem-solve• take advantage of children’s individual
interests and use their internal motivation for developing required skills• set high but alternative expectations
that are suitable for the sutdent i.e. developing alternative assessment
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Teachers in Classroom should have ability to : Part II
• make appropriate expectations for each students regardless of the student’s capabilities (if teacher can do this it allows all students to be included in a class and school)
• learn how to value all kinds of skills that students bring to a class, not just the academic skills.
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Teachers in Classroom must be able to : Part I
• informally access the skills a student need (rather than relying solely on standardised curriculum)
• recognise and respond to the diversity of students in their calssroom
• be awere of the rights of students with education support needs
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Teachers in Classroom must be able to : Part II
• accommodate to students’ different learning styles and rate of learning (with the help of different teaching methods like cooprative group learning, peer tutoring, team teaching and individualised instruction)
• locate appropriate materia, equipment or specialist
• identify and overcome berriers to learn
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Teachers in Classroom must be able to : Part III
• consult with and develop partnerships with parrents / caregivers and colleagues
• use sppropriate forms of assesments• adapt their instruction to the prior
knoweledge and beliefs of students• create an inclusive community that extends
beyond the walls• seek to enhance the self-esteem of all students
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Teaching Strategies : Cooperative Learning Part I
Requirement:• The class has to be divided into
mixed ability groups to achieve a goal• A large room or an open space
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Teaching Strategies : Cooperative Learning Part II
Factors (in respect of student)• A group may have same or different
goals to achieve• Be assigned different roles• Accept ideas for others• Help each other to learn• Interact with each other to solve
problems
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Teaching Strategies : Cooperative Learning Part III
Classroom Design Modification:• Make CWSN sit with a competent peer• Speak and Write on the blackboard
simultaneously• Put posters and displays at eye level of students• Provide flexible time schedules• Have flexible time schedule• Personally interact with CWSN
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Teaching Strategies : Cooperative Learning Part IV
Strategy for Teacher:• Observe carefully and plan intervaentions for CWSN• Use hands-on approach (use of all senses)• Maintain high expectations for all• Give examples• Provide positive reinforcements• Use a pleasent tone of voice• Provide extra time if required to complete assingments• Collaborate with experts to teach learning strategies
and study skills of students
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Teaching Strategies : Peer Tutoring Part I
Requirement:• No any specific• Two Child, One Tutee another Tutor
(here CWSN will be Tutee and a common child would be Tutor) • As usual Classroom setup is
sufficient
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Teaching Strategies : Peer Tutoring Part II
Factors (in respect of student)• Be assigned same topic or content• Accept ideas for others• Help each other to learn• Interact with each other to solve problems
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Teaching Strategies : Peer Tutoring Part III
Classroom Design Modification:• Make CWSN sit with a competent peer• Speak and Write on the blackboard
simultaneously• Put posters and displays at eye level of students• Provide flexible time schedules• Have flexible time schedule• Personally interact with CWSN
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Teaching Strategies : Peer Tutoring Part IV
Strategy for Tutor:• Monitoring (supervision and regulation of
the performance of a tutee)• Reinforceing (poviding appropriate
contigencies for approved behaviour)• Modelling (demonstation of a particular
activity or behaviour of the peer)• Explaining (exposing the relationships on a
topic and providing appropriate examples to clearify dobuts)
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BibliographyBooks• Introduction to Special Education; Merrill, Ohio• Learning through Doing; Blind People Association,
Ahmadabad• Sikshak Prashikshak Lekhmala• Visual Impairment Handbook; Blind People
Association, Ahmadabad• Meeting Special Needs in School A Manual; NCERT,
New Delhi• Elementery Education; APH Publishing Corporation,
New Delhi• A Tool for Mainstreaming; RCI, New Delhi
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BibliographyWebsites• Texas Department of Assistive and Rehabilitati
ve Services: Organizing Items• www.euacademic.org/UploadArticle/59.pdf• https://www.european-agency.org/admin/pu
blications/ereports/inclusive-education-and-effective-classroom-practice/IECP-secondary-Literature-Review.pdf
• http://www.catea.gatech.edu/scitrain/kb/FullText_Articles/Teaching%20in%20Inclusive%20Classrooms.pdf
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Than
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