Inclusive education:

Unit 1
Meaning of inclusive education

The word “inclusion” means the practice of including a person in group activities so that he can get access
to all the opportunities like any other member of the group.In other words inclusion is the acceptance of all
type of learners whether disabled, Non disabled, gifted, backward, maladjusted etc.

After knowing the meaning of inclusion let us discuss the concept of inclusive education.
What is Inclusive education ?
inclusive education means providing equal opportunities to all the learners whether disabled or disabled in a
regular classroom setting. In an inclusion setting all students learn together and main emphasis is on the
abilities of the learners rather than disabilities. In inclusive education all the learners equally participate in
curricular and co curricular activities. In an inclusive environment children with special needs spend most
of their time with normal children.

Definition of inclusive education:

According to national commission of special needs in education and training (NCSNET), Inclusive
education is defined as a learning environment that promotes the full personal, academic and professional
development of all learners irrespective of race, class, gender, disability, religion, sexual preference,
learning styles and language.

According to the Centre for Studies in Inclusive education (CSIE), learning can only be fully effective if it is
inclusive.

Scope of inclusive education

Inclusion in education demands an inclusive society, an inclusive school, an inclusive teacher, and an
inclusive curriculum. Thus, the scope of inclusive education is wider.

The following points cover the scope of inclusive education:

1. Involve all children, i.e., normal children, children with illness, children of migrant labourers, children
from tribal areas etc.
2. Inclusive education provides a friendly environment for all the learners.
3. promote education for disabled girls.
4. promote ICT-based technologies for disabled learners.
5. Include a curriculum adaptation strategy.
6. Need-based education is provided to all learners.
7. Special programmes to be run by the school for disabled learners
8. Aids and equipment are to be provided to the disabled learners so that their basic needs can be fulfilled.

Need and importance of inclusive education

Qualitative education is more beneficial than quantitative education. Inclusive education is necessary to
bring quality in education. Quality education is possible if equal educational opportunities are provided to all
learners. Following are the points which indicates the need and important of inclusive education:

1. Development of skills:
Inclusive environment helps to develop the various skills in learners such as cooperative skills, tolerance etc.
Students may know about each other’s personality in an inclusive environment.
2. Development of confidence:

Inclusive education provides the least restrictive

environment for disabled learners where they can
easily share their views with other children and can
participate in activities like normal children. As a
result, it aids in the development of confidence in
disabled students.

3. Development of society:
society develops with the strengthening of the
capacity of the education system. The improvement
of the educational system is made possible by inclusive education. With better education system, the growth
of students takes place in a better way and they can have a positive impact on society.

4. Development of nation:
With Marginalisation, poverty and discrimination, the development of a nation is very difficult. All these
factors can be eliminated by inclusive education so that the progress of the nation takes place in a good way.

5. Development of self concept:

Inclusive education helps to develop the self concept in the learners. With the development of self concept
learners can easily understand themselves. They can know about their strengths and weaknesses.

6. Universalisation of education:
Inclusive education is needed to achieve the universalisation of education. According to sarva sikhaya
abhiyan (SSA): Universalisation of education can not be achieved without the inclusion.

7. To achieve social equality:

inclusive education is needed to achieve social equality.Inclusive education provides equal opportunities to
all learners. In an inclusive environment all the learners whether disabled or non disabled enjoy equal
opportunities and responsibilities .Thus, inclusive education helps to achieve equality in society.

Philosophy of inclusion shift from segregation to inclusion :

Segregation is the process by which children with special needs or disabled children are identified as a
seperate group and are educated in special schools in the company of other disabled children of the same
category being alienated from the parents, siblings, non-disabled peers and their own community.

Gradually, the social and physical distance between this segregated group and the normal children
increases.

Inclusion is the process of bringing the parts (the handicapped children) to the whole (the society). The
process begins by physical proximity. It continues with mutual sharing of the physical facilities and
progresses towards reduction of social distance.

The reduction of the physical and social distance results in social integration in which the groups become
equal partners in the community.

Many educationists nullify the idea of segregated education on the ground that it doesnot equalize
educational opportunities rather it creates a feeling of differentiation among the children. Special classes
create a feeling of inferiority complex among disabled children.
Segregation
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
· 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 bene it 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-toteacher 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.
Educationists justify the inclusive type of education with the following points -
1. Normal mental growth of child is possible - Here, the disabled gets the chance to enjoy along
with normal children. Every child feels that he is in no way inferior to anyone.
2. Social integration is ensured - Children get wider community integrated setup and this is
conductive for the disabled ones to learn social virtues along with normal ones.
3. Less expensive - Keeping a disabled child in a normal class is much less expensive and more
advantageous than placing him in a special setup.
4. Integration is possible through Inclusive education - A natural environment is created for
interaction of the disabled with non-disabled peers. The students in normal set-ups also acquire a
sense of competency and emotional adjustment.
5. Academic Integration is possible - With a sophisticated
environment and upto date curriculum, inclusive education brings
academic integration.
6. Principle of equality is maintained - The very objective of
equality can be maintained through inclusive setups so that no student
should think him self inferior to other.
Principles of Inclusive Education
1. No Discrimination with students: The should be no discrimination in educational institutions, the
students should be equally treated regardless of social background, race, gender, religion, Children
with disabilities must be able to access education without discrimination and on the basis of
equality. This means the right not to be segregated, and to be provided with all the support they
need. All barriers must be removed - legal, physical, communication and language, social, financial
and attitudinal barriers.
2. Equal Education opportunity to all: There should be equality of opportunity in education, where
everyone has fair and equal access to a good quality education regardless of being disabled, social
background, race, gender or religion, and where people achieve success in education according to
their efforts and ability, free of any form of discrimination.
3. The students view are listened to and taken seriously: Children have the right to be able to
express their views on all matters affecting them and to have those views taken seriously, in
accordance with the child’s age and maturity. This does not mean that you must do whatever
children want. However it does mean that their feelings, concerns and ideas should be taken into
 account when you are making decisions about them especially in school. This involves both
listening and taking on board what the children say.
4. School adapt to the need of students: Inclusive education provides such learning environment that
promotes all round development of all learners together in the same educational settings. The
content, the teaching process, assessment and evaluation, and the physical environment may be
modified to help students to achieve success in the classroom. The kind of activities chosen by the
teacher, including group activities, must be
flexible and reflect the background
knowledge of small groups or individual
students. School adaptation refers to
adjusting assessments, material, curriculum
or classroom environment, to accommodate
a student’s needs to enable him/ her to
participate in and achieve the teaching-
learning goals, modifications involve
making changes to learning goals, teaching
processes, assignments and/or assessments
to accommodate a student’s learning needs.
One of the keys to adapting activities for
young children with disabilities is to make the materials or activity only as special as needed.
Materials for young children with disabilities don’t have to come from special catalogs or cost a lot
of money. Often regular age-appropriate toys can be used with little or no adaptations.
5. Individual differences between students are a source of richness and diversity, and not a
problem: The importance of individual differences in education has been known for a long time.
Adjusting the learning environment according to the individual needs of the student and preparing
the curricular by considering these individual differences will help the development of individuals. It
is very important for a teacher to understand the individual differences of each and every learner so
that effective teaching-learning takes place. A teacher should understand the various psychological,
personal, social, religious, and other factors within the classroom. A teacher should decide teaching-
learning strategies according to the individual differences of students in the class. Develop a
curriculum that suits the needs of individual differences needs. Consider the individual differences
of the class and construct the environment in such a way so that it provides equal opportunities to
all.

Inclusion describes the efforts to keep students with diverse learning and behaviour needs in the
classrooms and schools they would normally attend with their 'Age-level peers'. The voice for
inclusive education was raised by the humanists as well as the educationists. It is now considered to
be the supplementary to the successful social system.
A teaching model is a plan, specimen or guidelines which help a teacher in creating and managing
educational activities and environments to achieve goals of education. Some models are necessary
to ensure the success of proper inclusion ineducation.
These models are as follows –
1. Full Inclusion Model
 This model is the most noteworthy model in Inclusive education.
 A special teacher is appointed for the disabled students in normal school.
 Special teacher provides support to the general teacher by team-teaching or collaboration. In
collaborative co-teaching there is shared responsibility between the regular teacher and the special
education teacher.

2. Team Teaching Model

 Special teacher and regular teacher work together and teach the students in one classroom.
 There should be understanding between normal and special teacher and they should work in
team and consider each other equal.
 There should be no communication gaps among the team members.
 It develops a sense of self-esteem, self-confidence and self-reliance among children with
disabilities.
 Teacher also gets satisfaction and a feeling of dutifulness in real sense.
3.Wange's Adaptive Learning Environment Model
 Here, the teacher focuses upon the formation of intellectual skills in students so that they can
learn on their own pace and are able to involve themselves in the classroom activities freely.
 Teacher is always active to provide learning experience to the students.
4. Strategies Intervention Model
 When a student learns from social interaction, only then he is able to develop his
abilities/potential.
 Curriculum works as a helping aid for students.
 Special students are trained to work together with normal students.
 This model has three step strategy intervention curriculum as follows -
 It awares students about the curriculum.
 Main focus is on the teaching method. First pre-knowledge of students is tested and
then lesson plan is prepared accordingly.
 It focuses on teaching social-interaction and how to work together in a team.
5. Circle of Inclusion Model
 It focuses on personal knowledge of students.
 It is used for pre-primary students (upto age of 8 years)
 Teachers, parents and other education related person help together in student's learning.
 It teaches social, emotional and interpersonal skills.
 It makes sure that every student gets maximum benefits of Inclusion.
 Here active participation of students is important.
 Unit 2

Identification of diverse needs of SEN leamers and Referrals:

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or
emotional needs, we aim to identify children who have any difficulties as soon as possible so that
appropriate support can be given from an early age. Full use is made of information passed to the school
when a child transfers from early education provision and we use assessments during the Foundation Stage
to identify pupils and any difficulties they may have.
Other strategies used by our teachers to identify SEN include:

 Discussion with parent/carer to see if they have noticed anything/have any concerns
 Ongoing teacher assessment and observation at all ages and abilities
 Progress measured against the Early Learning Goals in the Foundation Stage
 Performance measured against National Curriculum age-related expectations, particularly in
English and maths
 Standardised screening or assessment tasks (e.g. Reading/Comprehension Tests, and Read, Write
Inc.)
 Results from Statutory Assessments (end of Years 2 and 6) and Teacher Assessments in Years 1
and 3 to 5
 Referrals and recommendations from External agencies (i.e. Speech & Language Therapy;
Cognition & Learning Team)

SEN Support
Where a pupil is identified as having a special educational need we follow a graduated approach which
takes the form of cycles of “Assess, Plan, Do, Review”.
This means that we will: use ongoing and termly assessment strategies as listed above to identify individual
needs. This is done by staff who know the children, and who work together to identify progress and to
identify gaps in learning.
Targets and interventions are planned using a Support Plan and records are kept by the appropriate adults
(Teacher or Support Staff). Different children require different levels of support to achieve age related
expectations, and we expect that parents/carers would work with us, alongside any other appropriate,
external agencies.
These actions are reviewed each term and parents are invited to do this with us. Children’s views are taken
into consideration throughout the process and are consulted during targeted time and throughout their
interventions. All information is shared with parents/carers at Parent Consultation events, or in meetings
with the SENCO.

 Assess a child’s special educational needs

 Plan the provision to meet your child’s aspirations and agreed outcomes
 Do put the provision in place to meet those outcomes
 Review the support and progress

As part of this approach every child with SEN will have an individualised SEN Support Plan that describes
the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where
appropriate) views are integral to the this process.
A small percentage of children and young people with significant and/or complex needs may require an
assessment that could lead to an Education, Health and Care Plan.
Where the child or young person has not made expected progress despite having provision specific to their
needs during at least 2 cycles of Assess, Plan, Do Review, the school or parents may consider requesting an
Education, Health and Care needs assessment. An EHC Assessment may not always result in an EHC Plan.

What is Hearing Impairment?

Hearing impairment is the inability of an individual to hear sounds adequately. This may be due to improper
development, damage or disease to any part of the hearing mechanism. Hearing is a prerequisite for the
development of normal speech & language. A child learns to speak by hearing the speech of others in the family
and surroundings.
Deafness is an invisible impairment. Keen observation is necessary in order to identify a deaf child/individual.
Deafness at birth or in early childhood has disastrous effects on the child's overall development. These effects
vary depending upon the age of onset, nature and degree of hearing impairment.
Types of Hearing Impairment

Conductive Hearing Loss

Conductive hearing loss results from defects in the
outer or middle ear. The sound is not conducted
efficiently to the inner ear. All sounds heard thus
become weak and/or muffled. Usually such
individuals speak softly irrespective of the
surrounding environmental noise.

Conditions that cause conductive

hearing loss are:

 Wax in the ear canal.

 Diseases of the outer and middle ear
associated with symptoms like ear ache and ear discharge.
 Congenital defects in the outer or middle ear – defect and damage to the outer or middle
ear.
 Upper respiratory tract infections.
 Neglect of care of ears and oral cavity (mouth).

Sensorineural Hearing Loss

Sensorineural hearing loss is caused due to damage or disease of the inner ear or auditory nerve. It could also
result as an after effect of infectious diseases like measles, mumps, meningitis and T.B.

Some conditions that may cause congenital

sensorineural hearing loss are:

 Hereditary childhood deafness

 Rh incompatibility
 Premature birth – birth before due time
 Birth Asphyxia (lack of oxygen supply to the
new born due to inability to breathe
normally resulting in blueness of baby due
to various reasons).
 Viral infections in pregnancy
 Exposure to X–rays in the first trimester or
pregnancy – taking X–ray within the first
three months
 Harmful drugs of mycin variety e.g. streptomycin
  Acoustic neuroma (Tumor of the auditory nerve)

Mixed Hearing Loss

Mixed hearing loss is the combination of
conductive and sensorineural hearing loss. One of the
main causes of this type of loss is the long
standing ear infection known as Chronic
Suppurative Otitis Media (CSOM). In CSOM, ear
discharge in the form of pus, blood or clear water is
seen. This starts with conductive loss yielding to
sensorineural impairment, if not treated
immediately and regularly.

Central Hearing Loss

Central hearing loss is due to a damage,
malformation or infections of the neural pathways and
the hearing centres in the brain. The child may hear but
has difficulty in understanding what he hears. Some of
the children classified as learning disabled or slow
learners may have this type of hearing loss.

Functional Hearing Loss

Functional hearing loss is due to some psychogenic
condition or maybe due to deliberate exaggeration of
hearing thresholds for personal gains.

VISUAL IMPAIRMENT ( BLINDNESS & LOW VISION )

DEFINITION OF VISUAL IMPAIRMENT
Visual impairment refers to any condition that results in a significant decrease in a person's ability
to see. This can include partial or total blindness, as well as conditions that affect the way a
person sees or perceives visual information. Visual impairment can be caused by a variety of
factors, including eye diseases, injuries, genetic conditions, and neurological disorders. The degree
of visual impairment can vary widely, from mild to severe, and can have a significant impact on a
person's ability to perform everyday tasks. However, with the help of assistive technology and
support from medical professionals, many people with visual impairment are able to live fulfilling
and independent lives.

1. BLINDNESS
Blindness is a visual impairment that refers to a complete or nearly complete loss of vision. It can
be caused by a variety of factors, including eye diseases, injuries, genetic conditions, and
neurological disorders. Blindness can occur at any age and can be either temporary or permanent.

The two main types of blindness are:

( 1. ) Total blindnes
This occurs when a person has no light perception and cannot see anything at all.

( 2. ) Legal blindness: This is defined as having a visual acuity of 20/200 or less in the better
eye, or a visual field of 20 degrees or less. Legal blindness does not necessarily mean that a
person cannot see anything at all, but rather that their visual impairment is severe enough to
significantly impact their daily life.

2. LOW VISION
Low vision is a term used to describe a visual impairment that is not correctable by traditional
means, such as glasses, contact lenses, or surgery, and which significantly impacts a person's
ability to perform everyday tasks. People with low vision may have partial sight, blurred vision, or
blind spots, and may experience difficulty reading, recognizing faces, or seeing details.

TYPES OF VISUAL IMPAIRMENT

Visual impairment is a term used to describe a range of conditions that affect a

person's ability to see. These conditions can vary in severity and can be caused by a
variety of factors, including genetics, injury, disease, and aging. In this article, we will
discuss the most common types of visual impairments and their causes, symptoms, and
treatments.

1. Myopia (nearsightedness)
Myopia, also known as nearsightedness, is a condition in which a person can see objects up close
but has difficulty seeing things that are far away. This occurs because the shape of the eye causes
light to focus in front of the retina instead of on it. Myopia can be caused by a variety of factors,
including genetics and environmental factors such as reading or computer use. Symptoms of
myopia include blurry vision, headaches, and eye strain. Myopia can be corrected with glasses,
contact lenses, or refractive surgery.

2. Hyperopia (farsightedness)
Hyperopia, also known as farsightedness, is a condition in which a person has difficulty seeing
objects up close but can see things that are far away. This occurs because the shape of the eye
causes light to focus behind the retina instead of on it. Hyperopia can be caused by genetics,
aging, or other factors. Symptoms of hyperopia include blurry vision, eye strain, and headaches.
Hyperopia can be corrected with glasses, contact lenses, or refractive surgery.

3. Astigmatism
Astigmatism is a condition in which the cornea of the eye is irregularly shaped, causing blurry or
distorted vision. This occurs because light entering the eye is not properly focused on the retina.
Astigmatism can be caused by genetics or injury. Symptoms of astigmatism include blurred vision,
headaches, and eye strain. Astigmatism can be corrected with glasses, contact lenses, or
refractive surgery.

4. Presbyopia
Presbyopia is a condition that occurs with age and is characterized by a loss of the ability to focus
on close objects. This occurs because the lens in the eye becomes less flexible over time, making
it harder to change focus. Symptoms of presbyopia include difficulty seeing close objects,
headaches, and eye strain. Presbyopia can be corrected with reading glasses, bifocals, or
progressive lenses.
5. Color blindness
Color blindness is a genetic condition that affects the ability to distinguish between certain colors,
most commonly red and green. This occurs because of a deficiency in the light-sensitive cells in
the retina that detect color. Symptoms of color blindness include difficulty distinguishing between
certain colors and seeing colors as muted or dull. There is no cure for color blindness, but certain
aids such as special lenses or filters can improve color perception.

6. Cataracts
Cataracts are a common condition that occurs when the lens of the eye becomes cloudy, causing
vision to become blurry or distorted. Cataracts are most commonly caused by aging, but can also
be caused by injury, disease, or medications. Symptoms of cataracts include blurry or distorted
vision, sensitivity to light, and difficulty seeing at night. Cataracts can be treated with surgery to
remove the cloudy lens and replace it with an artificial one.

7. Glaucoma
Glaucoma is a group of diseases that damage the optic nerve, which is responsible for
transmitting visual information from the eye to the brain. Glaucoma is most commonly caused by
high pressure inside the eye, but can also be caused by other factors such as injury or disease.
Symptoms of glaucoma include peripheral vision loss, blurred vision, and eye pain. Glaucoma can
be treated with medications, surgery, or laser therapy.

CAUSES OF VISUAL IMPAIRMENT

Visual impairment can be caused by a variety of factors, including eye diseases, injuries, genetic conditions,
and neurological disorders. In this response, we will explore the most common causes of visual impairment
in more detail.

1. Refractive Errors: Refractive errors are the most common cause of visual impairment and occur when
the shape of the eye prevents light from focusing properly on the retina. This can result in blurry vision,
nearsightedness, farsightedness, or astigmatism. Refractive errors are often corrected with glasses, contact
lenses, or refractive surgery.

2. Age-Related Macular Degeneration (AMD): AMD is a degenerative eye disease that primarily affects
older adults and is a leading cause of vision loss. It affects the macula, which is responsible for sharp, central
vision, and can result in the loss of the ability to read, recognize faces, and perform other tasks that require
clear vision. Treatment for AMD may include medication, laser therapy, or photodynamic therapy.

3. Glaucoma: Glaucoma is a group of eye diseases that damage the optic nerve, which can result in partial
or total vision loss. It is often associated with high intraocular pressure (IOP) but can also occur with normal
IOP. Treatment for glaucoma may include medication, laser therapy, or surgery.

4. Cataracts: Cataracts occur when the lens of the eye becomes cloudy or opaque, resulting in blurred or
dimmed vision. They are a common cause of visual impairment in older adults and are often corrected with
surgery to replace the affected lens with an artificial one.

5. Diabetic Retinopathy: Diabetic retinopathy is a complication of diabetes that affects the blood vessels in
the retina, resulting in damage to the retina and vision loss. Treatment for diabetic retinopathy may include
medication, laser therapy, or surgery.
6. Retinal Detachment: Retinal detachment occurs when the retina separates from the underlying tissue,
which can result in vision loss. It is often caused by an injury or underlying eye disease and requires prompt
medical attention to prevent permanent vision loss.

7. Retinitis Pigmentosa: Retinitis pigmentosa is a genetic condition that affects the retina and can result in
progressive vision loss. It often begins in childhood or adolescence and can lead to complete blindness in
some cases.

8. Optic Neuritis: Optic neuritis is an inflammation of the optic nerve, which can result in vision loss, pain,
and other symptoms. It is often associated with multiple sclerosis and may be treated with medication or
other therapies.

9. Traumatic Brain Injury: Traumatic brain injury can result in vision loss or other visual impairments due
to damage to the brain or optic nerves. Treatment for traumatic brain injury may include medication,
rehabilitation, or other therapies.

10. Congenital Disorders: Congenital disorders, such as albinism, congenital cataracts, or retinopathy of
prematurity, can result in visual impairment from birth or early childhood. Treatment for congenital
disorders may vary depending on the specific condition and may include medication, surgery, or other
therapies.

Orthopedic Impairment Definition

Orthopedic impairment is a blanket-
term for any condition or damage
sustained to the musculoskeletal
system, including bones, joints,
muscles, tendons, and ligaments.
Orthopedic impairment causes
disability, in that it is severe enough
that it affects regular daily
functioning of an individual as a
result of the injury sustained to the
musculoskeletal system. Most often,
orthopedic impairment is seen from
a pediatric standpoint, as
orthopedic impairment can have a
significant effect on childhood
development and education,
necessitating a need for special
education services. Specifically,
orthopedic impairment becomes a
disability in terms of the IDEA
(Individuals with Disabilities
Education Act) only when the
impairment affects a child’s access
to education. This is because not all
children with orthopedic
impairments and disabilities require
specialized education.
Orthopedic impairment in adults raises challenges in the spheres of learning, daily
functioning, employment, and social life.
Orthopedic impairment has several different causes, all of which can affect an individual’s
quality of life to varying degrees.

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