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Inclusive Education & Its Implication in Classroom Teaching
The document outlines a workshop on inclusive education organized by the Rajive Gandhi Shiksha Mission, focusing on the importance of integrating children with special needs into mainstream education. It highlights the need for educational strategies that accommodate diverse learning styles and fosters social and academic inclusion through supportive classroom environments. Additionally, it discusses various teaching methodologies such as cooperative learning and peer tutoring to enhance the educational experience for all students.
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Inclusive Education & Its Implication in Classroom Teaching
- 1. RAJIVE GANDHI SHIKSHAMISSION RAIPUR, C.G. STATE LEVEL WORKSHOP ON INCLUSIVE EDUCATION From 24/09/2013 to 26/09/2013
- 3. Inclusive Education AND Its Implication in ClassroomTeaching Rajnish Kumar Arya Registered Professional Rehabilitation Council of India
- 4. Dedicated to Childrenwith Special Needs, their families, those working with them as a Special Teacher / Teacher / MRA
- 5. Out-line of Session 1.Introduction 2. Inclusion 3. Implication in Classroom
- 6. Inclusive Education ANDIts Implication in Classroom Teaching INTRODUCTION
- 7. Do you agreewith it?
- 8.
- 9. Do you thinkthat CWSN are similar to other Children
- 10. IF YES, then whywe are talking about the inclusion of these children?
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- 16. Need of Educationfor 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,
- 17. Inclusive Education ANDIts Implication in Classroom Teaching INCLUSION
- 18. DO YOU KNOWINCLUSION?
- 19. THE EVOLUTION OFINCLUSION
- 20. WAY TO INCLUSIVEEDUCATION
- 21. MEANS OF INCLUSIVEEDUCATION • Inclusive education refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.
- 23. Means of InclusiveEducation 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)
- 24. Rational for InclusiveEducation 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.
- 25. Rational for InclusiveEducation 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
- 26. Component of InclusiveEducation • • • • Physical Inclusion Social Inclusion Curriculum Inclusion Educational Environment Inclusion
- 27. Phyiscal Inclusion Simply beingphysically present • Attending Neighbourhood School • Playing in Neighbourhood School • Playing in the same Playground • Being in the same Classroom
- 29. Social Inclusion • Herein 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
- 31. Curriculum Inclusion • Thisrequires 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
- 32. Educational Environment Inclusion •It requires positive emotional environment • Barrier- free environmemt • Attitudenal Change
- 33. Inclusive Education ANDIts Implication in Classroom Teaching IMPLICATION IN CLASSROOM
- 34. Implication in Classroom •TEACHERS • TEACHING STRATEGIES
- 35. Teachers in Classroomshould 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
- 36. Teachers in Classroomshould 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
- 37. Teachers in Classroommust 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
- 38. Teachers in Classroommust 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
- 39. Teachers in Classroommust 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
- 40. 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
- 41. 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
- 42. 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
- 43. 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
- 44. 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
- 45. 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
- 46. 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
- 47. 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)
- 49. Bibliography Books • Introduction toSpecial 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
- 50. Bibliography Websites • Texas Departmentof Assistive and Rehabilitative Services: Organizing Items • www.euacademic.org/UploadArticle/ pdf • https://www.europeanagency.org/admin/publications/ereports/inclusiv e-education-and-effective-classroompractice/IECP-secondary-Literature-Review.pdf • http://www.catea.gatech.edu/scitrain/kb/FullText _Articles/Teaching% in% Inclusive% Classr ooms.pdf
- 51. For any furtherquery may contact: [email protected] or Mob. No. +91 99935 95564