Creating an inclusive school for providing inclusive education to the diverse learners of our diverse society is becoming quite necessary for our nation. This book focusses on providing the needed knowledge to the ‘would-be-teachers’ for establishing and managing an inclusive school.
Beginning with throwing light on the concept and need of providing inclusive education in our schools, it discusses all essentials about the nature and type of disabilities and differently-abled children along with the available educational provisions for them in terms of policies and legal frameworks. Thereafter, it discusses the essentials of equipping a school to function as an inclusive school in terms of material and human resources including the needed support services. The book also discusses pedagogical strategies and inclusive practices to be applied in an inclusive school.
With all its wide coverage and readers’ friendly presentation, it has enough potential to serve the curricular needs of its users in universities and teacher education institutions spread over the country.
Prof. S.K. Mangal (Ph.D. Education), former Principal, and Head of the Department of Postgraduate Studies, C.R. College of Education, Rohtak, Haryana, is a distinguished teacher, researcher and administrator who has devised several psychological tools including the Emotional Intelligence Inventory.
Professor Mangal is a prolific writer and has number of outstanding books in Education to his credit. His books are very popular among students and researchers. He has also published extensively in reputed journals.
Prof. Shubhra Mangal (Ph.D. Education) is the Principal, and Head of the Department of Postgraduate Studies, C.R.S. College of Education, Noida.
She has devised an Emotional Intelligence Inventory for the measurement of Emotional Intelligence of School Teachers. She has written a number of books in the field of Education, Psychology and Teacher Education. The areas of her research interest are Emotional Intelligence and Teacher Education.
1. Forms of Inclusion and Exclusion in Indian Education
What is Exclusion?
Types of Exclusion
Exclusion with Respect to Gender
Exclusion with Respect to Caste
Exclusion with Respect to Locale
Exclusion with Respect to Disability
Exclusion with respect to Socio-economic status
Exclusion with respect to Language
2. Inclusive Education: Meaning, Historical Development and Benefits
Historical Development of Inclusive Education
Inclusive Education — Meaning and Nature
Philosophical and Social Basis of Inclusive Education
Benefits or Advantages of Inclusive Education
3. Historical Perspective to Disability and Inclusion
Introduction
Global Scenario
The Indian Scenario
4. Disabilities: Concept, Types, Characteristics and Identification of the Educational Needs and Learning Problems
Disabilities — Meaning and Concept
Children with Impairment or Disabilities—Classification, Types and Characteristics
Special Needs of Children with Disabilities
Special Educational Needs and Learning Problems of the different types of Disabled Children and Their Redressal
5. Assistive and Adaptive Technologies in Inclusive Setup
What is Assistive Technology?
Objectives of Assistive Technology in Inclusive Setup
Assistive Technology and Adaptive Technology
Assistive and Adaptive Technologies (AT) for Varying Types of Disabled or Differently Abled Students in the Inclusive Setup
6. Adaptation and Accommodation according to Various Disabilities
Introduction
Adaptations and Accommodation in Instructional Objectives
Adaptations and Accommodation in Curriculum
Adaptations in Co-curricular Activities
7. Educational Provision for the Disabled in International Declaration and Conventions
Introduction
Salamanca Statement and Framework of Action, 1994
Educational Provisions in UN Convention on the Rights of Persons with Disabilities (UNCRPD), 2006
8. Educational Provisions for the Disabled in Acts and Policies
Introduction
Education of the Disabled in NPE, 1968
Education of the Disabled in NPE, 1986
Education for Disabled in POA (1992)
Education of the Students with Disabilities in PWD ACT, 1995
Education and Welfare of the Children with Disabilities in RCI Act, 1992
Education of the Children with Disability in Right to Education Act, 2009
Education of the Children with Disability in National Policy for Persons with Disabilities, 2006
9. Organisation and Management of an Inclusive School
Concept of an Inclusive School
Organisation and Management of an Inclusive School for its Proper Functioning
– Working for the Proper Infrastructure and Accessibility
– Developing Awareness and Positive Attitude towards Disability
– Building Proper Human Resources
– Building Appropriate Material Resources
– Adoption of Whole School Approach
Addressing Inequality and Diversity in the Classroom–Pedagogical and Curriculum Concerns
– Pedagogy Concerns
– Curriculum Concerns
Addressing Inequality Related to Gender in the School
– Measures involving Curriculum Inputs
– Text Books as a means of Achieving Gender Equality
– Student-teacher Interactions as a means of achieving Gender Equality
10. Support Services available in an Inclusive School
Introduction
Support Services available through External Specialized Agencies
Support Services available through Parental Cooperation and Community Involvement
Support Services Provided by Professionals and Experts
– Role of Special Education Teacher
– Role of Guidance and Counselling Personnel
– Role of Specialized Therapists
– Role of Audiologist cum Speech Therapist
– The Role of a Physiotherapist
– The Role of an Occupational Therapist
11. Making Learning More Meaningful to the Differently Abled
Introduction
Use of Strategies Helpful in Differentiating Content
Use of Strategies Helpful in Curricular Adaptation
Resorting to Proper Lesson Planning
Use of Appropriate Teaching-Learning Material (TLM)
12. Pedagogical Strategies in Inclusive Set up
What are Pedagogical or Teaching Strategies?
Peer Tutoring
Cooperative Learning
Multisensory Teaching
Social Learning
Buddy System
Reflective Teaching
13. Continuous and Comprehensive Evaluation: Concept and Implications to Facilitate Inclusion
What is Continuous and Comprehensive Evaluation or CCE?
Implications of CCE to Facilitate Inclusion
Provision for Facilitating Differently Abled in Examinations (As Available in CBSE and ICSE)
References
Review Questions