Session 5 Trends and Issues in Inclusive Education

TRENDS AND ISSUES IN INCLUSIVE
EDUCATION
DR. SAMITA SHETTY

Myths and Facts of Inclusive Education
Inclusion a holistic vision

Myth: Inclusion jeopardizes the education of the 'other' students.
Fact: Inclusion is a school system emphasizing Education for All.
Policy and reality
Myth: Inclusion does not need interventions. There are no proper policies.
Fact: The policy on inclusion and mainstreaming needs to be implemented
and monitored carefully.
DR. SAMITA SHETTY 2
Meaning of Inclusion
Myth: Inclusive education means only enrolment of all children in school.
Diversity among the learner will create problem in the classroom.
Fact: Inclusive education goes beyond just enrolment. It is a place where
diversity among learners is appreciated and considered a learning resource
rather than a problem.

DR. SAMITA SHETTY 3
Learning in the classroom

Myth: Children learn only from textbook through transaction with teachers
in the classroom.
Facts: Children learn more outside the four wall of the classroom by
interacting within the socio-cultural milieu in which they are born and
brought up.
DR. SAMITA SHETTY 4

Learner
Myth 1: ‘School kids’ are different from children of economically deprived and
socially diverse families.
Fact: Children are not born with any prescribed identities
Myth 2: Children are children after all they are the same
Fact: Each child is different.
Myth 3: Segregating students with disabilities has been effective.
Fact: Segregation is against human rights.
DR. SAMITA SHETTY 5
CURRENT STATUS AND ISSUES OF
INCLUSIVE EDUCATION
• Mapping of children to ensure the enrolment, retention and completion
of elementary education for all.
• Setting up schools at a one kilometre distance and the provision of
transport to children with disabilities.
• Setting standards of minimum requirements in a school for
infrastructure and trained teachers ensuring the inclusion of children
with disabilities.
• Child centred education and continuous and comprehensive evaluation
that enable the full physical and mental development of the child
DR. SAMITA SHETTY 6
CURRENT STATUS AND ISSUES OF
INCLUSIVE EDUCATION
• The Involvement of Parents and Communities giving multiple stakeholders a
stake in the education of children in the community
• Interventions relating to the participatory aspect and access component of
inclusion
• Sarva Shiksha Abhiyan mission at zero rejection of children, education for all in
suitable environments, and provides flexibility for planning.
• Implementation of RTE ACT is increasing enrolment in the inclusive schools.
DR. SAMITA SHETTY 7

PROBLEMS AND ISSUES RELATED TO
INCLUSIVE EDUCATION
• Implementing the “zero rejection” policy for children with specials needs so that no child is
left out of the education system.
• Enrichment programmes:
 Unavailability of enrichment opportunities
 Limited resources for maintaining the school facilities
 Lack of facilities in rural areas
 Insufficient funds for implementation and maintenance of enrichment programmes
 Lack of availability of appropriate space for the program
 Inability to provide transportation for after-school programs.
DR. SAMITA SHETTY 8
INCLUSIVE EDUCATION
• Cluster grouping:
 Not enough gifted students to form a group
 Program may not meet the needs of highly or exceptionally gifted students.
 Curriculum may not be differentiated
 Teachers may not receive specialized training.
 Placing the right students within a cluster group - parental pressure, new students,
borderline students, twice exceptional students, and highly talented yet unmotivated
students all pose a challenge to the cluster model
DR. SAMITA SHETTY 9

INCLUSIVE EDUCATION
• Mixed ability grouping:
 Discipline problems may occur
 Difficulty to provide content and activities that are motivating and interesting to all
learners
 Rigidity of materials aimed at a certain kind of learners
 Teachers may not be able to devote time and attention equally to all learners
 More advanced learners tend to participate more actively than weaker learners
 Teachers may feel overwhelmed by the marking load and dealing with the errors
 Lack of participation or attention from the teacher may affect weaker learners
DR. SAMITA SHETTY 10

INCLUSIVE EDUCATION
• Multi-level teaching:
 Because the classroom is varied, the one-size-fits-all formula may not
work always.
 Finding different resources may be difficult and time consuming.
 Creating groups may be difficult.
 Difficulty in assessing the students.
 Difficult to cater to their varying needs

INCLUSIVE EDUCATION
• Cooperative learning
 Reliance on a positive group dynamic may be challenging
 Group selection process can be a challenge
 Absenteeism is a challenging factor if it extends over multiple days
 Discipline issues may occur
• Peer tutoring may pose challenges in selection of tutor and tutee,
confidentiality of information and parental resistance.
• Using appropriate evaluation techniques in inclusive classroom may be
difficult in terms of variety of tools and lack of expertise in teachers.
ETHICAL ISSUES IN INCLUSIVE EDUCATION
• Protecting the confidentiality of personal data of students according to
prescribed laws and school policies
• Objectivity in evaluation and intervention procedures
• Adhering to professional standards regarding selecting, administering, and
interpreting assessment measures
• Establishing and maintaining professional relationships with the team
members to facilitate the provision of optimal services.
• Functioning within the boundaries of individual professional competencies
and accepting responsibility for the consequences of his or her actions.
• DR. SAMITA SHETTY 13
RESEARCH TRENDS IN INCLUSIVE EDUCATION
IN INDIA
• Education policy
• Practices in inclusive education
• Curriculum
• Inclusive pedagogy
• Teaching strategies: Co-operative learning, Language Learning , Multi-
Sensory Approach , Task Analysis

RESEARCH TRENDS IN INCLUSIVE EDUCATION
ABROAD
• Education policy
• Technology
• Language Acquisition through Motor Planning
• Inclusive pedagogy
• Teaching strategies: Multi-sensory Approach, Cluster grouping

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TRENDS AND ISSUES IN INCLUSIVE

DR. SAMITA SHETTY

Inclusion a holistic vision

Myth: Inclusive education means only enrolment of all children in school.

Diversity among the learner will create problem in the classroom.

Fact: Inclusive education goes beyond just enrolment. It is a place where

diversity among learners is appreciated and considered a learning resource

rather than a problem.

Learning in the classroom

DR. SAMITA SHETTY 4

DR. SAMITA SHETTY 7

DR. SAMITA SHETTY 9

DR. SAMITA SHETTY 10

DR. SAMITA SHETTY 11

DR. SAMITA SHETTY 14

DR. SAMITA SHETTY 15

DR. SAMITA SHETTY 16

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