An
Assignment on Inclusive Education
Paper Code: 121
Learning and Teaching
Submitted By: Kiran
Ghosh
Course: B.Ed.
Semester- II; Roll No: 30
Department of
Education
Vinaya
Bhavana, Visva-Bharati
Introduction:
The Right to Education Act 2009
decided that our schools and classrooms should be inclusive. The 2019 "State
of the Education Report for India: Children with Disabilities" took into
account the 2011 census, according to which there are 78,64,636 children with
disability in India constituting 1.7 percent of the total child population. According
to UNESCO, inclusive education means all children in the same classrooms, in
the same schools. It means real learning opportunities for groups who have traditionally
been excluded – not only children with disabilities but speakers of minority
languages too. Inclusive education allows students of all backgrounds to
learn and grow side by side, to the benefit of all.
The
National Education Policy 2020, it has mentioned that “the education system
must aim to benefit India’s children so that no child loses any opportunity to
learn and excel because of circumstances of birth or background.” The Policy
also recognizes the importance of creating enabling mechanisms for providing
Children with Special Needs (CWSN) or Divyang, the same opportunities of
obtaining quality education as any other child.
The Rights of Persons with
Disabilities (RPWD) Act 2016 defines inclusive education as a ‘system of
education wherein students with and without disabilities learn together and the
system of teaching and learning is suitably adapted to meet the learning needs
of different types of students with disabilities. NEP 2020 claims that barrier-free access for all children with disabilities will be enabled as per the RPWD
Act. Different categories of children with disabilities have differing needs.
How
can a Teacher create an Inclusive Classroom?
Most
classrooms of today are inclusive classrooms that have a blend of students
with special needs and general education students. The students with special
needs in inclusive classrooms often present with mild to moderate learning
and/or behavioral challenges. For students who might be identified as having
learning disabilities, 45% of the time they also have an attention deficit and
struggle with organization and executive function (Du Paul, Gormley, &
Laracy, 2013). Creating a learning environment for inclusive classrooms that are
well managed with clear structures and routines is of the utmost importance for
students’ success (Wong & Wong, 2014).
Here is an
example of an inclusive classroom. Suppose, the teacher is writing the main
teaching points on a blackboard – what would happen if a child has a problem with
vision, if the teacher is only lecturing what would happen if a child has a problem with hearing – now to address this problem the teacher made a plan – the teacher is writing at the same s/she recite the words loudly, using charts and
models so the differently abled children will get different options to learn
the material very easily. In this way, presenting our content in multiple
ways makes a classroom inclusive – no child is left behind from mastering the
content delivered. A teacher should remember that what is okay for an average
learner may not suit all – the teacher has to teach all children, thus the
content, and the instruction should be planned in such a way that it reaches to
all children. And when systematically done, it is possible to include all the
children in a regular classroom.
The earlier
efforts with respect to inclusion were not sufficient and we need to really
work very hard with reference to achieving inclusive education. It is ideal to
have a resource room in every elementary school with a competent resource
person.
Following
Techniques can be kept in mind while in the classroom to make it more inclusive
and equitable:
1. Advance Planning for Teaching
A teacher needs to be well planned with reference to the delivery of the lesson in a classroom, with reference to engaging in the kind of activities in the classroom, use of Teaching-Learning material, etc.
There should be coordination between the class teacher, counselor, parents, resource persons/ teachers, and others depending on the needs of the children. For example, if a child has a hearing impairment in the classroom, you may need the support of an audiologist.
2. Creating a Reinforcing Classroom Environment
Creating a climate conducive to students
complying with behavioral expectations, volunteering answers or taking on more
challenging assignments is closely tied to the “emotional temperature” of the
classroom. Students need to know that if they take a risk and respond to a
challenging question or assignment, they will be “safe” from criticism. “School
must be a safe and protected environment, where a student can come and learn
without fear” (Wong & Wong, 2014: p. 11). A classroom where the “emotional
temperature” is warm and congenial is a classroom where students will be more
willing to take on academic and/or behavioral challenges—more willing to
venture a bit outside their comfort zone.
In an inclusive classroom, even the language
matters a lot. When you address both him and/or that means it is a gender-neutral language – as a teacher one should not address one particular group of
students, instead address all.
3.
Cooperative
Learning and Peer-Tutoring:
Cooperative
learning involves structuring classes around small groups that work together in
such a way that each group member’s success is dependent on the group’s
success. During peer tutoring, a higher performing student (tutors) is paired
with a lower performing student (tutees) to review critical academic or
behavioral concepts. These two methods can be used in an inclusive classroom by
the teacher very effectively provided the teacher trains the tutors in advance
and the tutor-tutee relationship also flourishes.
In
the long run, this tutor-tutee relationship among children flourishes and the achievement level of both children improves. A sense of responsibility towards
special children is developed in children without disabilities and seeking help
and respect for the classmates who are helping and supporting them in their
academics develops in children with disabilities thus peer tutoring is mutually
beneficial.
4. Using Selective Ignoring
Providing positive feedback or approval for
appropriate behavior reinforces classroom expectations. Teachers fail to
understand that disapproval does not teach the target behavior—“disapproval
teaches what not to do”. Using selective ignoring is only part of the process.
Approving students for engaging in the correct behavior reinforces expectations
and gives the students who are engaging in the problematic behavior an
opportunity to not only see the correct behavior but to see their peers
earning reinforcement for that behavior.
5. Increasing Student Locus of Control
In inclusion classes, there are many students
with mild to moderate learning and attention disorders who have an external
locus of control (Tarnowski & Nay, 1989). A teacher who is working to
improve student independent function needs to help students begin to shift the
locus of control from an external focus to an internal focus.
6.
Being
aware of the specific needs of every child in class
For a truly inclusive classroom, knowing which of your children have Special Educational Needs and Disabilities (SEND) is not enough. You should know which, if any, of your children are on
Free School Meals (FSM), which are caregivers, which are in foster care, which
have English as an Additional Language (EAL), and which children are from the
particularly vulnerable Roma or traveler communities.
Knowing this will help you consider every
aspect of your classroom, and how you make it inclusive, safe, and purposeful.
For example, if a child is using hearing aids, the teacher should ensure that
the child is in the front row, so s/he can be able to listen to the teacher
without any difficulty.
7. Use of Suitable TLM and ICT
In using that, the first and foremost care should be taken for age appropriateness, and the material should suit the level of functioning of the child’s Mental Retardation (MR) so the students can actively participate, use the material, explore and learn more from it meaningfully. In the case of ICT the choice of the right technology, for example, if a child learns by visual mode it is very important that as teachers we use photographs, films, etc.
Some inclusion strategies are so universally beneficial for all students, and they are worth doing in every classroom! For example, many children with dyslexic traits struggle to read pure black text on a pure white background. Simply changing the colors you use on your slides, avoiding black on white, can help not only children with a dyslexia diagnosis but all children.
In an inclusive classroom, we also have to see that these TLM are easily available, affordable, or accessible – if the student has to buy the material for extended home training. For example, if there is a child with visual impairment you should have Braille which the child may also use as extended home training.
ICT is doing wonders – it opened up a plethora of devices for us to use with many options. For example, eBooks and other online resources support learning just by a single click using a mouse. Many schools have computer labs with software adaptations and wheelchairs for Children with Special Needs. Another effective aid is there – Reading Pen – which provides the audio output of the scanned text. A child with visual impairment will be able to listen to whatever is written in a book.
8.
Clearly
display timetables and key information
This is one of those little changes you can
make which helps everyone and makes all children feel included.
Some children with dyslexic and dyspraxia
traits struggle with organization, as do some with Autistic Spectrum Disorders
(ASD). Clearly displaying timetables (visual timetables are great, especially
for younger learners) helps them, and all your children, feel involved in the
school day.
With a clearly displayed timetable, children
can look ahead to their favorite or least favorite activities, and mentally
prepare accordingly: they may think to themselves 'How will I show everyone how
good I am at History later on?' or 'How will I cope with PE today?' Sharing the
timetable for all to see includes children and empowers them.
The same is true for key vocabulary, facts, or
concepts relating to what you're currently learning in class. Stick this
information up for all to see on display boards. This helps remind children of
prior learning, and to answer questions or tackle tricky tasks.
9.
Let
children choose how to show what they have learned
When you get to the end of the topic, it might
be tempting to assess children's learning with a written test. Don't do this
(at least not every time, anyway)! Instead, offer children a choice of ways of
presenting what they have learned. For example, at the end of a topic about the
Arctic, give children the choice of showing their learning by:
- Writing a
blog
- Creating a
poster or infographic
- Making a
slideshow presentation
- Recording a
short information film or radio program
Giving children a choice empowers them. It's inclusive because it creates equal opportunities to show learning and progress in a way that a standard test (which many children struggle with) may not.
10.
Don't
compare the progress of one child to another; personal progress is key
Learning is not a competition. It is a never-ending process, a
journey. For some
children with additional needs, the comparison between themselves and others in
their class can feel as stark, and as disheartening.
Instead, focus entirely on children's
personal progress, and encourage them to do the same. Ask: 'Can you do even
better than you did last time?', 'What do you want to focus on that you found
tricky the last time we looked at this?', or 'What's changed from when we
started learning about this, to now?'.
Conclusion:
A
classroom is inclusive in the real sense of the word when it is well equipped
with all the assistive devices, software, hardware, and furniture which aid
different children in the classroom. Students feel comfortable and happy when
they learn. In an inclusive class, classroom management
plans must be responsive to students with learning differences, physical
challenges, or social/emotional needs. Thus, the inclusive classroom makes every student feel like ‘First
Benchers’ through its well-designed infrastructure, facility, and well-trained
teachers.
If all classrooms have got the support of different resources, personnel, counselor, and well-equipped teachers with the right attitude to cater to the diversity of the learners – every classroom in our country will be an inclusive classroom in no time.