Inclusive Education of Children with Disabilities: Comparison of Services and Needs

Inclusive Education of Children with Disabilities:

Comparison of Services and Needs

Dr. Kanagala Uma Sr. A. Lourdu Mary

04/19/23 1Dr.Uma & Sr. Lourdu

Introduction

Universal access to education is possible only through Inclusive Education.

True inclusion is possible only when all children regardless of their physical, intellectual, social, emotional or other conditions benefit from it.


Objective

To identify the gaps between servicedelivery and needs of children with disabilities in inclusive education in Tamil Nadu.


METHODOLOGY

Design : Qualitative research design Area : 12 districts of Tamil Nadu

Tool : Schedule by Researches Data collection:

1. Primary: observation, in depth interviews and focus group discussion 2. Secondary: School records


Sample

1. Census count: a. Heads of schools 70 b. Resource teachers 70 c. Children with Disabilities 417

2. Random sampling:a. Regular teachers 80 b. Non disabled peers 110


Details of Children with Disabilities

1. Visual Impairment - 57%2. Hearing Impairment - 27%3. Mental Retardation - 2%4. Locomotor Disabilities - 9%5. Mild Cerebral Palsy and - 5%

Mild Mental Retardation


MAJOR FINDINGS AND DISCUSSION


Services Provided

1. Special initiatives to improve academic performance

2. Support services for academic and extra curricular activities

3. Contribution of non disabled peers in social, academic and extra curricular activities


4. Identification and encouragement of talents and skills

5. Performance in cultural program and sports events

6. Regular parent teacher meetings


Needs Fulfilled

1. Intrinsic Needs Content in interaction with non disabled peers, regular and resource teachers

2. Achievement Needs Children with visual impairment had on par or above academic performance (11%) High achievers at district level in extra curricular activities (3%)


Needs Unmet and Recommendations


1. Intrinsic Needs

Problems of adjustment in shifting from special to regular school Counseling and efforts by resource and regular teachers

Behavior problems and teaching of CWMR in classroom A special class in the regular school with a resource teacher


Language barrier - difficulty of CWHI in following instruction Preferential seating in the first row Training of regular teachers Training of resource teachers in sign language Additional support by the resource teachers


2. Pedagogical Needs

Inappropriate content for CWMR and CWHI Adapted curriculum with emphasis on life skills for CWMR Adapted curriculum without diluting the quality of input for CWHI

Restricted choice of subjects for CWVI – accountancy and economics Choice of subjects in geography and statistics


Inappropriate teaching methods

Use of teaching methods that make learning accessible Use of activity based teaching methods Use of experiential methods of teaching Augmentation of verbal communication with visual cues


3. Evaluation Needs

Lowering of overall percentage of results and ranking of the school

Separate calculation of percentage of results for the two groups

Difficulty of CWHI and CWMR in understanding the questions in the regular time limit. Allotment of extra time for CWHI and CWMR while writing their exams


Separate question papers for CWD creating a feeling of segregation Indicate specific questions in the regular question papers

Assessment must be for • Same skills• Knowledge and concepts• Same level of difficulty• Same balance of content• Same demands in terms of time and effort04/19/23 17Dr.Uma & Sr. Lourdu

4. Resource Needs

Lack of Braille text books Provision of complete set of Braille text books at the beginning of the academic year

Lack of assistive devices Provision of assistive devices as per the need of the CWD


Dilapidated or no resource room Make provision of resource room mandatory

Lack of necessary equipment Provision of necessary equipment as per need

Lack of transportation Transportation to be arranged by the schools with funding from the government Modification in transport for accessibility04/19/23 19Dr.Uma & Sr. Lourdu

5. Systemic Needs

No orientation for regular teachers Orientation and training in own districts Provision of necessary information by resource teacher prior to the child’s admission

Single category training of resource teachers Multi category training for resource teachers


Conclusion

Addressing the unmet needs of Children with Disabilities through coordinated efforts of regular schools, NGOs and government departments can ensure successful inclusion.


Documents

Inclusive Education of Children with Disabilities: Comparison of Services and Needs