CHALLENGES IN INCLUSIVE EDUCATION MEANING OF INCLUSIVE EDUCATION DEFINITION OF INCLUSIVE EDUCATION OBJECTIVE OF INCLUSIVE EDUCATION TARGET GROUP CHALLENGES & STRATEGIES OF INCLUSIVE EDUCATION ROLE OF TEACHER BENEFITS OF INCLUSION (SUBJECT WISE) BENEFITS OF INCLUSION (YEAR WISE) CONCLUSION BIBLIOGRAPHY

MEANING OF INCLUSIVE EDUCATION It is term inclusion is an International buzz word in education and Indian education has no exception. The Universal Declaration of human rights, the United Nations General Assembly charter, and United Nations Convention on the rights of the child all acknowledged education as a human right. It may also be seen as a continuing process of breaking down barriers to learning and participation for all children and young people.

DEFINITION OF INCLUSIVE EDUCATION ACCORDING TO SIMONE ASPIS “INCLUSIVE EDUCATION SHOULD CREATE OPPORTUNITIES FOR ALL LEARNERS TO WORK TOGETHER.”

ACCORDING TO NATIONAL EDUCATION’S MINISTRY REGULATION “INCLUSIVE EDUCATION IS AN EDUCATIONAL SYSTEM THAT PROVIDES OPPORTUNITIES FOR SPECIAL NEEDS AND TALENTED STUDENTS TO PUSUE EDUCATION AT MAINSTREAM SCHOOLS ALONG WITH OTHER NEURO-TYPICAL OR “NORMAL” STUDENTS.

OBJECTIVE OF INCLUSIVE EDUCATION To ensure that no child is denied admission in mainstream education. To ensure that every child would have the right to access an Aanganwadi and school. To ensure that mainstream and specialist training institutions serving persons with disabilities in govt. and non-govt. sector. To provide home based learning. To promote distance education.

OBJECTIVE OF INCLUSIVE EDUCATION To facilitate access of disabled student from rural and remote area. To emphasize job-teaching and job-oriented vocational training. To promote an understanding of the paradigm shift from charity to development.

TARGET GROUP Infants and children with special needs in the age group 0-6 yrs. Children with special needs in the age group 6-14 yrs. Young persons with disabilities in the age group 14-21 yrs.

CHALLENGES AND STRATEGIES Enrolment and retention of all children with disabilities in the mainstream education system.Strategies : - Review implementation of existing programmes. Generating awareness in the general community. Ensure enrollment and intervention for all children with special needs. Facilitate free and compulsory elementary education for children with special needs in the age group 6-14 in mainstream education. Ensuring physical access for children and youth with disabilities in schools and educational system.

CHALLENGES AND STRATEGIES Providing need based education and other support in mainstream schools to children in order to develop their learning and abilities.Strategies : - Development of national norms for inclusive education. Provide inputs in all pre service and in service training for mainstream and special education teachers. Appropriate resource services support. Put in place an effective communication and delivery system.

CHALLENGES AND STRATEGIES Support higher and vocational education through proper implementation of the existing reservation quota in all educational institutions and creation of barrier free learning environment. Strategies : - Ensuring physical access for young persons with disabilities in all colleges and educational institutions. Facilitate college /vocational education for young persons with disability through proper implementation of existing reservation quota and provision of support for educational material are during examinations.

CHALLENGES AND STRATEGIES Disability focused research and interventions in universities and educational institutions.

Strategies : - Setting up of centers for disability studies and chair disability studies in universities. Supporting research in areas related to inclusive practices.

ROLE OF TEACHER Teachers are the key actor to successfully implementing inclusive education. Proper knowledge and educational qualifications are required from them as well as a high commitment to students individual needs.

BENEFITS OF INCLUSION (SUBJECT WISE)% of Students Receiving C or Better in Respective Classes

BENEFITS OF INCLUSION (YEAR WISE)

% of Students’ Grades Improving Over 1-year Period

CONCLUSION Enrolment and retention of all children with disabilities. Providing need based education and other support in mainstream schools to children. Support higher and vocational education through proper implementation. Disability focused research and interventions in universities and educational institutions.

BIBLIOGRAPHY http://www.education.nic.in/INCLUSIVE.asp ThakurA.S.and Berwal S “Development of learner and teaching learning process” Agarwal publications, Agra. Singh.V “Technology based social inclusion for children with special needs” Learning CommunityVol.1 no.1 June 2010  Oza D.and Madhvi R.L. “Developmental challenges of special groups and technological determinism. University News Vol48oct.2010 EENET (1998) Inclusive education: Making a difference A report of an International Disability and Development Consortium seminar, Agra. Finkelstein, V (1992) Issues in the Terminology of Disability: A synposis. An edited version of a paper submitted to the Open University Advisory Committee on Students with Disabilities Milton Keynes:Open University Finkelstein, V & Stuart, O (1996) 'Developing New Services' in Hales, G (ed), Beyond Disability: Towards an Enabling Society London: Sage