THEORETICAL BASE OF ENGLISH EDUCATION

ASSIGNMENT

Submitted By: DhanyaUnnikrishnan

Submitted To: Mrs. Anamika B.S.

TOPIC:-

INCLUSIVE EDUCATION

Sl.No:

TOPIC PAGE NO:

1 INTRODUCTION 1

2 DEFINITION OF INCLUSIVE EDUCATION

3

3 BASIC PRINCIPLES AND CHARACTERISTICS OF INCLUSIVE EDUCATION

5

4 STRATEGIES FOR INCLUSIVE EDUCATION

8

5 ADVANTAGES AND DISADVANTAGES OF

INCLUSIVE EDUCATION

11

6 CONCLUSION 14

7 REFERENCE 15

INTRODUCTION

Education is more diverse than it has ever been. We know

that different groups of students have different rates of

completion and attainment. We need to make sure that the

learning, teachingand assessment cater to all groups of students

and allows all students to reach their potential.

Inclusion in education is an approach once thought only

necessary for educating students with special educational needs

until dual certification of special educators as school teacher

leaders.Over approximately the last fifteen years, the concept of

inclusive education has evolved towards the idea that all children

and young people, despite different cultural, social and learning

backgrounds, should have equivalent learning opportunities in all

kinds of schools.

The World Declaration on Education for All, adopted in

Jomtien, Thailand (1990), sets out an overall vision: universalizing

access to education for all children, youth and adults, and

promoting equity.

This means being proactive in identifying the barriers that many

encounter in accessing educational opportunities and identifying

the resources needed to overcome those barriers.

1

Inclusive education is a process of strengthening the

capacity of the education system to reach out to all learners and

can thus be understood as a key strategy to achieve EFA. As an

overall principle, it should guide all education policies and

practices, starting from the fact that education is a basic human

right and the foundation for a more just and equal society.

DEFINITION OF INCLUSIVE EDUCATION

UNESCO defines inclusive education as“ a process intended

to respond to students’ diversity by increasing their participation

and reducing exclusion within and from education.” Inclusive

education is a pairing of philosophy and pedagogical practices

that allow each student to feel respected, confident and safe so

2

he or she can learn and develop to his or her full potential. It is

based on a system of values and beliefs centered on the best

interests of the student, which promotes social cohesion,

belonging, active participation in learning, a complete

schoolexperience, and positive interactions with peers and others

in the school community. These values and beliefs will be shared

by schools and communities. Inclusive education is put into

practice within school communities that value diversity and

nurture the well-being and quality of learning of each of their

members. Inclusive education is carried out through a range of

public and community programs and services available to all

students.

For a school to beinclusive, the attitudes of everyone in the

school, including administrators, teachers, and otherstudents, are

positive towards students with disabilities. Inclusive education

means that allchildren, regardless of their ability level, are

included in a mainstream classroom, or in the mostappropriate or

least restrictive environment, that students of all ability levels are

taught asequals, and that teachers must adjust their curriculum

and teaching methodologies so that allstudents benefit. This also

avoids wasting resources, and “shattered hopes,” which often

occursin classrooms that are “one size fits all.” Studies have

shown that systems that are trulyinclusive reduce drop-out rates

and repetition of grades, and have higher average levels

ofachievement, compared to systems that are not inclusive.

People who believe in inclusiveeducation believe that the

3

education system is the impediment to learning for a child, and

thatevery child is capable of learning!

BASIC PRINCIPLES AND CHARACTERISTICS OF INCLUSIVE EDUCATION

The provision of inclusive public education is based on three

complementary principles:

(1) public education is universal - the provincial curriculum is

provided equitably to all students and this is done in an inclusive,

common learning environment shared among age-

appropriate,neighbourhood peers;

(2) public education is individualized - the success of each

student depends on the degree to which education is based on

the student’s best interests and responds to his or her

strengthsand needs; and

(3) public education is flexible and responsive to change

The characteristics of Inclusive Education is as follows:

1.Student-centered

4

*all actions pertaining to a student are guided by the best

interest of the student as determined through competent

examination of the available evidence.

*all students are respected as individuals. Their strengths,

abilities and diverse learning needs are recognized as their

foundation for learning and their learning challenges are

identified, understood and accommodated;

*all students have the right to learn in a positive learning

environment; 2.Curriculum and Assessments

*the common learning environment, including curriculum

and instruction, is structured and adapted such that all

students learn to their best potential.

*assessment of student learning is diverse, authentic,

appropriate, relevant, and sufficiently frequent to inform

precision teaching; Educators and support personnel

*skills, attitudes and knowledge required for the successful

learning of all students are fostered in all personnel who

work with students through ongoing professional

development and adherence to professional standards.

3.Services and Community Partnerships

* all students are provided with a range of programs,

services and resources, including transition planning, that meet

5

their individual goals and needs, and contribute to their cognitive,

social, psychological, and cultural development.

*partnerships with parents and community groups which

capitalize on the expertise and resources of these groups are

cultivated; Government-wide Supports

*systematic measures aimed at prevention, and early, timely

assessment of need and evidence-based intervention are in place.

STRATEGIES FOR INCLUSIVE EDUCATION

1. Establish prior knowledge.

2. Pre-plan lessons with structured objectives, but also allow for

inter/post planning.

3. Proceed from the simple to the complex by using discrete task

analysis, which breaks up the learning into its parts.

4. Use a step-by-step approach, teaching in small bites, with

much practice and repetition.

6

5. Reinforce abstract concepts with concrete examples, such as

looking at a map while learning compass directions or walking

around a neighborhood to read street signs.

6. Think about possible accommodations and modifications that

might be needed such as using a digital recorder for notes,

reducing the amount of spelling words, and having enrichment

activities prepared.

7. Incorporate sensory elements: visual, auditory, and kinesthetic

ones, like writing letters in salt trays or creating acute, right, and

obtuse angles with chopsticks.

8. Teach to strengths to help students compensate for

weaknesses such as hopping to math facts, if a child loves to

move about, but hates numbers.

9. Concentrate on individual children, not syndromes.

10. Provide opportunities for success to build self-esteem.

11. Give positives before negatives.

12. Use modeling with both teachers and peers.

13. Vary types of instruction and assessment, with multiple

intelligences and cooperative learning.

14. Relate learning to children’s lives using interest inventories.

7

15. Remember the basics such as teaching students proper

hygiene, social skills, respecting others, effectively listening, or

reading directions on a worksheet, in addition to the 3R’s.

16. Establish a pleasant classroom environment that encourages

students to ask questions and become actively involved in their

learning.

17. Increase students’ self-awareness of levels and progress.

18. Effectively communicate and collaborate with families,

students and colleagues, while smiling; it’s contagious

�

8

ADVANTAGES AND DISADVANTAGES OF INCLUSIVE EDUCATION

The Benefits of Inclusive Education:-

There are several benefits for the general and special needs

students when the general and special education teachers work

together to provide a full inclusion program. The student with

special needs is able to develop relationships with peers that are

nondisabled. This allows for the student with special needs to

have role models for correct behavior. The general education

student also benefits from understanding people with disabilities.

General education students in a full inclusion setting learn to

understand that students with special needs are a part of the

community and can contribute their unique gifts and talents.

Children that a fully included also benefit from the academic

standard that is set in the classroom for the age group being

taught.When many of those children are put into a full inclusion

setting, the money that was used for those services can be used

elsewhere. Money can be spent on staffing to support the general

education teacher as well as materials for adaptation of

curriculum.

The Disadvantages of Inclusive Education:-

9

Certain disadvantages can be found when looking at some

inclusive programs. “Full inclusion is not the best placement for

all students. The general education classroom is typically not

individualized. Many full inclusionists feel that all students with

special needs should be fully integrated in the general education

setting even if that student may be disruptive to the other

students. One large disadvantage is that if a student is so

disruptive that the teacher cannot teach, it is not good for the

students in the general setting because they are not learning at

the pace they should be. Educators and parents of children in

general education worry that full inclusion will lower the standard

of learning for the class and make it less of a priority than

socializing . The general education teacher usually does not have

the extensive training to help the student with disabilities like an

education specialist may have. If a student is fully included all day

they may lose the one-on-one time that they need to understand

academic areas that they are lacking.

10

CONCLUSION

Today’s classrooms represent students of all ability levels.

Such diversity has made many educators aware that not all

students will be successful with the same educational activities.

Students have different strengths, needs, interests, and

educational backgrounds. Differentiated instruction has been

identified as an effective teaching method that can address this

issue for a variety of students.This educational method is based

on the premise that all learners are different, that learning

requires a connection of a student’s own abilities and interests,

and that lesson planning requires providing students with the

type of instruction that can address their needs and the

educational objectives simultaneously.The challenge of most

inclusive environments is in meeting the needs of all learners

according to their strengths, ability levels, and needs, without

11

separating students homogeneously (according to their ability

levels).

REFERENCES

1) Biklen, D. (1985). Achieving the Complete School:

Strategies for Effective Mainsreaming. NY, NY: Teachers

College Press

2) O'Brien, J. & Lyle O'Brien, C. (1996). Inclusion as a force

for school renewal. In : S. Stainback& W. Stainback,

Inclusion: A Guide for Educators. Baltimore, MD: Paul H.

Brookes.

3) https://en.wikipedia.org/wiki/Inclusion

4) www.unicef.org5) www.inclusionbc.org

12