Page 64 - Magazine Department of B.Ed. 2015
P. 64
ntry of diversity, curriculum is designed this leads to a situation where these learners
centrally which leaves little flexibility for local do not have equal opportunities for further
adaptations or for teachers to experiment and education or employment.
try out new approaches. This results in making
the content inaccessible and demotivating. From this analysis, we can conclude that
Therefore, the design and development of disability is seen as a developmental issue in
specific learning and teaching materials any economy, as the disabled group is often
and teaching arrangements should take being marginalized due to exclusion from
cognizance of the needs, interest, aspirations the society and thus leading a life of poverty.
and uniqueness of the learners. In the inclusive Inclusive education doesn’t only provide access
settings, assessment of learners must be done to the basic human right to education but also
against the broad aims of education and develops dignity which is often being linked
they should be evaluated against their own with the socio- economic status. Through,
achievements not with others’ which will be inclusive education the learners get a chance
truly individualized. Also, it is suggested that of not only getting into the system but also a
the assessment should be continuous, based on support to complete education successfully.
the feedback of both learners and the teachers. Inclusive education results in improved social
This will surely help learners and teachers in development and academic outcomes for
selecting appropriate teaching and learning all learners as it provides opportunity to get
methods and styles. exposed to the real world which leads to the
development of social skills and better social
At present, training of teachers is fragmented, interactions. It also provides platform to the
uncoordinated and inadequate and is taking non-disabled peers to adopt positive attitudes
place in a segregated manner that is one for and tolerance towards disability.
special children and another for students with
general capabilities; which is against the spirit An important prerequisite for inclusive
of inclusivity. Therefore, it is important that an education is to have respect for differences and
inclusive teacher education programme must commitment to ensure equality. Any barrier
be designed which can foster proper skills would become non- existent in such condition.
among teachers. By all measures, inclusivity is the key to creation
of a just and progressive society.
The organization of our education system
poses another challenge to inclusive education. Sources
In our country, there are different types of
schools such as private, government and semi UNESCO (2003) Overcoming Exclusion through
government. Public schools are developing Inclusive Approaches in Education A Challenge:
inequality by offering differential levels of A Vision Conceptual Paper, Paris, UNESCO
facilities and support. Those having an access
to private schools have higher possibility UNESCO (2005) Guidelines for Inclusion:
of success as compared to those who go to Ensuring Access to Education for All, France,
government schools. Therefore, it is important UNICEF
like many developed countries, the common
school system policy must be placed properly. UNICEF (2009) Policy Guidelines on Inclusion
There is also a lack of information on the exact in Education, France, UNICEF
number of learners excluded from the school
system especially differently abled. Very often UNICEF India, The United Nations Web( 2012)
Government of India announces plan to make
education disabled-friendly by 2020 www.unicef.org/india/media_610.htm>.
Knowing others is wisdom; knowing the self is enlightenment.
47
centrally which leaves little flexibility for local do not have equal opportunities for further
adaptations or for teachers to experiment and education or employment.
try out new approaches. This results in making
the content inaccessible and demotivating. From this analysis, we can conclude that
Therefore, the design and development of disability is seen as a developmental issue in
specific learning and teaching materials any economy, as the disabled group is often
and teaching arrangements should take being marginalized due to exclusion from
cognizance of the needs, interest, aspirations the society and thus leading a life of poverty.
and uniqueness of the learners. In the inclusive Inclusive education doesn’t only provide access
settings, assessment of learners must be done to the basic human right to education but also
against the broad aims of education and develops dignity which is often being linked
they should be evaluated against their own with the socio- economic status. Through,
achievements not with others’ which will be inclusive education the learners get a chance
truly individualized. Also, it is suggested that of not only getting into the system but also a
the assessment should be continuous, based on support to complete education successfully.
the feedback of both learners and the teachers. Inclusive education results in improved social
This will surely help learners and teachers in development and academic outcomes for
selecting appropriate teaching and learning all learners as it provides opportunity to get
methods and styles. exposed to the real world which leads to the
development of social skills and better social
At present, training of teachers is fragmented, interactions. It also provides platform to the
uncoordinated and inadequate and is taking non-disabled peers to adopt positive attitudes
place in a segregated manner that is one for and tolerance towards disability.
special children and another for students with
general capabilities; which is against the spirit An important prerequisite for inclusive
of inclusivity. Therefore, it is important that an education is to have respect for differences and
inclusive teacher education programme must commitment to ensure equality. Any barrier
be designed which can foster proper skills would become non- existent in such condition.
among teachers. By all measures, inclusivity is the key to creation
of a just and progressive society.
The organization of our education system
poses another challenge to inclusive education. Sources
In our country, there are different types of
schools such as private, government and semi UNESCO (2003) Overcoming Exclusion through
government. Public schools are developing Inclusive Approaches in Education A Challenge:
inequality by offering differential levels of A Vision Conceptual Paper, Paris, UNESCO
facilities and support. Those having an access
to private schools have higher possibility UNESCO (2005) Guidelines for Inclusion:
of success as compared to those who go to Ensuring Access to Education for All, France,
government schools. Therefore, it is important UNICEF
like many developed countries, the common
school system policy must be placed properly. UNICEF (2009) Policy Guidelines on Inclusion
There is also a lack of information on the exact in Education, France, UNICEF
number of learners excluded from the school
system especially differently abled. Very often UNICEF India, The United Nations Web( 2012)
Government of India announces plan to make
education disabled-friendly by 2020
Knowing others is wisdom; knowing the self is enlightenment.
47
