Page 65 - Magazine Department of B.Ed. 2015
P. 65
All that Glitters is not Gold’
Inclusive education Rema T. Das
philosophically seems The ‘special’ children may
become target of bullying
quite attractive as the value which may lead to emotional
disability; this not only
based concept, a bliss which reduces the confidence but
also makes them segregated.
ends in higher academic The U.S. studies show 60%
of students with disabilities
achievement of children with being bullied regularly
compared to 25% of all
special needs. It has shown to students. This thereby results
in frustration and distrust
be effective in increasing the on establishing social cords.
The mother of disabled child
academic skills of students in once spoke -
comparison to those under “In my opinion, the much
sought full inclusion makes bullying more
special schools. It also leads likely, not less……”
to better social skills in the Some research have also suggested that
teachers who are not informed of the needs
student. The ‘we’ feeling of such children later may chose not to
adopt modification needed for a ‘special
develops due to inclusion as child’s needs. They are also more resistantMaggi
to take these children in class. This can lead
people learn to grow together to regression of students as well as overall
decreased productivity. Some of the teachers
in a classroom situation that who are unable to understand the demand
of the situation constantly humiliate these
has both typical and ‘special’ children which may be more detrimental than
can be thought of.
children.
Though inclusive education promotes
The attribute of the very word ‘special’ to mainstreaming of those ‘special’ children and
these children creates a sense of being apart attempt to compensate for their misfortune
or different from the ‘normal’. Hence, to “push or disability; yet, this is only the philosophical
them up” into inclusive education without side. Educational equity is about fairness in
considering the human side of the situation terms of opportunity and achievement; fairness
will be unjust. The emotional side of the to be accepted in terms of non-interference in
‘unheard’ also needs to be voiced. “I speak for individual sphere of human being and helping
those without voice, for their rights to be heard,
even if they do not have their voice, their ears
to understand the gift of language”. Most of
the students with disability have a common
language for expression but deaf students
cannot express. Very few in the mainstream
know the sign language and so, communication
strategies of a deaf child such as asking for
continuous repetitions, banging the table or
physically touching another person, may not
be acceptable to the mainstream peer. This
causes alienation and frustration on part of the
special child and also creates a barrier between
typical and the ‘special’.
Knowledge alone is the inexhaustible treasure; the more you spend it, the more it grows.
48
Inclusive education Rema T. Das
philosophically seems The ‘special’ children may
become target of bullying
quite attractive as the value which may lead to emotional
disability; this not only
based concept, a bliss which reduces the confidence but
also makes them segregated.
ends in higher academic The U.S. studies show 60%
of students with disabilities
achievement of children with being bullied regularly
compared to 25% of all
special needs. It has shown to students. This thereby results
in frustration and distrust
be effective in increasing the on establishing social cords.
The mother of disabled child
academic skills of students in once spoke -
comparison to those under “In my opinion, the much
sought full inclusion makes bullying more
special schools. It also leads likely, not less……”
to better social skills in the Some research have also suggested that
teachers who are not informed of the needs
student. The ‘we’ feeling of such children later may chose not to
adopt modification needed for a ‘special
develops due to inclusion as child’s needs. They are also more resistantMaggi
to take these children in class. This can lead
people learn to grow together to regression of students as well as overall
decreased productivity. Some of the teachers
in a classroom situation that who are unable to understand the demand
of the situation constantly humiliate these
has both typical and ‘special’ children which may be more detrimental than
can be thought of.
children.
Though inclusive education promotes
The attribute of the very word ‘special’ to mainstreaming of those ‘special’ children and
these children creates a sense of being apart attempt to compensate for their misfortune
or different from the ‘normal’. Hence, to “push or disability; yet, this is only the philosophical
them up” into inclusive education without side. Educational equity is about fairness in
considering the human side of the situation terms of opportunity and achievement; fairness
will be unjust. The emotional side of the to be accepted in terms of non-interference in
‘unheard’ also needs to be voiced. “I speak for individual sphere of human being and helping
those without voice, for their rights to be heard,
even if they do not have their voice, their ears
to understand the gift of language”. Most of
the students with disability have a common
language for expression but deaf students
cannot express. Very few in the mainstream
know the sign language and so, communication
strategies of a deaf child such as asking for
continuous repetitions, banging the table or
physically touching another person, may not
be acceptable to the mainstream peer. This
causes alienation and frustration on part of the
special child and also creates a barrier between
typical and the ‘special’.
Knowledge alone is the inexhaustible treasure; the more you spend it, the more it grows.
48
