Inclusion, right of Children with Special Needs, is an approach to educate students with special educational needs with non-disabled children, i.e., Inclusive Education. And therefore, the point here to think about is when we think about teaching in an inclusive classroom, what are our concerns? Do we have enough training? Will we get the support we need from school administrators or specialists? Will working with the children with special needs take time away from our other responsibilities? These questions are common ones, and sometimes concerns are justified.

1. STATUS OF INCLUSION OF CHILDREN
WITH SPECIAL NEEDS AND EFFECTIVE
TEACHING IN INCLUSIVE CLASSROOM
National Conference on
"Right to Education Act 2009- Possibilities
and Challenges for the Inclusion of Children
with Special Needs (CWSN)“
31st March 2014
Amity Institute of Rehabilitation Sciences (AIRS)
Amity University, Uttar Pradesh (AUUP)

2. INCLUSIVE EDUCATION
 All children, regardless of their ability level,
are included in a least restrictive
environment (LRE).
 LRE is a setting that is as normal as
possible- a requirement for ‘mainstreaming’.
 This idea is supported by Sarva Shiksha
Abhiyan (SSA), which is not a disability-
specific program, but rather a disability-
inclusive program
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Siddhi Sood, Research Scholar, DAVV,
Indore

3. THE ALTERNATE WORDS
 An alternate word to Inclusive Education is
Integrated Education.
 Difference lies in ideological commitment to
equity….. The latter is without it.
 Integration places students in a mainstream
classroom with expecting them to fit in with
pre-existing structures, attitudes and an
unaltered environment.
 While, inclusive education is a process to
reach out to all learners which involves
restructuring the culture, policies and
practices in schools.
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Siddhi Sood, Research Scholar, DAVV,
Indore

4. THE BEGINNING
 Policies made so far always shown an
inclination towards inclusion.
 A clear talk about ‘integration’ of CWSN in
the policies like Kothari Commission (1964-
66), IEDC (1974), NPE (1986) & its POA
(1992).
 Change occurred with PDA 1995, which
functioned as a catalyst for other related
developmental projects.
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Siddhi Sood, Research Scholar, DAVV,
Indore 4

5. THE BEGINNING
 A step forward to this beginning was begun
with SSA-2002, which not only include
financial assistance for CWSN, but also
stated a ‘no rejection’ policy for them in
schools.
 SSA was supported by RTE Act, drafted in
2005, passed in 2009 and came in to effect
in 2010.
 But there was an anti-inclusive stance for
children with intellectual disability. They
may be placed according to their perceived
level of education. 3/31/2014
Siddhi Sood, Research Scholar, DAVV,
Indore 5

6. THE BEGINNING
 Actual terminology of Inclusion was used in
three policies- Inclusion in Education of
Children and Youth with Disabilities
(IECYD) in 2005, National Policy for PWD
in 2006 and Inclusive Education of the
Disabled at the Secondary Stage (IEDSS)
in 2009-10.
 District Disability and Rehabilitation Centers
(DDRCs), had also been an integrate part
of National Policy for PWD in order to
bridge the gap between rural and urban
areas. 3/31/2014
Siddhi Sood, Research Scholar, DAVV,
Indore 6

7. SUMMARY OF POLICIES
 No perfect inclusion is noticed in any of the
policies, there was merely an inclination
towards inclusive education.
 A main discrimination can be clearly seen
for children with intellectual disability in
terms of mainstreaming v/s special
schooling.
 Policies are more on papers than their
implementation.
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Siddhi Sood, Research Scholar, DAVV,
Indore 7

8. THE BLOWERS!
 What are our concerns when we think
about teaching in an inclusive classroom?
 Do we have enough training?
 Will we get the support we need from
school administrators or specialists?
 Will working with the children with special
needs (CWSN) take time away from our
other responsibilities?
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Siddhi Sood, Research Scholar, DAVV,
Indore 8

9. OBJECTIVES OF THE
STUDY
 To study the status of inclusion of Children
with Special Needs in schools of Indore city.
 To suggest certain solutions for inclusion of
CWSN in terms of awareness of teachers
and school administration, and effective
teaching in inclusive classrooms
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Indore 9

10. RATIONALE OF THE STUDY
 The analysis of trend in researches
suggests-
o Studies on teaching in inclusive
classrooms (Butt & Lowe,2012; Ryndek, Jackson &
White, 2013)
o Focus on attitude of professionals (Hardy,
2012)
o Development of strategies & teaching
efficacy (Nind, Boorman & Clark, 2012; Brown, Howerter &
Morgan, 2013; Dawson & Scott, 2013)
o Study of policies on inclusive education
(Beauchamp, 2012; Grigal, Hart & Weir, 2013; Marks, Kurth & Pirtle,
2013)
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Siddhi Sood, Research Scholar, DAVV,
Indore 10

11. RATIONALE OF THE STUDY
 The present study, therefore, was
undertaken to study the status of inclusive
setting of education, along with some
suggestive measures to accept
phenomenon of inclusive education in an
effective manner.
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Siddhi Sood, Research Scholar, DAVV,
Indore 11

12. METHODOLOGY
 Sample: Ten teachers of ten different schools +
Saraswati Shishu Mandir School affiliated to
M.P. Board for case study purpose
 Tools: Questionnaire + Interview Schedule
 Procedure of data collection: Open and close
ended questions in questionnaire on inclusive
education, facilities for inclusion of CWSN,
appointment or contact with special educators
and change in academic methodologies and
evaluations.
Interview of a special educator teaching
CWID in a mainstream school
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Indore 12

13. DATA ANALYSIS, RESULT
AND CONTENT
DESCRIPTION
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Indore 13

14. Study of Status of Inclusion of Children
with Special Needs
 PART I: Result through Questionnaire
o Only 20% teachers were aware about actual
inclusive education.
o Neither of the teachers had attended any such
training program nor any of the selected schools
had organized such trainings.
o None of the schools had appointment of any
special educator.
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Indore 14

15. Study of Status of Inclusion of Children
with Special Needs
 PART I: Result through Questionnaire
o Facilities for CWSN- 60% schools, there is the
facility of ramp for PH children, 70% schools
arrange remedial classes for slow learners, 30%
schools have the facility assistive technologies
designed for CWSN .
o Only 20% admitted the identification of a learning
disabled or intellectually disabled child.
o All the teachers admitted that only minor changes
in teaching methodologies are made if there is any
CWSN in classroom, while no change is made in
the method of evaluation
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Siddhi Sood, Research Scholar, DAVV,
Indore 15

16. Study of Status of Inclusion of Children with
Special Needs
Part II: Case Study
3/31/2014
Siddhi Sood, Research Scholar, DAVV,
Indore 16

17. Study of Status of Inclusion of Children
with Special Needs
 PART II: Case Study
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Indore 17
Name of the Institution Saraswati Shishu Mandir
Affiliation Madhya Pradesh Board of
Secondary Education
CWSN Students with Intellectual Disability
Maximum Limit to Admission 20 students
Present Enrolment 15 students
Level of Severity Mild to Moderate
Staff Two trained teachers, one helper
and one PE
Space Allotment of two rooms

18. Study of Status of Inclusion of Children with
Special Needs
Part II: Case Study
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Siddhi Sood, Research Scholar, DAVV,
Indore 18

19. Study of Status of Inclusion of Children
with Special Needs
 PART II: Case Study
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Indore 19
General Classroom Sitting On conditions of peaceful behavior
and for only one or two periods
Support by Mainstream Teachers Only 20% teachers provide the
required support
Administrative Support Space, Playing with normal
children, Secretary, and other
timely supports
Facilities Exercise Equipments, Computer,
Check up by Psychiatrist once in a
year, Physiotherapist, Placement
through ‘Rozgar Camps’
RESULT: The school supports Integrated System of
Education rather Inclusive Education

20. Study of Status of Inclusion of Children with
Special Needs
Part II: Case Study
3/31/2014
Siddhi Sood, Research Scholar, DAVV,
Indore 20

21. Study of Status of Inclusion of Children with
Special Needs
Part II: Case Study
3/31/2014
Siddhi Sood, Research Scholar, DAVV,
Indore 21

22. Suggestion of Certain Solutions for Inclusion of
CWSN
 PART I: For the awareness of teachers
o Teaching as a service more than a profession
o Training session for dealing with CWSN in
inclusive education setting.
oTeachers of normal school must have to read the
Teaching Manuals, designed under SSA.
o The appointment of special educator(s) or co-
teachers
o A cumulative record of the students
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Indore 22

23. Suggestion of Certain Solutions for Inclusion of
CWSN
 PART II: For effective teaching in inclusive
classrooms
o Two goals may be set for effective teaching in
inclusive classrooms-
(i) CWSN need to learn academics
(ii) they need to participate completely in
regular classrooms.
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Indore 23

24. Suggestion of Certain Solutions for Inclusion of
CWSN
 Goal I: CWSN need to learn academics
o Efficient use of time by mainstream teacher by
managing the routines smoothly, avoiding discipline
problems, and planning carefully.
o Questioning carefully at right level of difficulty.
o Positive feedback to students.
o An extended practice for CWSN.
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Siddhi Sood, Research Scholar, DAVV,
Indore 24

25. Suggestion of Certain Solutions for Inclusion of
CWSN
 Goal II: Complete Participation in Regular
Classrooms by CWSN
o Effective and frequent use of certain teaching
strategies viz. Cooperative Learning, Reciprocal
Teaching and Positie Behavior Support (PBS).
o Take formative assessments as an effective tool.
o Give students many different ways to show their
ability
o Classroom setting according to the tasks assigned
or types of disabilities.
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Indore 25

26. Suggestion of Certain Solutions for Inclusion of
CWSN
 Goal II: Complete Participation in Regular
Classrooms by CWSN
o Restructuring the Curriculum- Adaptation and
Augmentation.
oPart of the curriculum- ‘People have differences in
many aspects’.
o Effective and efficient use of assistive
technologies.
o Ensured use of language and behavior by
teachers.
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Indore 26

27. CONCLUSION
 The present study explored the areas in
inclusive setting of education, like
awareness among teachers of mainstream
schools, status of children with special
needs and effective teaching in inclusive
classrooms.
 For a successful implementation of
inclusion in education system, the
mainstream schools should be equipped
with resource rooms, go for collaborative
consultation, and adopt cooperative
teaching. 3/31/2014
Siddhi Sood, Research Scholar, DAVV,
Indore 27

28. UNEXPLORED AREAS IN
PRESENT STUDY
 Further suggestive researches in the field of
inclusive education should include-
o study of awareness and training of parents of
CWSN.
o survey on status of RTE-SSA check on the
mainstream schools in accordance with
guidelines provided
o experimental studies on effective teaching in
inclusive setting
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Indore 28

29. UNEXPLORED AREAS IN
PRESENT STUDY
o historical study on the status of CWSN in
India
o comparative study on inclusive education
among different states in India
o comparative study on inclusive education in
between India and other nations……………….
………….. and many more
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Indore 29

30. THANK YOU
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Siddhi Sood, Research Scholar, DAVV,
Indore 30