METHODOLOGY

ASSIGNMENT

Submitted By: Dhanya

Unnikrishnan
Submitted To:
B.S.

Mrs. Anamika

TOPIC:-

INCLUSIVE EDUCATION

Sl.No
:
1
2
3

TOPIC

PAGE NO:

INTRODUCTION

DEFINITION OF INCLUSIVE
EDUCATION
BASIC PRINCIPLES AND
CHARACTERISTICS OF
INCLUSIVE EDUCATION

3
5

STRATEGIES FOR
INCLUSIVE EDUCATION

ADVANTAGES AND
DISADVANTAGES OF
INCLUSIVE EDUCATION

11

CONCLUSION

14

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, teaching and 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.

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 school
experience, 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 be inclusive, the attitudes of everyone in the
school, including administrators, teachers, and other students, are
positive towards students with disabilities. Inclusive education
means that all children, regardless of their ability level, are
included in a mainstream classroom, or in the most appropriate or
least restrictive environment , that students of all ability levels
are taught as equals, and that teachers must adjust their
curriculum and teaching methodologies so that all students
benefit. This also avoids wasting resources, and shattered
hopes, which often occurs in classrooms that are one size fits
all. Studies have shown that systems that are truly inclusive
reduce drop-out rates and repetition of grades, and have higher
average levels of achievement, compared to systems that are not
inclusive. People who believe in inclusive education believe that

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

and that every 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 students best interests and responds to his or her strengths
and needs; and
(3) public education is flexible and responsive to change
The characteristics of Inclusive Education is as follows:
1.Student-centered

*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

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 childrens lives using interest inventories.

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 3Rs.
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; its contagious

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
Todays 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 students 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

11

their strengths, ability levels, and needs, without 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.org
5) www.inclusionbc.org

12