 The term “INCLUSION” and responsible

inclusion are used to identify the movement

to provide services to students with
disabilities in general education settings.

 Inclusive education is a move towards

including students with disabilities in general
education .
All children can learn
 Inclusive education is a dynamic process which is
constantly evolving

 Differences in children, such as age, gender,

ethnicity, language, disability, HIV and TB status,
should be acknowledged and respected

 Education structures, systems and methodologies

should be developed to meet the needs of all children

Inclusive education should be seen as part of a wider

strategy to promote an inclusive society
 Inclusive education in a developing country
implies the equal right of all children to the
‘educational package’, however basic that
package may be.”
 Inclusive education is both a philosophy and
educational practice.
 PHILOSOPHICALLY, it is based on the “RIGHTS OF
ALL CHILDREN”, regardless of ability level, to
have access to a quality educational programme.

 As an educational practice , it attempts to

provide equal access to academic instructions
and social opportunities for all students.
 To bring out the best in the child, without
alienating him/her.
 To provide the child with a warm and
enriched environment.
 To assist the child in developing basic skills
to cope with day to day challenges.
 To develop skills that will enable the child to
become self-reliant.
 To help the child develop a desirable attitude
towards society.
 FOCUS ON
DISABILITY RIGHTS

INCLUSIVE EDUCATION FOR

EDUCATION ALL

IMPROVING THE
UNIVERSAL PRIMARY
QUALITY OF
EDUCATION
EDUCATION
 Inclusive education provides ample opportunity
to differently abled students of social interaction
with general students and thus assist to develop
social competency.
 Students gets the opportunity to imitate socially
acceptable behavior of the students without
special education needs.
 It is cost effective and has a wide reach Indian
context.
 The standard of learning is raised in general class
room giving the opportunity of high performance
to differently abled students.
 They get the opportunity to engage in out of
classroom giving opportunity of high
performance to differently abled students.
 They get the opportunity to engage in out of
classroom activities with general students like
an equal partner which further aid to develop
psychomotor and affective aspects of the
students.
 Inclusive setting is helpful in making
differently abled students more confident and
well adjusted as they consider equal partner
in teaching-learning process.
 Parents of differently abled students feel
satisfied and elated by sending them in
inclusive schools.
 Children without special needs can learn that
differently abled students have many positive
characteristics and abilities.
 Inclusion prepares the children to fully
participate in a pluralistic society when they
are adults.
 Students without special education needs
may serve as peer tutors during instructional
activities for their differently abled friends.
 The true philosophy of inclusion is not
understood by various stakeholders associated
with it.
 Government has not made sufficient preparation
to implement inclusive education as there is huge
dearth of specially trained teachers needed for
the job.
 Lack of coordination and cooperation among all
specialists- special education teachers, resource
teachers, psychologists, speech and language
pathologists, occupational and physical
therapists, recreational therapists.
 Lack of resource room facilities.
 Attitudes of the students without special
education needs to be a major barrier in
social integration of persons with disabilities.
 Negative attitude of the mainstream teachers
towards inclusion due to insufficient
knowledge, exposure, training, and support
to adopt curriculum.
 Lack of public support for inclusion
 Poor infrastructure of schools is an
impediment towards implementing the
inclusive education
 Absence of required Curricular adaptations
impose great hindrance for implementing the
inclusive education.
 Others barriers are related to the personality
of the differently abled children- poor self
concept, lack of adjustment, shaky
confidence.
 Insufficient planning and preparation to
provide orientation to in service teachers
toward inclusive education.
 Lack of ICT equipment and needed expertise.
The persons with disabilities (PWD) (Equal
opportunities, protection of rights and full
participation) act, 1995
•EDUCATION •NON
DISCRIMINATION

RESEARCH AND SOCIAL

MANPOWER SECURITY
DEVELOPMENT

PREVENTION
AND EARLY AFFIRMATIVE
DETECTION OF ACTION
DISABILITIES

•GRIEVANCE • EMPLOYMENT
REDRESSAL
 THE REHABILITATION COUNCIL OF INDIA ACT,
1992
ACT PROVIDES GUARANTEES TO ENSURE
QUALITY OF SERVICES BY REHABILITATION
PERSONNEL

TO have the right to be served by To have the guarantee of

trained and qualified rehabilitation maintenance of minimum
professionals standards of education

To have the guarantee of regulation

To have the guarantee of maintenance of
of the profession of rehabilitation
standards of professional conduct and ethics
professionals by a statutory council
The central government has the obligation to
set up, in accordance with this Act and for the
purpose of the benefit of the disabled, the
National Trust for Welfare of Persons with
Autism, Cerebral Palsy, Mental Retardation and
Multiple Disability at New Delhi.
 United Nations Convention on the Rights of
Persons with Disability (UNCRPD), 2006
 Inclusion is also an integral part of the
“education for all” campaign( SARVA SHIKSHA
ABHIYAN)
 The Right of Children to Free and Compulsory
Education ACT(RTE 2009) provides free and
compulsory elementary education to every
child between the ages of 6 and 14.
 Education Commission (1964-1966),
emphasized that the constitutional directive
on compulsory education to all children
includes handicapped children as well.
• ALL STUDENTS • SENSE OF
FIT IN GENERAL COMMUNITY
EDUCATION AND SOCIAL
CLASSROOM ACCEPTANCE

EFFECTIVE
APPRECIATION OF CLASSROOM
STUDENT DIVERSITY MANAGEMENT AND
INSTRUCTION

APPROPRIATE PERSONNEL
ACCOMMODATIVE SUPPORT AND
PRACTICES COLLABORATION

• APPRECIATION • ATTENTION TO
OF STUDENT CURRICULAR
DIVERSITY NEEDS