Contemporary India & Education

Integrated Inclusive
education & Education
What is Inclusion & what is Integration?

• Inclusion is the actual merging of special

education and regular education with the belief
that all children are different, will learn
differently, and should have full access to same
curriculum.
• Integration or Integrated classroom is a setting
where students with disabilities learn alongside
peers without disabilities.
INTEGRATED
EDUCATION
• The concept of integrated education arises as an
outcome of National Policy of Education(1986),
• Recommended to provide equal opportunity to all not
only for access but also for success.
• Integration signifies the process of interaction of
disabled children with normal children in the same
educational setting.
• ‘mainstreaming’ or ‘normalisation’.
• Exceptional children attend classes with normal
children on either a part or full time basis.
• It is placement of the disabled children in ordinary
schools with some specialised educational help and
services.
Salient Features of Integrated Education
1. It does not create a feeling of differentiation among disabled
children.
2. It helps to remove inferiority complex among disabled children.
3. It provides peer group help in learning from normal children.
4. It provides disabled children a chance to enjoy school life with
normal children.
5. It ensures social integration.
6. It inculcates affection, love and respect for disabled children among
normal children.
7. It is less expensive as special infrastructure is not required.
8. Special learning material and specially trained teachers are not
appointed.
9. Disabled or challenged students may get help from peers for
learning and get motivated for learning.
Integrated Education for Disabled Children
(IEDC)
• IEDC is a centrally sponsored scheme which aims to provide
Educational Opportunities to the "not so abled"
• Aim of the programme is to enable such people to face life
courageously and develop a level of self-confidence thus bringing
them into mainstream of the society.
• This programme was initiated in 1974 by the Ministry of Welfare,
Central Government.
• Financial support for books, stationery, school uniforms,
transportation, special equipments and aids.
• State Governments were provided with 50 percent of the financial
assistance to implement this programme in regular schools.
Problems or Challenges to implement
Poverty
Modifying deeply Inadequate resources
associated with
held attitudes
disability

Lack of trained and Issues with public

Lack of awareness
experienced teachers education
How to overcome these challenges??
• Training
• Innovation in system
• Collaboration between ministries, authorities
and other relevant parties
• Involving NGOs
• Alternative system of education
• School-University partnership
INCLUSIVE EDUCATION
• It is more broader and wider concept than integrated education as it
includes all the students in mainstream education.
• How it differs from Integration??

Special
Special planning
infrastructure

Specially designed Special

classes curriculum

• For example, hearing impaired children can be provided with audio

aids for hearing. Visually impaired children can be provided with
books in Braille.( in separate classes or in same classes)
 Includes all the students who are away from the education for any reasons
like physically or mentally challenged, economically, socially deprived or
belonging to any caste, creed, and gender.
Inclusion in education involves
(i) Increasing the participation of students with disabilities in, and reducing their
exclusion from, curricula and communities of local schools.
(ii) Restructuring the cultures, policies and practices in schools so that they
respond to the diversity of students' needs.
(iii) Accepting diversity as normal and as a rich source for all students.
(iv) Responding to the diverse needs of all students.
(v) Accommodating both different styles and rates of learning.
(vi)Ensuring the quality of education to all students through appropriate curricula,
support and teaching strategies.
(vii) Accepting that inclusion in education is one aspect of inclusion in society.
Salient Features of Inclusive Education
1.It is a constantly evolving process of change and improvement within schools
and the wider education system to make education more welcoming,
learner-friendly, and beneficial for a wide range of people.
2. It is about restructuring education cultures, policies and practices so that they
can respond to a diverse range of learners - male and female; disabled and
non-disabled; from different ethnic, language, religious or financial
backgrounds; of different ages; and facing different health, migration,
refugee or other vulnerability challenges.
3. It is about changing the education system so that it is flexible enough to
accommodate any learner.
4. It is an ongoing effort to identify and remove barriers that exclude learners
within each unique situation.
5. It is about identifying and removing barriers to learners'
presence in (access to) education, participation in the
learning process, and academic and social achievement
6. It focus on solving attitude, practice, policy,
environmental and resource barriers.
7. It is a process in which all stakeholders should
participate (teachers, learners, parents, community
members, government policy-makers, local leaders,
NGOs, etc).
8. It is something that can happen outside the formal
education system, as well as informed school
environments (inclusive education can happen in
learning spaces that are non-formal, alternative,
community-based, etc., with learners from young
children through to elderly adults)
Benefits of Inclusive Education
1. All the children away from education will be
benefitted.
2. Disabled or challenged students may get a support
and help from normal students.
3. All the students excluded from school because of
some reason may get chance to enjoy school life
with normal students.
4. Disabled or challenged students get motivated for
learning.
5. They may get a confidence and can learn to face
problems and challenges because of peer help.
Barriers for Inclusive Education
Internal Barriers External Barriers

Attitudinal Barrier Family Environment

Physical Barrier Economic Condition

Untrained Teachers Enrollment of Disabled

Inadequate Funding Lack of Emotional

Intelligence
Difficulties in implementation of Inclusive
Education
• Characteristics of individual pupils should match to
facilitate participation in schooling and the curriculum
limitations.
• No tested methods and techniques and teaching aids
available to cater their needs.
• Teachers or trained staff must be enthusiastic to
promote greater participation of challenged students.
• Disabled or challenged students may not get proper help
from teachers and peers.
• They may face any other problems because of inadequate
facilities and teaching aids required to meet their needs.
• They may get inferiority complex because of their
disability.
 Differences between Integrated and Inclusive Education
Integrated Education Inclusive Education
Can have their own criteria of integrating Do not have their own criteria of including
students with some disability or ability. students as main aim is to include all the
students who are excluded from
education.
Not very expensive as inclusive Can be more expensive as special
education. planning is done for infrastr uc t ur e,
curriculum and trained staff is appointed.
Regular curriculum is also followed by Special curriculum is designed and
challenged students with same school followed for challenged students with may
timing. be less school timing for according to
need.
Challenged or gifted students in any way Special classrooms are designed
are occupied in same normal classrooms. according to their needs.
Children with some disability are Children with some disability are included
integrated in normal school only. in normal schools but with some special
facilities for them.
 Integrated Education Inclusive Education
No formal planning is required. Formal planning is required.
No special infrastructure, trained staff, Special infrastructure, trained staff,
special curriculum is required. special curriculum is required.
All the students away from education All the students away from education
are not necessarily included in main are necessarily included in main
stream schools. stream schools.
Delors’ Commission Report 1996
• UNESCO’s International Commission on Education for the Twenty-first Century under the
leadership of Jacques Delors
• The former President of the European Commission.
• The Commission's (1996) Report,
“Learning: The Treasure Within”

• The report was based on two principles

1) Learning through out Life(Life long learning)
2) Four Pillars of Learning
-----learning is not just an intellectual process,
-----Process to improve the knowledge and skill
-----Way to bring out personal development
-----build relationship among individuals, groups and nations
-----create civilization of peace and prevents conflicts

(role in the community, performance in the workplace, personal development and physical
well-being.)
Central problems of the 21st century.
1. The tension between the global and the local, i.e., local people need
to become world citizens without losing their roots;
2. While culture is steadily being globalised, this development being
partial is creating tension between the universal and the individual;
3. The third tension is pretty familiar to Indians the tension between
tradition and
modernity. Whereas for some the process of change is slow, for
others it is not so, thereby creating problems of adaptation;
4. The need to balance between impatient cries for quick answers to
peoples’ problems and a patient, concerted, negotiated strategy of
reform results in the problems/tension between long-term and short-
term considerations;
5. Tension arising out of human desire to complete and
excel and the concern for quality of opportunity;
6. The tension between the extraordinary expansion of
knowledge and the capacity of human being to assimilate
it;
7. Lastly, another perennial factor the tension between the
spiritual and the material.

• The commission accepted that Only through

education we can hope for a world that is better
place to live
• Commission also noticed that tedious to overcome
the obstacles presented by the extraordinary
diversity of situations in the world and to arrive in a
commonly acceptable conclusion
4 Pillars of Education

Learning
Learning to Learning Learning
to live
know to do to be.
together
 Learning to know
• Involves the development of KNOWLEDGE and
SKILLS needed to function in world
• Skills include- Literacy, Numeracy and critical
thinking
• Learning to know- by combining a sufficiently
broad general knowledge with the opportunity to
work indepth on a small number of subjects.
• Learning to learn- to benefit from the
opportunities- education provides through out
the life
 Learning to do
• Acquisition of skills such as computer training,
managerial training and apprenticeships
• To acquire not only an occupational skills but
also more broadly the competence to deal with
many situations and work in teams.
• Provision for work experience and social service
to be compulsorily included in formal education.
 Learning to live together
• More connected to social skills
• Involves development of social skills, values,
inter personal skills and an appreciation of
diversity.
• Developing and understanding of other people
and an appreciation of interdependence carrying
out joint projects and learning to manage
conflicts, mutual understanding and peace.
 Learning to be
• Emotional skills
• Involves activities that foster personal
development(body, mind and spirit)
• Contribute to creativity, personal discovery and
an appreciation of the inherent values.
• person’s potential: memory, reasoning, aesthetic
sense, physical capacities, and communication
skills.
• be able to act with ever greater autonomy,
judgement and personal responsibility.
To conclude…
“the principle means available to foster a
deeper and more harmonious from the human
development and thereby to reduce poverty,
exclusion, ignorance, oppression and war’’.

“education as an ongoing process of improving

knowledge and sk ills, it is also pe rhaps
primarily an exceptional means of bringing
about personal development and building
relationships among individuals, groups and
nations.”
Questions for Discussion and Reflection

1. Explain the need for universaliation of elementary

education?
2. Discuss the aims, objectives and features of SSA.
3. Describe the salient features and funding system of
RUSA.
4. Examine the need for inclusive education in India.
5. Explain the four pillars of education for collective
and peaceful living as visualized by Delor’s
Commission Report.