Unit 1 Paradigms in Education of Children with Special Needs

INCLUSIVE EDUCATION
Inclusive education is educating ALL students in age-appropriate general education classes in their
neighborhood schools, with high quality instruction, interventions and supports so all students can be
successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where
students with disabilities are presumed to be competent, develop positive social relationships with peers,
and are fully participating members of the school community. Inclusive education has grown from the belief
that education is a basic human right and that it provides the foundation for a more just society. All learners
have a right to education, regardless of their individual characteristics or difficulties. Inclusive education
initiatives often have a particular focus on those groups, which, in the past, have been excluded from
educational opportunities.
These groups include children living in poverty, those from ethnic and linguistic minorities, girls (in some
societies), children from remote areas and those with disabilities or other special educational needs. The
latter are often the most marginalized both within education and in society in general. Traditionally,
disabled children and those with other special educational needs have experienced exclusion, discrimination
and segregation from mainstream education and their peers. Some are placed in separate classes or schools;
many have been denied access to education of any sort.
Inclusive education is not only concerned with disabled children, or with finding an alternative to
segregated special schooling. Inclusive education encourages policy-makers and managers to look at the
barriers within the education system, how they arise and how they can be removed.
Definition
Inclusive education has been defined by Dukes & Lamar-Dukes as “all students being educated where they
would be educated if they did not have a disability (i.e., in ageappropriate general education classes in their
neighborhood school) with necessary supports provided to students, educators, and families so that all can
be successful”. Paul Collins, of the University of Rochester, has defined, “The inclusion model has gained
a wide prominence in the field of education very quickly, yet the model remains ill-defined in its
implementation and practice”.
These are the principles that guide quality inclusive education:

 All children belong: Inclusive education is based on the simple idea that every child and family is valued
equally and deserves the same opportunities and experiences. Inclusive education is about children with
disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday
activities, just like they would if their disability were not present. It’s about building friendships,
membership and having opportunities just like everyone else.

 All children learn in different ways: Inclusion is about providing the help children need to learn and
participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially
designed materials or technology can help. The key is to give only as much help as needed.

 It is every child’s right to be included: Inclusive education is a child’s right, not a privilege. The
Individuals with Disabilities Education Act clearly states that all children with disabilities should be
educated with non-disabled children their own age and have access to the general education curriculum.
Importance
Inclusive systems provide a better quality education for all children and are instrumental in changing
discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside
their families, enabling the development of social relationships and interactions. Respect and understanding
grow when students of diverse abilities and backgrounds play, socialize, and learn together. Education that
excludes and segregates perpetuates discrimination against traditionally marginalized groups. When
education is more inclusive, so are concepts of civic participation, employment, and community life.
Inclusive education (when practiced well) is very important because:

 All children are able to be part of their community and develop a sense of belonging and become better
prepared for life in the community as children and adults.

 It provides better opportunities for learning. Children with varying abilities are often better motivated
when they learn in classes surrounded by other children.

 The expectations of all the children are higher. Successful inclusion attempts to develop an individual’s
strengths and gifts.

 It allows children to work on individual goals while being with other students their own age.

 It encourages the involvement of parents in the education of their children and the activities of their local
schools.

 It fosters a culture of respect and belonging. It also provides the opportunity to learn about and accept
individual differences.

 It provides all children with opportunities to develop friendships with one another. Friendships provide
role models and opportunities for growth.
Special Education
Special education refers to a range of educational and social services provided by the public school system
and other educational institutions to individuals with disabilities who are between three and 21 years of age.
Special education is designed to ensure that students with disabilities are provided with an environment that
allows them to be educated effectively. Disabilities that qualify for special education include physical
disabilities, such as deafness or blindness; mental disabilities, such as Down's syndrome and autism;
medical conditions, such as oxygen dependence or traumatic brain injury; learning deficits, such as
dyslexia; and behavioral disorders, such as attention deficit hyperactivity disorder (ADHD) and conduct
disorders.
Special education (also known as special needs education, aided education, vocational education, and limb
care authority education) is the practice of educating students with special educational needs in a way that
addresses their individual differences and needs. Ideally, this process involves the individually planned and
systematically monitored arrangement of teaching procedures, adapted equipment and materials, and
accessible settings. These interventions are designed to help learners with special needs achieve a higher
level of personal self-sufficiency and success in school and their community, than may be available if the
student were only given access to a typical classroom education.
Integrated Education
Integrated education traditionally refers to the education children with special needs in mainstream settings.
Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being placed in
mainstream education settings with some adaptations and resources, but on condition that the disabled
person and/or the learner with 'Special Educational Needs' labels can fit in with pre-existing structures,
attitudes and an unaltered environment. For example: the child is required to "fit in" to what already exists
in the school. With the release of the Salamanca Statement in 1994 (UNESCO), a large number of
developing countries started reformulating their policies to promote the inclusion of students with
disabilities into mainstream schools. While a large number of developed now have policies or laws
promoting "inclusive education," a number of developing countries continue to provide educational services
to students with disabilities in "segregated" schools.
Policy and Legislative
Frameworks In this section the main international and national level policy frameworks and legislations are
explained that are relevant to education and to children with disability.
The Constitution of India (26 November 1949) clearly states in the Preamble that everyone has the right
to equality of status and of opportunity. The Article 41 of the Directive Principles of the Indian Constitution
supports the right to work, to education and to public assistance in certain cases including disablement.
Further, Article 45 commits to the provision of free and compulsory education for all children up to the age
of 14 years. Based on this, the Constitution (86th Amendment) Act, 2002, has been enacted by the
Parliament making education a fundamental right of all children in the age group of 6-14 years.
The National Policy on Education, 1986 (NPE, 1986), and the Programme of Action (1992) stresses the
need for integrating children with disability with other groups. The objective to be achieved as stated in the
NPE, 1986 is “to integrate the physically and mentally handicapped with general community as equal
partners, to prepare them for normal growth and to enable them to face life with courage and confidence”.

National Policy on Education, 1986, POA (1992)

The main objective of the National Policy of Education of 1986 and Programme of Action, 1992 was to
establish a national system of education implies that all students irrespective of caste; creed, sex, and
religion have access to education of a comparable quality. Actually, the objectives of this policy had been
divided into the several aspects.

In relation to Elementary Education, followings are the major objectives of National Policy of
Education 1986 are mainly:

 Universal access and enrolment

 Universal retention of children up to 14 years of age and
 A sustainable improvement in the quality education to enable all children to achieve essential levels of
learning.
Regarding Secondary Education, National Policy of Education stressed on the improvement of the
quality of secondary education. Effort to be made to provide computer literacy in as many secondary
level institutions to make the students equipped with necessary computer skills.
Regarding higher education, National Policy of Education and Programme of Action of 1986 and 1992
emphasized that higher education should provide to the people with an opportunity to reflect on the
critical social, economic, cultural, moral and spiritual issues.
 Thus, the basic objectives of the National Policy of Education of 1986 and Programme of Action of
1992 emphasized that education must play a positive and interventionist role in correcting social and
regional imbalance, empowering women, and in securing rightful place for the disadvantaged and the
minorities.

The educational policy as highlighted in the N.P.E. also emphasized on enhancing and promoting the
vocationalization of education, adult education, education for the mentally and physically challenged
persons, non-formal education, open universities and distance learning, rural university, early
childhood care and education. Delinking degrees from job was also one of the basic objectives of
National Policy of Education of 1986.
The Persons with Disabilities (Equal Opportunities, Protections of Right and Full Participation) Act,
1995 stresses the need to provide free of cost education to all children in an appropriate environment till
they are 18 years old and further emphasize their right to measures like: (a) Transport facilities to students
with disability or alternative financial incentives to the parents or guardians to enable their children with
disability to attend schools; (b) Removal of architectural barriers from schools, colleges or other institutions
imparting vocational and professional training; (c) Supply of books, uniforms and other materials to
students with disability attending school; (d) Grant of scholarship to the students with disability; (e) Setting
up of appropriate fora for the redressal of grievances of parents regarding the placement of their children
with disability; (f) Suitable modification in the examination system to eliminate purely mathematical
questions for the benefit of blind students and students with low vision; (g) Restructuring of curriculum for
the benefit of students with disability; and (h) Restructuring the curriculum for the benefit of students with
hearing impairment to facilitate them to take only one language as part of their curriculum.

Education in the National Policy on Disability, 2006.

The Government of India formulated the National Policy for Persons with Disabilities in February 2006
which deals with Physical, Educational & Economic Rehabilitation of persons with disabilities. In addition
the policy also focuses upon rehabilitation of women and children with disabilities, barrier free
environment, social security, research etc.
The National Policy recognizes that Persons with Disabilities are valuable human resource for the country
and seeks to create an environment that provides them equal opportunities, protection of their rights and
full participation in society.
Focus of the policy
The focus of the policy is on the following
1. Prevention of Disabilities - Since disability, in a large number of cases, is preventable, the policy lays a
strong emphasis on prevention of disabilities.
2. Rehabilitation Measures - Rehabilitation measures can be classified into three distinct groups:
1. Physical rehabilitation, which includes early detection and intervention, counseling & medical
interventions and provision of aids & appliances. It will also include the development of rehabilitation
professionals.
2. Educational rehabilitation including vocational education and
3. Economic rehabilitation for a dignified life in society.
3. Women with disabilities - Women with disabilities require protection against exploitation and abuse.
Special programmes will be developed for education, employment and providing of other rehabilitation
services to women with disabilities keeping in view their special needs.
4. Children with Disabilities - Children with disabilities are the most vulnerable group and need special
attention. The Government would strive to: -
 Ensure right to care, protection and security for children with disabilities;
 Ensure the right to development with dignity and equality creating an enabling environment where children
can exercise their rights, enjoy equal opportunities and full participation in accordance with various statutes.
 Ensure inclusion and effective access to education, health, vocational training along with specialized
rehabilitation services to children with disabilities.
 Ensure the right to development as well as recognition of special needs and of care, and protection of
children with severe disabilities.
5. Barrier-free environment - Barrier-free environment enables people with disabilities to move about safely
and freely, and use the facilities within the built environment.
6. Issue of Disability Certificates - The Government of India has notified guidelines for evaluation of the
disabilities and procedure for certification.
7. Social Security - Disabled persons, their families and care givers incur substantial additional expenditure
for facilitating activities of daily living, medical care, transportation, assistive devices, etc.
8. Promotion of Non-Governmental Organizations (NGOs) - The National Policy recognizes the NGO
sector as a very important institutional mechanism to provide affordable services to complement the
endeavors of the Government.
9. Collection of regular information on Persons with Disabilities - There is a need for regular collection,
compilation and analysis of data relating to socio-economic conditions of persons with disabilities.
10. Research - For improving the quality of life of persons with disabilities, research will be supported on their
socio-economic and cultural context, cause of disabilities, early childhood education methodologies,
development of user-friendly aids and appliances and all matters connected with disabilities which will
significantly alter the quality of their life and civil society's ability to respond to their concerns.
11. Sports, Recreation and Cultural life - The contribution of sports for its therapeutic and community spirit
is undeniable. Persons with disabilities have right to access sports, recreation and cultural facilities.

National Policy for Persons with Disabilities, 2006

The National Policy recognizes that Persons with Disabilities are valuable human resources for the country
and seeks to create an environment that provides them equal opportunities, protection of their rights and
full participation in society. It is in consonance with the basic principles of equality, freedom, justice and
dignity of all individuals that are enshrined in the Constitution of India and implicitly mandate an inclusive
society for all, including persons with disabilities. The National Policy recognizes the fact that a majority
of persons with disabilities can lead a better quality of life if they have equal opportunities and effective
access to rehabilitation measures. The salient features of the National Policy are: i) Physical Rehabilitation,
which includes early detection and intervention, counselling and medical interventions and provision of
aids and appliances. It also includes the development of rehabilitation professionals; ii) Educational
Rehabilitation which includes vocational training; and iii) Economic Rehabilitation, for a dignified life in
society.

Rehabilitation Council of India

Some of the objectives are as follows

1. To regulate the training policies and programmes in the field of rehabilitation of persons with
disabilities
2. To bring about standardization of training courses for professionals dealing with persons with
disabilities
3. To prescribe minimum standards of education and training of various categories of professionals/
personnel dealing with people with disabilities
4. To regulate these standards in all training institutions uniformly throughout the country
5. To recognize institutions/ organizations/ universities running master's degree/ bachelor's degree/
P.G.Diploma/ Diploma/ Certificate courses in the field of rehabilitation of persons with disabilities
6. To recognize degree/diploma/certificate awarded by foreign universities/ institutions on reciprocal
basis
7. To promote research in Rehabilitation and Special Education
8. To maintain Central Rehabilitation Register for registration of professionals/ personnel
9. To collect information on a regular basis on education and training in the field of rehabilitation of
people with disabilities from institutions in India and abroad
10. To encourage continuing education in the field of rehabilitation and special education by way of
collaboration with organizations working in the field of disability.
11. To recognize Vocational Rehabilitation Centres as manpower development centres
12. To register vocational instructors and other personnel working in the Vocational Rehabilitation
Centres
13. To recognize the national institutes and apex institutions on disability as manpower development
centres
14. To register personnel working in national institutes and apex institutions on disability under the
Ministry of Social Justice & Empowerment

Composite Regional Centers (CRC)

The primary objective of CRC is to create the requisite infrastructure for training, manpower development,
research and to provide services to persons with disabilities. The scope of services extend to Himachal
Pradesh and the adjoining states of Punjab and Haryana. CRC functions as the outreach centre of the
National Institute for the Visually Handicapped and facilitates the process of capacity building at local
levels, in the region.
The main objectives are:
 To serve as the Composite Regional Centre for rehabilitation and special education of persons with
disabilities.
 To establish linkages with existing medical, educational, and employment services following the
principles of community-based rehabilitation, and offer extension services in the rural areas.
 To stimulate growth of services by encouraging and supporting voluntary organizations, parent
groups and self- help groups.
  To undertake human resource development by training rehabilitation professionals, village level
workers, multi-rehabilitation workers and other functionaries in the government and non-government
sector required for providing services to persons with disabilities.
 To develop strategies for delivery of rehabilitation services suitable to the socio-cultural background
of the region.
 To undertake research and development with specific reference to the needs of diverse groups of
people with disability, keeping in view the nature and severity of disability in the region.
 To undertake public education programme for the creation of awareness among parents and the
community.
 To undertake designing, fabrication & fitment of aids and appliances.
 To undertake services of education and skill development, leading to enhancement of opportunities
for employment, rehabilitation, mobility, communication, recreation and integration in society.

District Disability Rehabilitation Centre (DDRC)

District Disability Rehabilitation Centre (DDRC) is an initiative by the Ministry of Social Justice and
Empowerment, Govt. of India, to facilitate comprehensive services to Persons with Disabilities in the rural
areas. These units have a group of rehabilitation professions for providing services like identification of
Persons with Disabilities, Awareness Generation, Early Detection and Intervention, Provision / Fitment,
Follow-up and repairing of Assistive Devices, Therapeutic Services like Physiotherapy, Speech Therapy
etc., and facilitation of Disability Certificates, Buss Passes and other concessions/ facilities for Persons with
Disabilities.

DDRC’s is a joint venture of Central and State Governments wherein Central Government will
establish, initiate, implement the centre for three years involving funding for man power contingencies as
well as required equipments and coordination. State Government will provide provision for rent free , well
connected building, basic infrastructure, furniture, monitoring and coordination of activities through
District Management Team (DMT) Chaired by the District Collector and also identification of
implementing agency.

NIMH had the responsibility of establishing 16 DDRC’s among 7 states. After successfully establishing
and running for initiating three years, suitable implementing agencies have been identified with the help of
State Government and all the 16 DDRCs have been handed over to the District Administration to be run by
the identified implementing agencies.

Non-Governmental-Organizations (NGOs)
NGO plays very important role in promoting inclusive education under the “Education for All” or Sarva
Shiksha Abhiyan (SSA) in the Hindi language, in a state in India.
In the almost 130 years of history of special education in India, special schools run by NGOs have played
a major role (Alur, 2002; Mittal, 2009; Mukhopadhyay, 1999). NGOs offered education for children with
disabilities, a service that the government was unable to provide in large areas of India. Special schools run
by NGOs have been under the jurisdiction of the Ministry of Social Justice and Empowerment (MSJE).
Additionally, special schools and training institutes for special education teachers who serve both in
government and NGO-run schools are con ducted by the Rehabilitation Council of India (RCI) as
of 1993, under the auspices of the MSJE.
Beginning in the 1970s, another stream of education for children with disabilities, called integrated
education, was started in government schools. The Integrated Education for Disabled Children
(IEDC) scheme has been conducted by the Ministry of Human Resource Development (MHRD).
As a result, education of children with disabilities has been carried out by two ministries (MSJE
and MHRD) with different structures and orientations.

Unit 2 Defining Special Needs

Around the world, children are excluded from schools where they belong because of disability, race,
language, religion, gender, and poverty. But every child has the right to be supported by their parents and
community to grow, learn, and develop in the early years, and, upon reaching school age, to go to school
and be welcomed and included by teachers and peers alike. When all children, regardless of their
differences, are educated together, everyone benefits. This is the cornerstone of inclusive education.
Concept
Inclusion is an educational approach and philosophy that provides all students with community membership
and greater opportunities for academic and social achievement. Inclusion is about making sure that each
and every student feels welcome and that their unique needs and learning styles are attended to and valued.
These features include:
 All children attend their neighborhood school.

 Schools and districts have a ‘zero-rejection’ policy when it comes to registering and teaching children in
their region.

 All children are welcomed and valued.

 All children learn in regular, heterogeneous classrooms with same-age peers.

 All children follow substantively similar programs of study, with curriculum that can be adapted and
modified if needed.

 Modes of instruction are varied and responsive to the needs of all.

 All children contribute to regular school and classroom learning activities and events.

 All children are supported to make friends and to be socially successful with their peers.

CHILDREN WITH PHYSICAL CHALLENGES

Many causes and conditions can impair mobility and movement. The inability to use legs, arms, or the
body trunk effectively because of paralysis, stiffness, pain, or other impairments is common. It may be the
result of birth defects, disease, age, or accidents. These disabilities may change from day to day. They may
also contribute to other disabilities such as impaired speech, memory loss, short stature, and hearing loss.
People with mobility and movement impairments may find it difficult to participate when facing social and
physical barriers.
Visual Impairment
The term visual impairments describes a wide variety of conditions that affect vision abilities. We use the
term to denote mild to most severe vision loss, rather than to defects in the eye itself. According to the
Individuals with Disabilities Education Act (IDEA) of 1997, a visual impairment refers to “an impairment
in vision that, even with correction, adversely affects a child’s educational performance. The term includes
both partial sight and blindness.”
To avoid confusion, you should know the following terms commonly used to designate degrees of visual
impairment:

 Totally blind: This term usually implies little or no visual sensitivity to light at any level. This condition
is rare, and people who are totally blind typically have severe physical damage to the eyes themselves or to
the visual nerves.

 Legally blind: A legally blind person has a visual acuity of 20/200 or less in the better eye, after
correction. This means that what an individual with normal (20/20) vision sees at two hundred feet, the
legally blind person cannot see until he or she is within twenty feet.

 Low vision: People with low vision can read with the help of large-print reading materials and magnifying
objects. They may also use Braille.

 Partially sighted: Partially sighted individuals have less severe loss of vision than people in the other
three categories. A person with partial sight may be able to see objects up close or far away and with
corrective lenses may be able to function at normal levels.
Hearing Impairment
Hearing impairment is hearing loss, in one or both ears, that may be permanent or fluctuating, that adversely
affect educational performance. The Individuals with Disabilities Education Act (IDEA) offers the
following definitions: A hearing impairment is a hearing loss, whether permanent or not, that affects a
child’s educational performance. This definition includes children who have the capacity to receive some
auditory stimuli, including speech and language; this capacity is known as residual hearing, which can be
supported by the use of a hearing aid. Deafness is a severe hearing impairment that impedes the child’s
processing of linguistic information through hearing, with or without amplification. A student with this
condition cannot receive sound in all or most of its forms.
Typically classify degrees of hearing disabilities as follows:

 Slight: 15–25 dB of hearing loss

 Mild: 20–40 dB of loss

 Moderate: 40–65 dB of loss

 Severe: 65–95 dB of loss

 Profound: more than 95 dB of loss

A child who cannot hear sounds at less than 90 decibels is considered deaf for the purposes of educational
placement.
Locomotor Impairment
A person with Locomotor disability will have limited movement of body parts. The main causes could be
injuries, diseases or disfigurations in the bones or muscles or any injuries of the brain, spinal codes or the
nerves. Disability of the bones, joint or muscles leading to substantial restriction of the movement of the
limbs or a usual form of cerebral palsy. Some common conditions giving raise to locomotor disability could
be poliomyelitis, cerebral palsy, amputation, injuries of spine, head, soft tissues, fractures, muscular
dystrophies etc. The general characteristics of locomotor disability are:

 The child is not able to raise both the arms fully without any difficulties.

 The child is not able to grasp objects without any difficulty.

 The child has absence of any part of the limb.

 The child has a difficulty in walking.

Neurological Impairment
Neurological impairment refers to a broad group of disorders in which the central nervous system does not
function properly and leads to some form of physical or mental problems. The central nervous system is
made up of the brain and the spinal cord. This type of impairment, which affects the brain or spinal cord,
can have affect a wide range of different capabilities, from motor skills to memory. Cerebral palsy and
Tourette’s syndrome are two common examples of neurological impairment; the first affects motor skills
and the second involves both motor skills and speech skills. Not all neurological impairments are present
from birth. A neurological impairment can be acquired as a result of some form of brain or spinal cord
injury. Often, the results are very similar; the only difference is the way in which a given part of the brain
becomes damaged.
Mentally Challenged/ Mentally Retarded (MR):
The mentally retarded children belong to the lower end of the scale of intelligence and scholastic aptitude
quite opposite and contrary to the gifted and who lie at the high end of scale. Mental retardation is a
developmental disability that first appears in children under the age of 18. It is defined as an intellectual
functioning level (as measured by standard tests for intelligence quotient) that is well below average and
significant limitations in daily living skills (adaptive functioning). Children with mental retardation learn
more slowly than other children, have more difficulty solving problems, and show language and
communication deficits. As a result, they perform less well in school and have more difficulty making
friends and engaging in social activities.
The following are some of the characteristics of mentally retarded children.

 They will generally need services at the pervasive level, typically throughout their life;

 They are likely to have multiple disabilities, particularly in the areas of mobility and communication;

 Their communication deficits make it difficult to accurately assess their intellectual functioning;

 In educational settings, they may be placed along with students with moderate to severe MR or in their
own classroom;
Autism / Autism Spectrum Disorders (ASD):
Autism is a complex neurobehavioral condition that includes impairments in social interaction and
developmental language and communication skills combined with rigid, repetitive behaviors. Because of
the range of symptoms, this condition is now called autism spectrum disorder (ASD). It covers a large
spectrum of symptoms, skills, and levels of impairment. ASD ranges in severity from a handicap that
somewhat limits an otherwise normal life to a devastating disability that may require institutional care. The
 name "spectrum" stems from the fact that these disorders affect each child differently. These disorders
involve delays in the development of many basic skills, including the abilities to socialize or form
relationships with others and to communicate effectively.
Children with autism may also have intellectual disabilities and behavioral challenges. Autism is a
developmental disability significantly affecting verbal and nonverbal communication, social interaction,
and behavior generally evident before age three, adversely affecting a child's educational performance.

Leprosy cured person

Any person who has been cured of leprosy but is suffering from - loss of sensation in hands or feet as well
as loss of sensation and paresis in the eye - lid but with no manifest deformity; manifest deformity and
paresis but having sufficient mobility in their hands and feet to enable them to engage in normal economic
activity; extreme e physical deformity as well as advanced age which prevents him from undertaking any
gainful occupation.
 Multiple Disability - A combination of two or more disabilities as defined in clause (i) of section 2 of the
Person with disabilities (Equal Opportunities, Protection of Rights and Full Participation)Act 1995 namely
Blindness/low vision Speech and Hearing Impairment Locomotors disability including leprosy cured
Mental retardation and Mental illness

Mental illness
Any mental disorder other than mental retardation

CURRICULAR ISSUES AND CONCERNS

To make inclusive education possible, and to better accommodate students with different learning abilities,
the present education system, educational structure, and educational practices need to become more
flexible, more inclusive, and more collaborative.
The Purpose
The purpose of inclusive education,
• Is NOT the same as for a student without SEN—that is, it IS NOT to bring students with SEN up to the
level of, or maintain their grades at the same level as, students without SEN.
• It IS to meet the individualized goals of students with SEN, within the context of general educational
settings and activities.
The following questions need to be addressed while making adaptations to the curriculum.
Can a student with SEN participate in the classroom.
• Just like his/her classmates?
• With environmental adaptations?
• With instructional adaptations?
• With adapted materials?
• With adapted expectations?
Emerging Issues and Curricular Concerns
The following curricular issues and concerns have emerged
• Making all options of education, such as, open schools, regular schools, special schools, non-formal and
alternative education systems, available to all children including children with disabilities.
• Developing strategies for meeting the educational needs of learners with disabilities in large classrooms.
• Developing national support systems.
• Understanding the significance of early identification and intervention.
• Emphasising good teaching–learning practices.
• Making the curriculum flexible and accessible.
• Utilising technology and assistive devices.
• Developing appropriate assessment and evaluation procedures.
• Capacity building and empowering teachers and stakeholders.
• Providing vocational education.
• Identifying suitable sports and other co-curricular activities for optimal development of learners with SEN.
• Barrier-free intervention/educational environment (including attitudinal barriers).
Early Intervention and Preschool Programme for Children with SEN
The identification of SEN of children at an early age is crucial to helping them cope with challenges in later
life. Thus, the sensitisation, orientation, and training of parents, caretakers, and other stakeholders becomes
imperative. As per the NSSO (2003), 8.4% and 6.1% of the total estimated households in rural and urban
India, respectively, are reported to have at least one disabled person. Therefore, orienting Anganwadi and
Balwadi workers, caregivers, and institutional authorities in early childhood education programmes is
highly desirable and needs to be built into the ICDS programme.
Planning and Managing an Inclusive Curriculum in Schools
Developing inclusive schools that cater to a wide range of pupils in both urban and rural areas requires: the
articulation of a clear and forceful policy on inclusion together with adequate financial provision; an
effective public information effort to combat prejudice and create informed and positive attitudes; an
extensive programme of orientation and staff training; and the provision of necessary support services.
Changes in all the following aspects of schooling, as well as many others, are necessary to contribute to the
success of inclusive schools: curriculum, buildings, school organisation, pedagogy, assessment, staffing,
school ethos, and extracurricular activities [UNESCO, 1994: 21 (The Salamanca Statement and Framework
for Action on Special Needs Education)]. An inclusive curriculum means one curriculum for all students
rather than a separate curriculum for students without SEN and another for students with SEN. According
to Quinn and Ryba (2000) an inclusive curriculum is recognition that under the principle of social justice,
participation in education should not involve discrimination on the basis of gender, ethnicity, indigenous
group, socio-economic status, and ability or disability. An inclusive curriculum, recognises the need that
schools be organised, with the individual differences of students in mind and allow for scope and flexibility
to enable all students to achieve their goals.
Unit 3: Inclusive Practices in Classroom for All
CREATING AN INCLUSIVE CLASSROOM
In the above section we have seen the barriers for achieving the well-meaning dream of the visionaries in
the field of education. Whatever is the policy of the central and state governments to promote inclusive
education, the action has to be taken by the teacher in the classroom. So let us know our role clearly to be
effective in the classroom. What action can we take as teachers to create an inclusive classroom?
MAKING USE OF LEARNING MATERIALS
To bring quality to classroom, the teacher requires materials to support learning. Any child would fully
participate in the learning process if variety of materials are used.
Visual material in the form of pictures or photographs has to be used where ever appropriate to support
the learning. A picture of ‘seahorse’ or Tajmahal’ would convey much more to a child than words. Pictures
of great personalities, pictures of rare animals and plants, photographs of historical places and events help
children imagine in the right direction.
Tactual materials in the form of real objects or models make the concept very clear. No amount of lecture
and not any picture would explain the structure of a prism as effectively as a model. Internal organs, three
dimensional geometric figures are best understood with models. Tactual materials could be the real items
if they are available easily like a hibiscus flower to explain about structure of a flower, the real mango to
explain the qualities of the king of fruits!
Our surrounding environment is so rich in learning materials. Concepts like herbs, shrubs, trees, climbers
and creepers can be made clear with the plants around us. An exposure to post office, bank and clinic would
clarify how the people working there help us.
Demonstrating experiments with readily available things from our surroundings is another way of making
the children learn. A transparent plastic cover and a piece of thread can be used to show transpiration
through leaves. Waste cards can be used very effectively to demonstrate the derivation of the theorems and
formulae for the areas of geometric figures.
Information and communication technology gives endless options to make use of electronic learning
materials. We can compensate for bringing real objects to the classroom if we know how to use the
computer. In all the schools, the prism may not be there. But we can show the three dimensional picture of
a prism with movements to show the figure form all the sides. The complicated process of food getting
digested inside the body can be shown through a computer multimedia. The electrons participating in
different types of chemical bonding can be shown through a demonstration using auditory, visual and print
media by taking the assistance from the computer.
Teacher made low cost learning materials are the best to use in teaching. It is nothing but making use of
the unwanted or readily available raw materials in our surrounding. Once we start making use of these
“waste” materials for teaching in the classroom, everything around us seems useful! The happiness of
children participating in the activity makes the teacher look at each and every thing around with a creative
mind. The colorful wedding cards take the shape of different type of houses. The seeds from trees around
us can make the concept of 2 + 2 = 4 meaningful. The satin ribbons thrown around can make colorful
boarders to the states of our country. The old magazines are goldmines for collecting learning aids. The list
is endless. Let us begin; we can enjoy the difference for ourselves. The varieties of learning materials have
a great role in making all the children in a classroom actively participate. It eliminates boredom from the
classroom. Children start looking forward to come to school daily.
MODIFYING THE PHYSICAL ENVIRONMENT
The place where we live has to be suitable in all respects. If a child in the school has a problem in moving
from one place to another the places may be changed to suit the need of the child. The classroom from the
upstairs has to be changed to the downstairs if a child cannot climb the stairs. The classroom in the distant
corner can be changed close to the main entrance if a child finds it difficult or takes enormous time to reach
the room. The space inside the classroom is another important aspect to pay attention to. The arrangement
of the furniture should not obstruct children to move inside.
The seating arrangement has to be made considering the requirement of children. A child having hearing
impairment can be given the place in the first row preferably in the centre. A child requiring the teacher’s
attention has to be seated in a place which is easily accessible to the teacher. The child who has difficulty
seeing in bright light has to be seated in a place where direct light is not falling on the face. The source of
noise inside and outside the classroom has to be controlled. A student getting distracted easily must be
given a place away from the corridor, window and door. The noise making furniture can be fitted with
rubber bush. As much as possible, natural light and air has to be utilized. Fan and light disturb some
children.
The flipping of charts creates unnecessary noise which has to be controlled sticking them to the wall. Above
all keeping the surrounding clean and organized is very important. Our role as teachers is vital in
maintaining this. On rotation children can take the responsibility of cleaning and arranging the classroom.
Wall hangings / charts must be displayed with good planning and taste. The cleanliness and orderliness of
the room prepares the students to learn.
ADAPTING SIMPLE CLASSROOM MANAGEMENT TECHNIQUES
When children with diverse needs are in one room, we have to be prepared for challenges. When we are
prepared for the challenge, we can make use of techniques depending on the demand of the situation. Yes,
our preparedness makes all the difference in our daily dealing in the class. Suraj is known for his
naughtiness. He is happy to disturb those who are sitting around him. If we are sensitive to his behavior,
one glace at him conveying that “I am observing you” will make him conscious. Priya enjoys pulling
swathi’s hair as swathi is very timid and does not complain to the teacher. Changing either priya’s or
swathi’s place will eliminate priya’s behavior. In these two situations giving long lectures on how to behave
in the class wastes our time and in no way conveys our intention to the students. Anil makes sounds to get
the attention of his classmates and teachers. If Anil’s timely and correct answer in the class and his efforts
put for the project is appreciated, he stops making those sounds. Shubha struggles to work out the problems
in all her math class. When the others in the class are involved in working, teacher can sit by the side of
Shubha and support her to solve the problem. Ramya avoids copying from the blackboard as she finds
writing little difficult. Teacher can go near her and motivate her to copy with encouraging words. Santosh
struggles to read and makes lots of mistakes. The whole class laughs and he feels insulted. The teacher can
give him some other task where he excels others. Without much effort his confidence level increases.
Classroom management gets refined with our experience. With very little time and effort many of the day
to day difficulties can be handled. All it requires is our love and faith in all our children in the class.
EMPLOYING CHILD FRIENDLY EVALUATION SYSTEM
The rigid evaluation system is not practical in an inclusive classroom. The evaluation should assess what
the child is able to do rather than what the child is not able to do. We shall see how it can be addressed in
the classroom by teachers to suit every child in the classroom Shruthi is a child in class 4. She is able to
follow the lessons in the class. But when the teacher asks her questions in oral exam, she is unable to tell.
Her problem could be either in language expression or shyness to answer in front of the teacher. Our concern
is to know her level of learning, not her ability to express. In such a situation as teachers what is the best
alternate we can think of to assess her learning? We can make modification in the way we elicit the response.
Instead of oral response, response may be obtained through computer, pictures or written form depending
on the child’s strength. There may be a child who is unable to read the print material due to difficulties in
seeing. Here, the teacher has to make substitution with Braille or large print material for evaluation. Vikram
a 13 year old is in class 7. His ability to understand the abstract concepts in all the subjects are below his
age. But he is able to respond to simple questions. How should a teacher plan to assess this boy? Here the
better option is omission. The difficult concepts may be kept out while assessing Vikram, as the teacher is
well aware that he is not able to respond to such questions. Some children may not be able to learn any
basic academic skills. But they may be having talent in some other area. Here, teachers have to make use
of compensation technique to assess the child. It is to assess the child’s skills in vocational areas or self-
care depending on the individual. If we take the freedom to evaluate the child on the basis of our
understanding of the child, school is a beautiful place. The horror of tests and exams will cease to haunt the
child.
Making Learning Meaningful
This scenario is an example of when a teacher would want to use differentiated instruction. Differentiated
instruction is a teaching method in which teachers adapt their instruction to accommodate a variety of
learning needs. It is more than simply helping students who need extra assistance after a lesson is presented.
It is proactively developing a variety of teaching materials so that all students within a classroom can learn
effectively regardless of differences in learning style or academic skill.
Rather than developing a lesson aimed at the 'average student,' teachers using differentiated instruction
specifically tailor a lesson to incorporate a variety of learning needs. It's important to note that differentiated
instruction does not mean that a separate lesson plan is developed for every single student. Instead, students
are presented with several learning options or different paths to learning in order to help them take in and
make sense of the information

Differentiating Content
There are four aspects of the classroom that teachers can focus on to differentiate instruction: content,
process, product, and learning environment. Content refers to the information that is given to the students,
or the material they are supposed to learn. Although the core content and facts remain the same, teachers
can present the content in a variety of ways in order to reach the most students. For example, a teacher
could use textbooks, demonstrations, and videos to teach the same information, each of which is likely to
appeal to different students. The difficulty of the content could also be differentiated.
Curriculum Adaptations
Adaptations necessary to meet the needs of students with disabilities in the general education class.
1. SIZE - Adapt the number of items the learner is expected to learn or complete.
2. TIME - Adapt the time allotted or allowed for learning, task completion, or testing.
3. LEVEL OF SUPPORT - Increase the amount of personal assistance with a specific learner.
 4. INPUT - Adapt the way instruction is delivered to the learner.
5. OUTPUT – Adapt how the student can respond to instruction.
6. DIFFICULTY – adapt the skill level, problem type, or the rules on how the learner may
approach the work.
7. PARTICIPATION – Adapt the extent to which a learner is actively involved in the task.
8. ALTERNATE – Adapt the goals or outcome expectations while using the same materials.
9. SUBSTITUTE CURRICULUM – provide different instruction and materials to meet a
student’s individual’s goals.

Lesson Plan
Students with various learning disabilities lesson plans should always be modified to ensure a successful
learner outcome. A learning disabled lesson plan should always include a needs assessment, objectives,
materials, teaching methods, lesson content and structure and assessment.
The first step an educator should take when starting to write lesson plans for students with various learning
disabilities is to look at their files to determine their eligibility for special education services, the
interventions the students have had and the students current level of performance, this can be also achieved
by conducting a pre-assessment.
When dealing with students with various disabilities in the same classroom, it can be a little challenging to
do a lesson plan that is individualized and goal oriented for each student. When writing a lesson plan for
students with various learning disabilities, always focus on the main principles of teaching students with
disabilities which are:
 Engagement - Teachers should always make sure that they make the lesson engaging to the point that
the student is motivated to learn from the desire of being competent and for the love of learning, rather
than for a grade, teacher’s approval or acceptance into a good college.
 Belonging, competence, value and safety - Students with various learning disabilities have to feel that
they belong, are safe and are valued before they really exert fully in the classroom, this is a critical
dimension of an effecting learning environment.
 Connections with constructs - This is also known as relevance where the student has pre-existing
understandings of the subject matter being taught.
 Information with conceptual frameworks - Special educators should focus on making the students
understand the facts and ideas within the context of what is being taught, so that knowledge can be
organized in ways that will help with retrieval and application. An example would be a teacher teaching
on the migration of honey bees can use illustrations as a way to help the students to organize the material
which in turn helps with retrieval.

Teaching Learning Materials (TLM)

The Teaching Learning materials should enhance the learning skills of the children with disability
focusing on their specific needs.

Teaching Learning materials should encourage contacts between students and faculty, develop reciprocity
& cooperation, and encourage active learning, prompt feedback, emphasize time on task, communicate
high expectation and should respect diversity of talent and learning in students. The Teaching Learning
material used should not only be appropriate according to the need of the child but also according to:
· Child’s IQ level,
· Chronological age,
· Sex,
· Culture,
· Family background etc.

The teacher should also keep into consideration the safety of the child before preparing the teaching
learning material for e.g. the material should be rounded without any sharp ends while preparing it for
child with loco motor disability and do not keep knife, scissor and blade openly in the classroom. The
teaching learning material should provide information through multi-sensory approach i.e. audio, visual,
tactile and kinesthetic.

Cooperative learning
"Cooperative learning is a set of teaching strategies used to help learners meet specific learning and
interpersonal goals in structured groups (Slavin, 1995)". This definition of cooperative learning includes
the following three ideas:
It is not a single teaching or learning strategy.
It is a set of teaching strategies.
It helps the learners to achieve two types of goals, i.e. learning goals and interpersonal goals.
This implies that cooperative learning is conducive for the improvement of students' learning achievement
as well as for the development of interpersonal skills. Cooperative learning takes place in structured groups,
that is, the groups which are formed in a planned and systematic manner.

Benefits in the Classroom

There are many benefits that can result from using cooperative learning strategies. Here are benefits you
might notice after implementing cooperative learning tasks in your classroom:

1. Cooperative learning is fun, so students enjoy it and are more motivated.

2. Cooperative learning is interactive, so students are engaged, active participants in the learning.
3. Cooperative learning allows discussion and critical thinking, so students learn more and
remember what they've learned for a longer period of time.
4. Cooperative learning requires students to learn to work together, which is an important skill for
their futures

Peer Tutoring
It is a strategy where higher performing students are paired with lower performing students or students with
disabilities to review or teach academic material. This strategy has been proven to help students on both
sides master content and gain self-confidence in specific skills. Peer tutoring has been implemented with
students of all ages and levels in all subject areas. Introducing a peer tutoring program to help students with
disabilities and their typical peers may be an effective and efficient way to boost academic achievement.
Teachers and administrators should consider the different ways to implement a program as well as the
advantages and weaknesses as they determine whether a peer tutoring program would be a good fit in their
schools and classrooms.
Advantages of Peer Tutoring
Peer tutoring in special education can be an effective teaching method for all students involved. Let's look
at some of the specific advantages.

 Peer tutors become teachers, which increases their own understanding of the material.
 Peer tutoring helps the students build relationships, which builds communication and social skills.
 Some students with disabilities respond better to peers than adults.
 Students with disabilities get more individual attention than one teacher can provide on their own.
 Because of increased individual attention, students with disabilities also get immediate feedback
and positive reinforcement more frequently, which results in higher academic performance.

Disadvantages of Peer Tutoring

Although peer tutoring has many strengths, there are also challenges that should be considered.

 Planning and preparing for peer tutoring requires additional time and organization for the classroom
teacher.
 Peer tutors must be trained, monitored and graded, which takes time and energy away from other
important classroom tasks.
 Some parents are opposed to peer tutoring because they don't see the benefits for their child. This
means that teachers must educate and convince them of the benefits.

Reflective Teaching
Reflective teaching is a practice that involves learning how to become a more engaging teacher by learning
from your environment. Being able to reflect on what things work and what things don’t can help you
improve as a teacher. Reflective teaching practices include being able to learn from your students, co-
workers and even yourself.
Many teachers do this by getting feedback from students. It may be as simple as asking the students their
thoughts on the lesson, or as elaborate as sending out surveys to parents and students via Google forms. It
is important to have this type of feedback because it can help guide you on what you need to improve on
and what you are already doing well.
Another way to practice reflective teaching is to keep track of your day in class. Some teachers write down
things in a notebook to help them remember certain things that happened during a lesson. Others write blogs
that can be used to share thoughts and insights on what worked well and what did not work in a lesson. You
could also keep a private blog that will give you a space to confidentially reflect your thoughts. Another
way to record your thoughts is through a video blog. By taking a video recording of yourself, you can set
goals for the upcoming week and reflect on those goals at the end of the week.
Multisensory Teaching
Multisensory instruction is an affective teaching method in the inclusive classroom. General education and
special education students can all benefit from multisensory learning.
General education and special education students can all benefit from multisensory learning. Individual
students process information differently. Utilizing various senses in the instructional setting helps enable
optimal learning for every student in the classroom. Incorporating visual, auditory, tactile, kinesthetic, taste
and smell in the instructional setting assist students in learning and retaining classroom material.
Teachers using multisensory teaching methods look for ways to actively involve the students and their
senses in classroom activities. Using two or more senses at the same time increases learning retention.
Curriculum can be adapted to incorporate multisensory elements. Additional multisensory classroom
activities can be used to enhance and build upon textbook curriculum.

Supportive services required for meeting special needs in the classroom

Special education teacher

A special education teacher often has students with varying learning, mental, physical and emotional
disabilities. Teachers whose students have mild to moderate disabilities may work with the children in a
regular classroom alongside the classroom teacher. In other situations, the special education teacher may
have her own classroom. Some special education teachers teach lessons similar to those of regular education
students, while other special education teachers teach students independent living skills.
Speech Therapist
Speech and language disorders can affect the way children talk, understand, analyze or process information.
Speech disorders include the clarity, voice quality, and fluency of a child's spoken words. Language
disorders include a child's ability to hold meaningful conversations, understand others, problem solve, read
and comprehend, and express thoughts through spoken or written words.
Assessment and treatment of children's communication problems involve cooperative efforts with others
such as parents, audiologists, psychologists, social workers, classroom teachers, special education teachers,
guidance counselors, physicians, dentists, and nurses. Speech-language therapists work with diagnostic and
educational evaluation teams to provide comprehensive language and speech assessments for children.

Services to students with communication problems may be provided in individual or small group sessions,
in classrooms or when teaming with teachers or in a consultative model with teachers and parents. Speech-
language pathologists integrate students' communication goals with academic and social goals.

Physiotherapist

The physiotherapist is concerned with the gross motor skills and mobility of a child. In cases where there
has been an obvious physical difficulty the child will have been receiving support well before starting
school.
The physiotherapist is often involved with children who have dyspraxia, are blind or have cerebral palsy,
hydrocephalus, congenital syndromes, such as Downs Syndrome, spina bifida, and progressive muscular
conditions such as muscular dystrophy. He/she may also be involved post-operatively where a child has a
temporary physical difficulty, e.g. after an accident.

Occupational Therapists
Occupational therapists are health care providers who help patients overcome a wide range of mobility and
dexterity issues, including special needs children. They do this by training their patients in activities
representative of normal daily life. The therapist first assesses the patient's condition, defines specific
activities or actions that present difficulties for the patient, and sets out a course of therapy to exercise those
abilities. Learning to do this requires several years of education and training, and therapists who choose to
work with a specific population such as special-needs children require additional skills.

Special education counselors

Special education counselors work with special needs students in elementary schools, middle schools, and
high schools, to ensure they have the support services they need in order to achieve their highest potential
in the areas of academics, personal and social growth, and career development. This is accomplished by
working with students with social, emotional, behavioral, and physical disabilities in a variety of settings,
including in one-on-one counseling, group counseling, in special education classrooms, as well as in regular
education classrooms.

Another essential duty of special education counselors is to work with special education and general
education teachers and staff members to ensure that the needs of each special needs student are being met.
Special education counselors do this by advocating on the child’s behalf, collaborating with teachers to
develop more effective support services for the child, or working with teachers and staff members to
develop a better understanding of the interventions in place to help the child succeed. Much collaboration
and consultation is also undertaken with other special services workers, such as school psychologists,
occupational and physical therapists, speech-language pathologists, and the like.

What are the concessions provided by the CBSE for children with disabilities?
Individual Evaluation Programmes
Individual Evaluation Programmes for students with disabilities are to be designed by a special educator.
This programme would be in the form of setting specific goals for each child with special needs, based
upon their appraisal by a Special Educator. Earlier guidelines have called to revisit classroom rganization
required for the education of children with special needs.

During Examinations

(i) Scribes
All students with disabilities recognized by the CBSE are permitted to use a scribe. Here are the following
conditions the scribe should meet:
(a) A scribe should not have obtained their qualifications in the same subject in which the candidate is
appearing.
(b) Students can arrange their own scribe, who can be changed at the last minute in case there is an
emergency.
(c) In case the school is organizing the scribe, the student has the option of meeting the scribe the day
before the examination.
(d) The official who acts as the ‘Centre Superintendent’ of the examination centre shall forward a report
with the full particulars of the student with disability availing of the scribe facility, as well as of the
scribe.
(e) Candidates using scribe facilities will be accommodated in a suitable room, with a separate invigilator
appointed by the Centre Superintendent.
(f) The use of the scribe can be used in addition to the grant of extra time.
(g) Cost: The student with disability shall not be made to pay for the services of the scribe. The Board
shall pay the scribe remuneration, from time to time.
(ii) Compensatory time
Students with disabilities recognized by the CBSE are permitted to avail of extra time for completing their
examination paper. The extension of time depends on the length of the paper:
(a) For paper of 3 hours duration – 60 minutes
(b) For paper of 2½ hours duration – 50 minutes
(c) For paper of 2 hours duration – 40 minutes
(d) For paper of 1½ hours duration – 30 minutes
Compensatory time can be used in addition to the services of a scribe.
(iii) Special provisions for autistic children
An autistic candidate is permitted to use the services of a scribe or an adult prompter.
(iv) Special provisions for visually impaired candidates
(a) Candidates are permitted use of screen reading software (like JAWS – Job Access With Speech). The
candidate needs to take prior approval of the Board for this. They can also use a computer or a typewriter
for writing answers. There is no provision mandating that such software or hardware be provided by the
School or Board to the student.
(b) There shall be alternate questions provided where there are questions having visual inputs in the
subjects of English Communicative and Social Science (Class X).
(c) Separate question papers in enlarged print are provided in the subjects of Mathematics and Science
(Class X).
(d) Students shall be given separate question papers with multiple choice questions based on Practical
component in lieu of practical examinations in the subjects of Physics, Chemistry and Biology.
(e) Question papers administered in the subjects of Physics, Chemistry, Mathematics and Biology will not
have any visual input.
(f) There shall be alternate questions provided where there are questions having visual inputs in the subjects
of History, Geography and Economics.