FORMAT FOR COURSE CURRICULUM

Course Title: Creating an Inclusive School

Credit Units: 3 L T P/ SW/F TOTAL
S W CREDIT
Course level: UG UNITS
Course Code: 2 1 0 0 3

Course Objectives: To enable the teacher trainees:

1. To develop an understanding of the concept and philosophy of inclusive education in the context of
education for all.
2. To identify and address diverse needs of all learners
3. To familiarize with the trends and issues in Inclusive Education
4. To develop an attitude to foster Inclusive Education
Prerequisites: The student teacher should have the knowledge and understanding of various school process

Student Learning Outcomes: On completion of the course the student will be able to
 Differentiate between impairment, disability and handicap
 Use current terminology in the context of learners with special needs
 Appreciate that disability and handicap are largely contextual
 Understand schemes and legislations for education of children with special needs
 Develop competency to identify learners with special needs and the techniques of handling them
 Develop understanding about managing the learning environment in inclusive classrooms
 Develop competencies to guide students with special needs and to handle them in inclusive schooling
system, including assessment

Module I Introduction to Inclusive Education

Definition, concept and importance of inclusive education.
Difference between special education, integrated education and inclusive education.
Philosophy elements, aim of inclusion
Features of inclusive school
Types of inclusion
Resources needed for an inclusive education programme
Benefits, concerns and barriers to inclusive education
Module II: Inclusion of learners with special needs

Identification and early intervention for:

 Giftedness and creativity
 Sensory impairment (visual and auditory)
 Speech disabilities
 Cognitive impairment (learning disability and mental retardation)
 Locomotor disabilities
 Autism
 Multiple disabilities
Module III : Inclusion of Girls’/women
 Problems and Challenges of women/girls in modern India
Gender bias in text books, and the hidden curriculum (expectation of teacher, teacher-
student interaction).
Strategies’ for inclusion of girls /women
NPEGL ,Girl’s education in SSA
Module IV Inclusion of Socially deprived students
Meaning ,distribution and enrollment status: Scheduled Castes, Scheduled Tribes
Problems and challenges due to educational backwardness,
Schemes and provisions for educational development.
Constitutional safeguards provided to SC and ST
Module V: Facilitators for Inclusive Education and concerned Legislation
Need for Multidisciplinary Approach
Role Responsibilities: General, Special and Resource: Teachers, Family, Community
Parent - Professional Partnership: Need and Relevance
Sarva Shiksha Abhiyan (SSA) (2002)
Legislations for Inclusive Education: National Policy of Disabilities (2006).

Pedagogy for Course Delivery:

 Lecture
 Case Studies
 Project Method
 Problem-Solving Method
 Blended Learning
Assessment/ Examination Scheme:

Theory L/T (%) Lab/Practical/Studio (%) End Term Examination

30% 70%
Theory Assessment (L&T):
Continuous Assessment/Internal Assessment End Term
Examination
Components Class Test Project Presentation Attendance
(Drop down)

Weightage (%) 10 10 5 5 70
Lab/ Practical/ Studio Assessment:

Continuous Assessment/Internal Assessment End Term

Examination
Components (Drop
down
Weightage (%)

Text & References:

 Blackurst & Berdine (1981), Introduction to Special Education

 Chaote Joyce,S. (1991) . Successful mainstreaming, Allyn & Bacon
 Daniels, Harry (1999) .Inclusive Education, London: Kogan.
 Dash, M. Education of Exceptional Children. New Delhi: Atlantic Publisher and Distributors.
 Deiner, P. L. (2000). Resource for Teaching children with diverse abilities, Harcourt Brace & Company,
Florida
 Gathoo, V. (2004). Curriculum strategies and adaptations for children with hearing impairment (RCI),
Kanishka Pub. New Delhi
 Giuliani, G. A. & Pierangelo, R. (2007) Understanding, developing and writing JEPs Corwin press, sage
Pub
 Hegarthy, S. & Alur, M. (2002) Education of children with special needs: From segregation to inclusion,
Corwin press, sage Pub
Suggested Readings:
Karten, T. J. (2007) More inclusion strategies that work. Corwin press, sage Pub
 M. C. Gore (2004). Successful Inclusion strategies for secondary and middle school teachers, Crowin
Press, Sage Pub.
 Madan Mohan Jha (2002). School without walls: inclusive education for all, Heinemann edu. Oxford
 Mangal,S.K., Education of Exceptional Children, PHI, New Delhi
 Mathew, S. (2004) Education of children with hearing impairment. RCI, Kanishka Pub. New Delhi
 National Policy on Education (1986, 1992), MHRD, GOI, Delhi
 Panda, K.C., (2003). Education of Exceptional Children, New Delhi: Vikas Publishing House.
 Patt Daird (1980). Curriculum Design and Development, Harcott Brace, New York.
 Rainer’s. (2007). Managing Special and inclusive education
 Reddy, Rumar, Kusuma (2000), Education of Children with Special Needs, Discovery Pub. House.
 Ruth E. Cook, Annette Tessier, M. Diane Klein (1996), Merrill Prentice Hall
 Sahu, Binod Kumar, (2002). Education of Exceptional Children, Ludhiana: Kalyani Pub.
 Samuel, A. Kirk. Educating Exceptional Children, 8th Ed., New York: Houghton, 1997.
 Scheme of Integrated Education for the Disabled (1992), MHRD
 Sedlak, Ribert,A. & Schloss Patrice, C. (1986). Instructional methods for students with learning and
behaviour problems, Allyn & Bacon
 Sharma, R. A. (2003), Fundamentals of Special Education, R. Lall Book Depot
 Singh, Agyajit, Education of Exceptional Children.
 Smith, Robert (1983), Exceptional Child : A Functional Approach
 Sudha Rao, K. (2002). Analysis & Review of Promise and Performance. New Delhi: NIEPA
 United Nations Standard Rules on the Equalization of opportunities for persons with disabilities, XI
world Congress on Mental Retardation, 1994