Ramakrishna Mission Vivekananda University
Faculty of Disability Management
and Special Education
5 Day CRE Programme on
Inclusive Education for the Children With
Special Needs
The Government of India has enacted the legislation
Persons with Disabilities (Equal Opportunities and Full
Participation) Act, 1995 (PWD Act) to achieve amongst
other things, the goal of providing access to free
education in an appropriate environment to all learners
with disabilities till s/he attains the age of eighteen years.
The Act endeavours to promote the integration of learners
with disabilities in mainstream schools.
The National Curriculum Framework for School
Education (NCERT, 2000) has recommended inclusive
schools for learners with special educational needs by
making appropriate modifications in the content,
presentation and transaction strategies, preparing teachers
and developing learning friendly evaluation
procedures.The definition of disability as it is under the
PDA is an exhaustive listing of disabilities . The
UNCRPD does not define disability in the definition
article, it is included in the purpose segment. UNCRPD
includes definitions of communication; language;
discrimination on the basis of disability; reasonable
accommodation and universal design acknowledging
these as conditions to be addressed to eliminate any forms
of discrimination.
The present act and the proposed amendment have not
addressed the social exclusion and discrimination faced
by disabled persons adequately. The Disability Act must
promote equability in participation in the civil, political,
economic, social and cultural spheres with equal
opportunities.India has signed and ratified UNCRPD on
1st October 2007 and the Government of India is
obligated to the 70 million disabled persons that the spirit
of the UNCRPD would be upheld and accordingly there
would be amendments to the National Acts. PDA is silent
on the following issues and these need to be addressed:
respect for inherent dignity, individual autonomy
including the freedom to make one’s own choices, and
independence of persons;respect for difference and
acceptance of persons with disabilities as part of human
diversity and humanity;non-discrimination on the grounds
of disability;full and effective participation and inclusion
in society;equality of opportunity;accessibility: In
physical environment, information in accessible format;
access to justice protection and empowerment of women
and girls with disabilities who are often at a greater risk,
both within and outside the home, of violence, injury or
abuse, neglect or negligent treatment, maltreatment or
exploitation.assumption of legal capacity as opposed to
assumption of incapacity, children with disabilities to
have full enjoyment of all human rights including
education and learning on an equal basis with other
children.
Objectives of Conducting CRE Programme
To enable the participants to follow and implement the
following:
1. To build competencies to manage diverse needs of
children across disabilities in Inclusive Education
2. To develop competency for identification, functional
assessment of Children With Special Needs across
disabilities in Inclusive Education
3. To develop competency for planning, adapting and
implementing the curriculum (content, process and
evaluation) appropriate to the needs of Children With
Special Needs in Inclusive Education
4. To train the participants as effective ‘agents of change’
to sensitize school management, regular teachers, parents
and peer group of CWSN
5. To effectively equip them to contribute in the
development of school development plan.
Target Group
1. Regular school teachers handling students with
special needs in inclusive set up.
2. Special Educators
No. of Days
5 days (30 hours)
Dates of the programme
March 22, 23, 24, 25 & 26 of 2011
Schedule for 5 days CRE programme
Day 1
09.30-09.45 Inaugural Function
09.45 -10.45 Understanding diversity in a classroom- all
children are different! Explore how they are
different; how are they same
10.45-11.00 Tea Break
11.00-12.00 Special Educational Needs of learner in
Inclusive School – Focus on how children
with special needs are different
12.00 - 01.00 Planning and management of inclusive
education
01.00 - 02.00 Lunch
02.00 - 03.00 Planning and management of inclusive
education
03.00 -04.00 Barriers and obstacles faced by special
educators in inclusive education
04.00 - 04.15 Tea Break
04.15- 05.15 Importance of identifying teacher’s attitude,
skills and support needed by special
educators and main stream teachers
Day 2
09.45 -10.45 Peer tutoring, cooperative learning and
collaboration in inclusive education
10.45-11.00 Tea Break
11.00 -12.00 Curriculum adaptations and teaching
methodology for children with hearing
impairment in inclusive education.
12.00 -01.00 Curriculum adaptations and teaching
methodology for children with visual
impairment in inclusive education
01.00-02.00 Lunch
02.00-03.00 Curriculum adaptations and teaching per planned lesson plan)
methodology for children with mental 03.00 – 04.00 Outcome of the day : (1)Peer tutoring, joint
Retardation in inclusive education study, collaborations within class
03.00-04.00 Curriculum adaptations and teaching 04.00-04-15 Tea Break
methodology for children with learning 04.15- 05.15 Outcome of the day : (2)Helping children in
disability in inclusive education Problem solving,embrace
04.00 – 4.15 Tea Break differences and acceptance of abilities
04.15-05.15 Classroom management in inclusive Day 5
education 09.45-10.45 Group discussion and clarification on
Day 3 practical session
09.45 -10.45 Practical demonstration of inclusive 10.45-11.00 Tea Break
education in simulated environment 11.00 -12.00 Identifying the problem behaviours of the
(as per plannded lesson plan) children with special needs
10.45-11.00 Tea Break 12.00-01.00 Teacher’s role in managing problem
11.00-12.00 Practical demonstration of inclusive behaviors of the children with special
education in simulated environment needs
(as per plannded lesson plan) 01.00-02.00 Lunch
12.00-01.00 Practical demonstration of inclusive 02.00-03.00 Teacher’s role in managing problem
education in simulated environment behaviors of the children with special
(as per plannded lesson plan) needs
01.00-02.00 Lunch 03.00– 04.00 Evaluation and Feedback
02.00 -03.00 Preparation of lesson plan by the participant 04.00-04.15 Tea Break
03.00-04.00 Preparation of lesson plan by the participant 04.15- 05.15 Valedictory Session
04.00 -04.15 Tea Break Conclusion
04.15- 5.15 Preparation of lesson plan by the participant Education is the most effective vehicle of social and
Day 4 economic empowerment. In keeping with the spirit of the
09.45 -10.45 Article 21A of the Constitution guaranteeing education as
10.45-11.00 Tea Break a fundamental right andSection 26 of the Persons with
11.00-12.00 Practical demonstration in the real classroom Disabilities Act, 1995, free and compulsory education has
setup in inclusive school (as to be provided to all children with disabilities up to the
per planned lesson plan) minimum age of 18 years. According to the Census, 2001,
12.00 -01.00 Practical demonstration in the real classroom fifty-one percent persons with disabilities are illiterate.
setup in inclusive school (as This is a very large percentage. There is a need for
per planned lesson plan) mainstreaming of the persons with disabilities in the
01.00-02.00 Lunch general education system through Inclusive education.
02.00-03.00 Practical demonstration in the real classroom
setup in inclusive school (as

Total 100 (hundred) CRE points to be accumulated for renewal of Registration with RCI over 5 years. Attendance
of one day CRE program approved by RCI of 6 hours is equivalent to 6 CRE points. The points will be awarded
for certain activities as equivalent to CRE.

For Registration contact: 0422-2697529, 2698553

Registration Fees including lunch and excluding accommodation : Rs.750/- (for 5 days)