Inclusive Education In Pakistan Essay

Children with disabilities and special needs also have the right to education just as normal children do.

Inclusive education strives to address the learning needs of children with special needs, with a particular focus on those who are subject to being isolated and excluded. The philosophy behind inclusive education is to promote opportunities for all children to participate, learn and have equal treatment, irrespective of their mental or physical abilities. While the awareness on inclusive education in schools throughout the country is still at an infancy stage, educational institutions are somewhat sceptical about having both normal and special children studying in the same classroom. And in circumstances, where a former excluded child is given admission into a mainstream classroom, the outcome of the action is questionable.

Lack of flexibility in curriculum, inability to fend for themselves and thus being bullied by others in the class and not getting adequate attention from the teacher are common issues. All these may result in the child not getting a fair inclusive education. As a result, the number of children with special needs receiving higher education is on the decline.

In India, a majority of children with special needs do not receive any formal education, in spite of the practice of inclusive education in some schools. This is because children with disabilities and learning deficiencies are segregated from mainstream schools and other regular routines and social activities of normal children.

Other contributing factors to this situation are lack of affordability and awareness on the kind of education choices available to children with special needs.

Hence, inclusive education becomes a key reason for integrating a special child with the mainstream. According to Dr. Mithu Alur, founder of the Spastics Society of India and coordinator at the National Resource Centre for Inclusion (NRCI), “Children need to be with other children. Sending them to a school for disabled will not help.” Inclusive schools have to be well-equipped in all aspects to cater and deliver quality education for all children.

This includes having a balanced curriculum that is appropriate for all categories of children, teachers who have the ability to handle the individual needs within the classroom and thereby promote an environment where personal development, social skills and student participation are strongly encouraged.

Another critical aspect of inclusive education for a special needs child is in having the acceptance and friendship of classmates. This kind of support also aids in the progress of special children and helps them gain confidence within the school environment.

Further, parents have a vital role as partners to make inclusive education successful within the classroom.

This is possible when the children with special needs continue to live at home and attend school, just like normal children.

Parents should also be involved with the teachers and administrative staff at the school to coordinate travel arrangements, school activities and learning materials for their special child.

The Heritage School located in Kolkata is well-known for its inclusive education philosophy where in children special needs are combined with the mainstream children to encourage overall improved student learning. The school has created a need-based programme with its educators to focus on its special students to allow them to discover their own skills and work on them to catch up with their peers. Meenakshi Atal, the Vice Principal of the school says, “Participation is key to academic inclusion and we ensure that the participation of the children with special needs in all mainstream activities happens to the best of their abilities.”

The Indian government continues to include children special needs under several of their education initiatives, including the Sarva Shiksha Abhiyan (SSA). This is a government programme that aims at improving and providing quality primary education for all children. There are several national and local NGOs that champion the cause of children with disabilities and provide specific resource centres in support of inclusive education.

For instance, the Spastics Society of India has a division that aims at promoting the right of children with cerebral palsy to inclusive education.

There are also private schools in the country such as The Heritage School, Akshar School, Vydehi School of Excellence, Chettinad Srihari Vikasam etc. that offer individualised learning programmes for children with special needs.

In conclusion, children with special needs have a distinctive experience undergoing inclusive education along with normal, non-disabled classmates. There are several barriers for providing education to special children in a regular classroom.

We can overcome these obstacles by creating more awareness on inclusive education, by schools having the resources and the ability to re-structure their curriculum to cater to all types of students, by recruiting teachers who have the skills and proficiency to meet varying demands within the classroom and by having the support of family. If these changes are implemented, it will increase the confidence of a number of special children to aspire for a valuable education like their normal peers.

Anusha Balasubramanian

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Inclusive Education in India

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A note on Inclusive Education Historically, attempts towards development and ensuring equality and justice for all have commonly been found to conform to the norms and systems of the majority. Most of these attempts have articulated the need for inclusion of all segments of the society – however, in most cases this articulation took the form of ‘special care systems’ that ultimately led to further exclusion of these communities – physically, mentally and psychologically. For a variegated and multi-segment society like India it is even more common. CRY, having taken cognizance of this phenomenon, has continually made efforts through the range of interventions to include all segments (social, cultural and economic) in the collective battle…show more content…

Inclusion is a means to redress power imbalances and to secure a greater share of resources, representation and involvement in society.

Inclusion may also be looked at as – • A philosophy built on the belief that all people are equal and should be respected and valued, as an issue of basic human rights. • An ‘unending set of processes’ in which children and adults with ‘disabilities’ have the opportunity to participate fully in ALL community activities accessible to people who do not have disabilities. Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. Inclusive Education is an education system that changes to fit the individual child that addresses all types of individual needs, not just disability and focuses n classroom management, capacity building of teachers and building conducive learning environment. Philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. Inclusion is about membership and belonging to a community. Inclusion is based on the belief that people/adults work in inclusive communities, work with people of different races, religions, aspirations, abilities. In the same vein, children of all ages should learn and grow in environments that resemble the

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