BRINGING THE IDEA OF INCLUSIVITY
TO SCHOOL SECTOR
In communities or social groups, no one likes to be excluded. If we think of our past life spans, we have a recollection that we were rejected in any case, but still wanted to be part of it. If people are rejected or removed from society or social groups, it can affect them with alienation, fear, doubt, uncertainty, embarrassment, loneliness and sadness. As per the Equal Opportunity, Protection of Rights and Full Participation (Persons with Disabilities) Act; 1995, A person with disability can be defined as one with one or more disabilities that come under blindness, cerebral palsy, low vision, loco motor disability, leprosy-cured, mental retardation, mental disease, hearing impairment. Article 24 of the United Nations Convention on the Rights of Persons with Disabilities states that: “The Convention recognize the right to education of persons with disabilities. The States Parties shall ensure an equitable education system at all levels, with a view to the realization of this right without prejudice and on the basis of equal opportunity”. It further notes that: “States Parties should ensure that people with disabilities are not excluded on the basis of disability from the general education system and that children with disabilities are not excluded on the basis of disability from free and compulsory primary education or secondary education.” In settings that promote academic and social growth, children and adolescents with disabilities have the right to be part of daily classroom programs, to have fair arrangements made for them, “successful individualized support measures and consistent with the objective of full inclusion.
It is necessary to include children with disabilities in standard classes, not merely because it seems morally correct to do so. Rather, there are several underlying reasons why the inclusion into the mainstream of education of students with disabilities increases the learning outcomes for all children. The consideration of kids with disabilities when all is said and done in preschool and youngster care programs is getting increasingly normal. Guardians, educators, and analysts have discovered that youngsters’ advantage from various perspectives from incorporated projects that are intended to address the issues, all things considered. Numerous youngsters with inabilities, be that as it may, need facilities to partake effectively in the overall study hall. Educators and other staff frequently require current data, abilities preparing, and even extra staff to address the issues of these kids. The data that follows furnishes systems for working with kids in comprehensive youth conditions.
Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). Every child has the ability to learn, however, particularly for a child with special needs, the way kids learn and how much information they can retain can vary considerably. As a community, however, we owe all children an opportunity to achieve their potential, so it is vital to build the best possible learning environment to do so.
While conducting the case study, I talked to a student with disability, his caretaker and the teacher. The student is 16 years old and a person with locomotive disability. He is a day scholar, pursuing his matriculation. He has gone to school and discontinued due to accessibility and sanitation issues. The peers were supporting him to move wheelchairs at school. Some of the teachers have shared their complaint to his parents that the peers cannot handle the child. So, the parents stopped sending the child to school. He likes to be a part of inclusive education and he has dreams about his school, he anticipates facility for ramp for wheel chairs’ access and disable- friendly toilets. In his teacher’s opinion about inclusive education, the student with disability needs ramp facility at school from the entrance to every area corner, attached bathroom facilities, empathetic support from peers, teachers and other staffs, requires a special educator and participation in sports, leadership and clubs. It will motivate the students to excel. If the children who are studying from home they can’t suddenly accept the school system. So, the school will initiate to conduct home visit for the children during some festivals. Every inclusive school requires a special tutor because every teacher is not trained to handle every child in the school.
Governments need to be prepared to invest significant resources at the outset in system changes, such as educating teachers and staff members, upgrading infrastructure, learning materials and facilities, and revising curricula to effectively introduce inclusive education. However, such investments are an efficient and productive use of fund by eliminating duplication and the high costs of operating parallel systems. Inclusive education also allows other students to have greater recognition and understanding of individual differences, increased self-esteem, a genuine capacity for friendship and new skills learned. The study, practice, clarification, and input given to students with disabilities also helped low-achieving students. Both students benefit when inclusive education is properly implemented (From Inclusive Education: Practical Implementation of the Least Restrictive Environment by Power-deFur and Orlove.
Article 24 - Education Enable.” United Nations, United Nations, www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html.
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