TRENDS AND ISSUES IN INCLUSIVE

EDUCATION

DR. SAMITA SHETTY

 Myths and Facts of Inclusive Education

Inclusion a holistic vision

Myth: Inclusion jeopardizes the education of the 'other' students.
Fact: Inclusion is a school system emphasizing Education for All.
Policy and reality
Myth: Inclusion does not need interventions. There are no proper policies.
Fact: The policy on inclusion and mainstreaming needs to be implemented
and monitored carefully.
DR. SAMITA SHETTY 2
 Myths and Facts of Inclusive Education

Meaning of Inclusion

Myth: Inclusive education means only enrolment of all children in school.

Diversity among the learner will create problem in the classroom.

Fact: Inclusive education goes beyond just enrolment. It is a place where

diversity among learners is appreciated and considered a learning resource

rather than a problem.

DR. SAMITA SHETTY 3
 Myths and Facts of Inclusive Education

Learning in the classroom

Myth: Children learn only from textbook through transaction with teachers
in the classroom.
Facts: Children learn more outside the four wall of the classroom by
interacting within the socio-cultural milieu in which they are born and
brought up.

DR. SAMITA SHETTY 4

 Myths and Facts of Inclusive Education
Learner
Myth 1: ‘School kids’ are different from children of economically deprived and
socially diverse families.
Fact: Children are not born with any prescribed identities
Myth 2: Children are children after all they are the same
Fact: Each child is different.
Myth 3: Segregating students with disabilities has been effective.
Fact: Segregation is against human rights.
DR. SAMITA SHETTY 5
 CURRENT STATUS AND ISSUES OF
INCLUSIVE EDUCATION
• Mapping of children to ensure the enrolment, retention and completion
of elementary education for all.
• Setting up schools at a one kilometre distance and the provision of
transport to children with disabilities.
• Setting standards of minimum requirements in a school for
infrastructure and trained teachers ensuring the inclusion of children
with disabilities.
• Child centred education and continuous and comprehensive evaluation
that enable the full physical and mental development of the child
DR. SAMITA SHETTY 6
 CURRENT STATUS AND ISSUES OF
INCLUSIVE EDUCATION
• The Involvement of Parents and Communities giving multiple stakeholders a
stake in the education of children in the community
• Interventions relating to the participatory aspect and access component of
inclusion
• Sarva Shiksha Abhiyan mission at zero rejection of children, education for all in
suitable environments, and provides flexibility for planning.
• Implementation of RTE ACT is increasing enrolment in the inclusive schools.

DR. SAMITA SHETTY 7

 PROBLEMS AND ISSUES RELATED TO
INCLUSIVE EDUCATION
• Implementing the “zero rejection” policy for children with specials needs so that no child is
left out of the education system.
• Enrichment programmes:
 Unavailability of enrichment opportunities
 Limited resources for maintaining the school facilities
 Lack of facilities in rural areas
 Insufficient funds for implementation and maintenance of enrichment programmes
 Lack of availability of appropriate space for the program
 Inability to provide transportation for after-school programs.
DR. SAMITA SHETTY 8
 PROBLEMS AND ISSUES RELATED TO
INCLUSIVE EDUCATION
• Cluster grouping:
 Not enough gifted students to form a group
 Program may not meet the needs of highly or exceptionally gifted students.
 Curriculum may not be differentiated
 Teachers may not receive specialized training.
 Placing the right students within a cluster group - parental pressure, new students,
borderline students, twice exceptional students, and highly talented yet unmotivated
students all pose a challenge to the cluster model

DR. SAMITA SHETTY 9

 PROBLEMS AND ISSUES RELATED TO
INCLUSIVE EDUCATION
• Mixed ability grouping:
 Discipline problems may occur
 Difficulty to provide content and activities that are motivating and interesting to all
learners
 Rigidity of materials aimed at a certain kind of learners
 Teachers may not be able to devote time and attention equally to all learners
 More advanced learners tend to participate more actively than weaker learners
 Teachers may feel overwhelmed by the marking load and dealing with the errors
 Lack of participation or attention from the teacher may affect weaker learners

DR. SAMITA SHETTY 10

 PROBLEMS AND ISSUES RELATED TO
INCLUSIVE EDUCATION
• Multi-level teaching:
 Because the classroom is varied, the one-size-fits-all formula may not
work always.
 Finding different resources may be difficult and time consuming.
 Creating groups may be difficult.
 Difficulty in assessing the students.
 Difficult to cater to their varying needs

DR. SAMITA SHETTY 11

 PROBLEMS AND ISSUES RELATED TO
INCLUSIVE EDUCATION
• Cooperative learning
 Reliance on a positive group dynamic may be challenging
 Group selection process can be a challenge
 Absenteeism is a challenging factor if it extends over multiple days
 Discipline issues may occur
• Peer tutoring may pose challenges in selection of tutor and tutee,
confidentiality of information and parental resistance.
• Using appropriate evaluation techniques in inclusive classroom may be
difficult in terms of variety of tools and lack of expertise in teachers.
DR. SAMITA SHETTY 12
 ETHICAL ISSUES IN INCLUSIVE EDUCATION
• Protecting the confidentiality of personal data of students according to
prescribed laws and school policies
• Objectivity in evaluation and intervention procedures
• Adhering to professional standards regarding selecting, administering, and
interpreting assessment measures
• Establishing and maintaining professional relationships with the team
members to facilitate the provision of optimal services.
• Functioning within the boundaries of individual professional competencies
and accepting responsibility for the consequences of his or her actions.
• DR. SAMITA SHETTY 13
 RESEARCH TRENDS IN INCLUSIVE EDUCATION
IN INDIA
• Education policy
• Practices in inclusive education
• Curriculum
• Inclusive pedagogy
• Teaching strategies: Co-operative learning, Language Learning , Multi-
Sensory Approach , Task Analysis

DR. SAMITA SHETTY 14

RESEARCH TRENDS IN INCLUSIVE EDUCATION
ABROAD
• Education policy
• Technology
• Language Acquisition through Motor Planning
• Inclusive pedagogy
• Teaching strategies: Multi-sensory Approach, Cluster grouping

DR. SAMITA SHETTY 15

THANK YOU

DR. SAMITA SHETTY 16