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A Peer-Reviewed International Journal of
Humanities & Social Science
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IS=
SN: 2278-5=
264 (Online) 2321=
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93=
19 (Print)
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Im=
pact Factor: 6.=
28 (=
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ndex Copernicus
International)
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Volume=
-IV,
Issue-III, January
2016, Page No.
37-41
P=
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u=
blished by Dept.
of Bengali, Karimganj College, Karimganj,
Assam, India<=
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oman";
mso-bidi-font-family:Cambria;mso-bidi-language:BN-BD'>
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sp; =
We
Practices and Attitude towards Inclu=
sive
Education among Elementary Teachers of West Golaghat
District, Assam
Ms. Piku Doley<=
span
style=3D'font-size:16.0pt;font-family:"Times New Roman","serif"'>
Dept.
of Education, Kamargaon College, Golaghat,
Assam, India
Abstract
Now education is the fundam=
ental
right of every child, youth and adult. They have the right to get education
through any means. Though education is the equal rights for all individual,=
but
some people are there who are not able to get minimum level of education
because of some social, cultural and problems of disabilities. Inclusive
education is the new approach to include all children irrespective of their
abilities, disabilities, ethnicity, religion, caste, creed, gender and age.=
In
this paper it is tried to assess the inclusive practices in schools and the
teachers’ attitude towards inclusive education.
Key Words:
Introduction:
Now educat=
ion is
the fundamental right of every child, youth and adult. They have the right =
to
get education through any means. Though education is the equal rights for a=
ll
individual, but some people are there who are not able to get minimum level=
of
education because of some social, cultural and problems of disabilities.=
Inclus=
ive
education stands for improvement of schools in all dimensions to address the
educational needs of all children. The major support for inclusive education
came from the 1994 World conference on Special Needs Education in Salamanca,
Spain which emphasized that: Schools should accommodate all children regard=
less
of their physical, intellectual, social, emotional, linguistic or other
conditions. The urgency to address the needs of learners who are vulnerable=
to
exclusion through responsive educational opportunities was also highlighted=
at
the Dakar (Senegal).
World Education forum in April 2000 where in it was emphasized– &=
#8220;The
key challenge is to ensure that the broad vision of education for all as an
inclusive concept reflected in national government and funding agency polic=
ies.
Education for All... must take account of the needs of the poor and the most
disadvantaged, including working children, remote rural dwellers and nomads,
and ethnic and linguistic minorities, children, young people and adults
affected by conflict, HIV/AIDS, hunger and poor health; and those with spec=
ial
learning needs…”
=
=
When
considering understandings of, approaches to, and impacts of inclusive
education, the inevitable diversity and complexity in a context of this size
must be taken into account. India’s 1.3 billion people speak 18 diffe=
rent
languages (GOI, 2002) (Now its 22 constitutional languages), and 844 dialec=
ts
(Singal, 2005a), worship varied religions, have unique customs, differ in t=
heir
exposure to disease and access to types of nutrition which affect their hea=
lth
and socio economic status, and also communication which influence their acc=
ess to
government resources such as education or healthcare. This diversity is fur=
ther
reflected in disparities of educational achievement. For example in Kerala =
the
literacy rate recorded in the 2001 census was 90.92%, while in Bihar it was
47.53% (GOI, 2002). As a result, the overall (average) literacy rate for In=
dia
was 65.38% which, while a representative figure cannot reflect the complexi=
ty
of context (Govinda and Biswal, 2006). Added to this issue of averaging out
statistics in such a vast country is the fact that when census data was
collected there were some areas which were cut off by
“disturbances” or “natural calamities” (GOI, 2002:1=
1)
such as the Kashmir conflict, floods or landslides. Data on children with
disabilities seems to be unreliable, perhaps due to Filmer’s (2005:3)
“selective reporting” of obvious physical impairments, or child=
ren
being hidden by their families out of shame. A basic disability statistic w=
as
recently included in the 2001 Census for the first time, as a result of
campaigning by the Indian disability movement (Thomas, 2005). Despite there
being no disability indicators in the influential EFA Global monitoring
reports, the addition of the disability statistic may indicate the positive
influence of the introduction of the inclusive education concept. In India
disability is measured in five categories – sight, speech, hearing,
locomotors and mental which excludes disabilities such as autism. It is wor=
th
noting that according to the 2002 National Sample Survey, only 45% of the d=
isabled
population is literate, and 9% has secondary level education or higher (Tho=
mas,
2005).
=
While
impairment is not restricted to any one class or age group, people with
disabilities are often found to be amongst the poorest of the poor (Hans, 2=
003;
DFID, 2000) However, a caste/disability link does not seem to have been
empirically researched to date in the Indian context. There are many govt. =
and
NGO programmes focused on caste and gender in India, yet none seem to be
concerned with how disability interacts and reinforces these dimensions of
exclusion. For example, the multiple handicap of being a disabled woman can
manifest itself in many ways. Her marriage chances are slight (Coleridge, 1=
993)
she may be more subject to infanticide, her dowry higher as she is perceive=
d as
infertile, she is more likely to be abused or hidden from public view by her
family, and she “…ceases to exist as a person and is excluded f=
rom
being recognized as a woman in the fullest sense because she does not fit in
with the model of women defined by society and dear to the collective
imagination.” (Hans, 2003:22).
=
=
What is
Inclusive Education: The World Declaration on Education for All, adopted=
in
Jomtien, Thailand (1990), sets out an overall vision: universalizing access=
to
education for all children, youth and adults, and promoting equity. This me=
ans
being proactive in identifying the barriers that many encounter in accessing
educational opportunities and identifying the resources needed to overcome
those barriers. Inclusive education is a process of strengthening the capac=
ity
of the education system to reach out to all learners and can thus be unders=
tood
as a key strategy to achieve EFA. As an overall principle, it should guide =
all
education policies and practices, starting from the fact that education is a
basic human right and the foundation for a more just and equal society. The
major impetus for inclusive education was given at the World Conference on
Special Needs Education: Access and Quality, held in Salamanca, Spain, June=
1994.
More than 300 participants representing 92 governments and 25 international
organizations considered the fundamental policy shifts required to promote =
the
approach of inclusive education, thereby enabling schools to serve all
children, particularly those with special educational needs.
=
=
Although the imm=
ediate
focus of the Salamanca Conference was on special needs education, its
conclusion was that: ‘Special needs education – an issue of equ=
al
concern to countries of the North and of the South – cannot advance in
isolation. It has to form part of an overall educational strategy and, inde=
ed,
of new social and economic policies. It calls for major reform of the ordin=
ary
school’. An ‘inclusive’ education system can only be crea=
ted
if ordinary schools become more inclusive – in other words, if they
become better at educating all children in their communities. The Conference
proclaimed that: ‘regular schools with [an] inclusive orientation are=
the
most effective means of combating discriminatory attitudes, creating welcom=
ing
communities, building an inclusive society and achieving education for all;
moreover, they provide an effective education to the majority of children a=
nd
improve the efficiency and ultimately the cost-effectiveness of the entire
education system’ (p. ix). This vision was reaffirmed by the World
Education Forum meeting in Dakar, April 2000, held to review the progress m=
ade
since 1990. The Forum declared that Education for All must take account of =
the
needs of the poor and the disadvantaged, including working children, remote
rural dwellers and nomads, ethnic and linguistic minorities, children, young
people and adults affected by conflict, HIV and AIDS, hunger and poor healt=
h,
and those with disabilities or special learning needs. It also emphasized t=
he
special focus on girls and women.
=
=
Inclusion is thu=
s seen
as a process of addressing and responding to the diversity of needs of all
children, youth and adults through increasing participation in learning,
cultures and communities, and reducing and eliminating exclusion within and
from education. It involves changes and modifications in content, approache=
s,
structures and strategies, with a common vision that covers all children of=
the
appropriate age range and a conviction that it is the responsibility of the
regular system to educate all children.
=
=
Polici=
es
Taken in India: The Constitution of India and the educational policies
envisaged in post independent India reflect a perseverance and commitment to
the fulfillment of UEE. The Constitution states that ‘free and compul=
sory
education should be provided for all children until they complete the age o=
f 14
years’.
=
=
The first educat=
ion
commission in India (Kothari Commission, 1964–66) addressed issues of
access and participation by all. It stressed a common school system open to=
all
children irrespective of caste, creed, community, religion, economic condit=
ion
and social status. In 1968, the National Education Policy followed the
commission’s recommendations and suggested the expansion of education=
al
facilities for physically and mentally handicapped children, and the
development of an ‘integrated programme’ enabling handicapped
children to study in regular schools. Two decades later, the National Polic=
y on
Education (NPE) (1986) stressed the ‘removal of disparities’ in
education, while attending to the specific needs of those who had been deni=
ed
equality so far (MHRD, 1986). It stated ‘the objective should be to
integrate the physically and mentally handicapped with the general communit=
y as
equal partners, to prepare them for normal growth, and to enable them to fa=
ce
life with courage and confidence.’ In 1987, to fulfill the provisions=
for
disabled children in the NPE, the government launched the Project for
Integrated Education Development (PIED). It states ‘wherever feasible,
the education of children with motor handicaps and other mild handicaps wil=
l be
in common with that of others.’ According to the NPE, ‘the
indicators of integration are that handicapped people enjoy the same rights=
as
the rest; have opportunities for growth and development in environmental
conditions available to the rest; have access to the quality of life like a=
ny
other citizen; and are treated as equal partners in the community.’
&n= bsp; In 1993= the Delhi Declaration on Education for All promised to “…ensure a p= lace for every child in a school or appropriate education programme according to= his or her capabilities” (cited in Mukhopadhyay & Mani, 2002: 96). Th= is issue of ‘capabilities’ is key to the varied interpretations of ‘inclusivity’ of children, the focus on the child’s abili= ties diverting attention away from inadequate teaching methods (Singal, 2005b).<= o:p>
=
=
=
Object=
ives
of the Study:
=
Ø
Ø
Ø
=
Method=
ology
of the Study:
=
Tool o=
f the
study: The researcher prepared a questionnaire to collect da=
ta
from elementary teachers of west Golaghat district of Assam. The questionna=
ire
was distributed among 40 teachers which were randomly selected.
=
Findings:
·
The
attitude towards inclusive education is positive among those teachers.
·
The
teachers are aware about the needs of the different disadvantaged group of
children, but they feel that it is the most challenging task to fulfill eve=
ry
child’s need in a classroom.
·
The
teachers think that though somebody is disabled in some area he/she may
creative in another area.
·
They
are interested in training programme related to inclusive education.
·
The
teachers are not satisfied with the infrastructural facilities available at
their schools; they need more facilities to properly implement the Govt.
policies related to Inclusive education.
·
They
also need the co-operation from their co-workers to fulfill the need of des=
ired
children.
·
Some
of the teachers are not aware about the Govt. policies and need of including
the different children who are also the important part of our society.
Suggestions
for Improving the Inclusive Practices at School:
·
The
school environment should safe, accessible, structured and predictable for =
all
students.
·
Classroom
seating arrangement should support inclusion. All pupils are to
positioned so as to be able to see the board, teacher and displays.
·
The
school actively should collaborate the parents,
NGO’s and other stakeholders.
· =
Developing
inclusive policies and plans in consultation with all stakeholders, includi=
ng
parents.
·
Developing
an access and admission policy that is open to all students without
discrimination.
·
Ensure that students with SEN (Special Educational Need) =
are
included in school social events.
·
Ensure that teachers are equipped to respond to diverse n=
eeds
among children with a variety of SEN.
· =
Ensure that the achievements of=
all
students are recognized.
·
Involving children in their own assessment, allowing them
achieve against personal goals.
·
There should be a mixed ability of teaching approach.
·
There should be differentiation of the Curriculum and sho=
uld
ensure that all students are able to access the curriculum.
·
Teachers should use variety of teaching styles to cater f=
or
different student abilities.
Conclusion: Though the findings report=
ed
that teachers are interested towards inclusive education, but it can’=
t be
ignored that the poor condition of elementary education in Assam. The newly
appointed teachers are getting the opportunity of the teachers training
programme like D.El.ED with the help of which they are little bit concern a=
bout
the various types of special needs children, differently able children, and
children from the special groups like SC, ST and OBC and girl child who are
still deprived because of some socio-cultural problems existing in our
traditional society. From the study it can be said that teachers should be
trained in inclusive education and should help them to prepare such environ=
ment
through which all the children or students feel included in classroom and
school activities. The goal of achieving Right to Education Act and
Universalization of Education is incomplete without inclusive education of =
the
disadvantaged group.
References:
1)
Belapurkar, Anita M: Phatak, Smita V (2013); Knowledg=
e
and attitude about Inclusive Education of school teachers: A study,
Scholarly Research Journal for Interdisciplinary Studies.
2)
Dash, B.N. (2005) Teacher and Education in the Emergi=
ng
Indian Society,
=
3) Hydera=
bad:
Neel Kamal Publications.
4)
Dash, B.N. & Dash Nandita (2011). Special Educati=
on,
An Integrated Education for Children with Special Needs, Dominant Publishers
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5)
Giffard, Katharine and Lindsay (2007): Inclusive
Education in India: Interpretation, Implementation, and Issues.
6)
Govinda, R. and Biswal, K. (2006) Access to elementary
Education in India: Identifying Consortium for Research on Education, in Ha=
ns,
A & Patri, A (eds) (2003) Women, Disability =
and
Identity, New Delhi: Sage Publications.
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Hans, A. & Patri, A. (eds)
(2003) Women, Sisability and Identity, New Delhi: Sage Publications.
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Mukhopa=
dhyay,
S. & Mani, M. N. G. (2002) Education of Children with Special Needs, in
Govinda, R. (2002) (ed) India Education Report, =
Niepa,
and New Delhi: Oxford University Press (pp.96-108).
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Singal, N. (2005a) responding to difference: Policies
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and Supportive Education Congress 2005, University of =
Strathclyde,
Glasgow.
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Sanjeev and Kumar (2007): Inclusive Education in Indi=
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Thomas, P. (2005a) Disability, Poverty and the Millen=
nium
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http://disabilitykar.net/research/pol_final;html.
12) <=
![endif]>UNESCO.
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Education. Paris, UNESCO/Ministry of Education. www.unesco.co.in
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Inclusive Education for Children with Disabilities: A Guideline. Bangko=
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UNESCO Bangkok, 2009. 154p.
14)
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Alison (1997): Inclusive education a framework for change: national =
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