integrated education and inclusive education
INTRODUCTION
Universalization
of education is an educational term refers to make education available to all
children of age of group of six to fourteen or in a class I – VII. It also
means free and compulsory education for all children till they complete
fourteen years of age. Universalization of education increasingly perceived as
a civil right indispensable for human development, such as socio economic
development, poverty eradication, democratic practice or good governance.
Integrated education and inclusive education comes under universalization of
education.
CONCEPT OF UNIVERSALIZATION OF
EDUCATION
The concept that
education is for all not for selected few, accepts that education is the birth
right for every child. That is, all children belonging to rich and poor, living
in rural and urban areas and in places which are accessible with difficulty
have to be provided facilities for elementary education. It in true sense
implies the following:
· UNIVERSALIZATION
OF PROVISION
Adequate
schooling must be provided to all children belonging to age six to fourteen
years all over the country.
· UNIVERSALIZATION
OF ENROLL,ENT
To enroll all the
students in elementary schools who attain the age of six years.
· UNIVERSALIZATION
OF RETENTION
Steps should be taken by
which the enrolled children must remain in school till the completion of
primary education.
· UNIVERSAL
PARTICIPATION
For the success of
universalization, the participation of community is quite inevitable. So,
community need to take responsibility for identification of its needs and
implement the program.
· UNIVERSALIZATION
OF ACHIEVEMENT
For the success of
universalization program, the achievement of learner is to be ascertained. The
outcome is to be based ton desirable level of learning which is common to both
formal and informal programs.
INTEGRATED EDUCATION
The
word integrated is a Chinese word which means, putting different cultures
together, based on positive moral concepts. In the year 1987, the ministry of
human resource development, in associated with UNICEF and the National Council
of Educational Research and Training developed the project for integrated
education for the disabled. Instead of confining the program to a particular
institution or school, Project for Integrated education for the disabled,
adopted a “Composite Area Approach” that converted all regular schools within a
specified area, reffered to as a block, into integrated schools. These schools
had to share resources such as specializes equipment, instructional materials
and special education teachers. Various non-governmental organizations are now
fully funded to implement the program. This program is implemented in all the
states of India and Kerala stands first by implementing it in 4,487 schools. In
1974, the ministry of Welfare initiated the integrated education of disabled
Children program to promote the integration of students with mild to moderate
disabilities into regular schools.
AIMS OF INTEGRATED EDUCATION
The integrated
education emphasizes methods which concentrate on viewing the students as a
whole person. Its goal is to develop a complete human being. Every part of the
individual –mind, body, emotion and spirit, should be developed at the same
time and be integrated into the whole person. The aim of integrated education
is not only about, how to make a smart person, but to make good person as well.
With integrated education, there is no division between school and society, study
and human life, knowledge and goodness. The children were provided with books,
stationery etc…
HELP TO THE DISABLED CHILDREN
The
children were provided with financial support for books, stationery, school
uniforms, transportation etc…The state governments were provided with 50% of
the financial assistance to implement this program in regular schools. In
India, “integrated education” has been provided mainly to students with mild
disabilities who are considered “easy” to include into regular school programs.
The model of integrated education is “whenever possible, students with disabilities
attend a regular school”
INCLUSIVE EDUCATION
Till
1990, state public schools are meant for children with normal intelligence and
capabilities and special schools are recommended for the exceptional children.
According to the concept of “inclusive education” the children with
disabilities are educated along with normal children in public schools. The
schools also provide facilities and equipment to meet the needs of special
children too.
CONCEPT OF INCLUSIVE EDUCATION
Ø All
children have the same interests and abilities should be taught in a uniform manner.
Ø Respect
for diversities and appreciation for children’s ideas.
Ø All
children are equally valuable.
Ø There
is a cooperation and collaboration instead of competitiveness and
individualism.
Ø Involving
parents regularly and taking their concerns seriously.
Ø Good
teaching for all.
SERVICES IN INCLUSIVE EDUCATION
Broadly,
there are three types of services that are provided directly or indirectly to
the differently abled children. The most essential services are provided by the
general classroom teachers and parents as well. The concept of child to child
learning, cooperative learning approaches etc…have reflected that learning can
also happen through interaction between differently abled children and normal
children as well. Therefore use of assistance of normal children is also vital
in inclusive education.
The
second type of service is the support service given by the fully qualified
special teachers. The teachers provide necessary academic and material support
to differently abled children and also provide needed assistance to regular
classroom teachers.
The
third type of services include need based peripheral services provided by the
community.
NEED AND IMPORTANCE OF INCLUSIVE
EDUCATION
There
have been efforts internationally to include children with disabilities in the
educational mainstream. As general education classroom include more and more
diverse students, teachers realize the value of accepting each student unique.
Teachers adapt activities to include all students, even though their individual
goals may be different. Inclusive education is a better way to help all
students succeed. It also provides opportunities to develop relationships. Some
of the benefits include, friendship, social skills, personal principles and
caring classroom environments. The most important function of friendship is to
make people feel cared for, loved and safe. Students with disabilities can also
create long lasting friendships that would not be otherwise possible.
CHALLENGES TO IMPLEMENT INCLUSIVE
EDUCATION
The government has implemented numerous policies
around special education since the country’s
independence. There could be many challenges for educating children with
disabilities in regular classrooms. The particular challenges around negative
attitudes of both teachers and parents in relation to the ability of disabled
to learn. Another serious challenge is the fact that most disabled people are
still excluded from equal access to mainstream education. Acceptance by peers
provides a much greater challenge for children with disabilities. Children with
disabilities are often an easy target for being teased and bullied by their
non-disabled peers. The majority of schools in India are poorly designed and
few are equipped to meet the unique needs of students with disabilities.
CONCLUSION
Universalization
of education is fundamental to the education of poverty and to generate a
healthy environment. There cannot be effective empowerment without universal
elementary education. It is inevitable to social equity at large. Integrated
and inclusive education thus paved way for every individual including disabled
children to get education till the age of fourteen. It also became the birth
right of all the children.
BIBLIOGRAPHY
Dash, M. K. (2008). Inclusive education: A new dimension. Agra: Harprasad Institute of
Behavioural
studies.
Pandey, R. S. (2007). Advanced educational psychology. Meerut: R. Lall book depot.
Gnanam, D. , & Shanmugaboopathy, P. S. (2016). Contemporary India and education.
Chennai:
Polymath Press.
Nagarajan, K . , Nagarajan, S. , & Seetharaman, D.
(2016). Education in contemporary India.
Chennai:
Sriram publishers.
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