What is Inclusive Education
by Yuvi - November 14, 2020
What is meant by inclusive education ?
Introduction
What is inclusive education and Meaning of inclusive education –
Inclusive education is concerned with removing all barriers to learning, and with participation of all learners vulnerable to exclusion and marginalization. It is a strategic approach designed to facilitate learning success for all children.
The National Curriculum Framework for School Education (NCFSE) (2000), brought out by the NCERT, recommended inclusive schools for all without specific reference to pupils with Special Education Needs as a way of providing quality education to all learners
According to National Curriculum Framework for School Education NCFSE –
Segregation or isolation is good neither for learners with disabilities nor for general learners without disabilities. Societal requirement is that learners with special needs should be educated along with other learners in inclusive schools, which are cost effective and have sound pedagogical practices (NCERT, 2000)
The National Curriculum Framework for School Education also recommended definitive action at the level of curriculum makers, teachers, writers of teaching–learning materials, and evaluation experts for the success of this strategy.
Concept of inclusive education
Inclusive education means all learners, young people—with or without disabilities being able to learn together in ordinary preschool provisions, schools, and community educational settings with appropriate network of support services.
Inclusion means the process of educating children with Special Education Needs alongside their peers in mainstream schools.
Benefits of Inclusive education for Students without Special Needs
The benefits of inclusive education for students with Special Education Needs are as follows:
1) Spending the school day alongside classmates who do not have disabilities provides many opportunities for social interaction that would not be available in segregated settings.
2) Children with Special Education Needs have appropriate models of behaviour. They can observe and imitate the socially acceptable behaviour of the students without special education needs.
3) Teachers often develop higher standards of performance for students with special education needs.
4) Both general and special educators in inclusive settings expect appropriate conduct from all students.
5) Students with Special Education Needs are taught age-appropriate, functional components of academic content, which may never be part of the curriculum in segregated settings (for example, the sciences, social studies, etc.).
6) Attending inclusive schools increases the probability that students with special education needs will continue to participate in a variety of integrated settings throughout their lives (Ryndak and Alper, 1996).
