• Posted on October 16, 2023
• Libin

Assignment Sample on DMX1030/5

Introduction

Inclusive Education or IE is known as a new perspective towards schooling disabled children as well as children facing difficulties in learning as compared to the normal ones.  This education system does not discriminate between the abled and the disabled. In fact, it brings all the children who seek education under the same roof. It guides all the learners together within one classroom as well as community irrespective of their weaknesses or strengths within any field. Instead of differentiating children in respect to their capabilities, it seeks to raise the potential of every learner who desires to get educated and learn from school. Further, it has been considered as one of the topmost effective ways that promote a tolerant as well as an inclusive society. It has been acknowledged that around 73 million children who belong to primary school age have been abandoned from school in the year 2010 and about 110 million have been abandoned from school within the mid-1990s in India as per new approximation through the UNESCO Institute for Statistics (UIS)(S., & Reddy Sambram, (2021).).

In addition, around 80% of the total Indian population resides within rural areas without commissary for special schools. This conveys the fact that these children have been marginalized on the basis of dimensions, such as gender, disability, poverty, and caste. This marked the need for inclusive education as well as inclusive schools in order to address the requirements of every child out there who is seeking to learn within the state and the central governments, and within every community. This need is managed by inclusive classrooms under inclusive education.

It has been found that Inclusive education at the secondary level within India has been shortly unavailable due to numerous reasons, for instance, lack of awareness, lack of funds, lack of culture, lack of attitude, and so on. As per the Indian census report of the year 2011, approximately 26 million people are suffering from disabilities. It has been acknowledged to date that the Indian government since the year 1947, had introduced several strategies in order to provide schooling facilities to the differently abled children, however, it still has been a dream for India which has been unable to touch the reality(Rose, et al. (2017).). The given piece of paper or this essay aims at investigating inclusive education in India at the secondary level by assessing various attributes of inclusive education within India, for instance, geographical, culture, and along with that the policies. In addition, with the help of theoretical perspectives or literature review, it will critically evaluate things like special education curriculum, professional standards of teaching as well as teacher’s values.

In the other country they are also very serious about the inclusive education because when any disable student is criticize by the society then the situation is not good for the student or by their parents so if all the students are take classes from a specific place means the classroom then those students are not physically fit they also able to interact with the others which help them to lead their lives just like other physically fit students. In India many places are present where an inclusive education system is available and the authorities are trying to give their best performance to all their students equally (Sulasmi, et al. (2019).). The curriculum has been acknowledged by students and the curriculum that is rigid which does not permit the usage of various teaching methods or experimentation can definitely prove to be a colossal barrier to inclusive education. In addition, unorganized study plans that do not identify various styles of learning may lead to obstructing the school adventures for all the students including the disabled students.

It has been observed that most of the policy makers are unable to acknowledge or even believe to be a part of inclusive education. It seems like they implement certain policies in order to gain votes in the election to seek people’s attention towards them or to be in the frame of a sensitive person towards society. Like, the one who made the policy itself does not care about that after a month of the implementation or initiation of the policies. Thus, it proves to be a barrier towards inclusive education that has no solution at all. Some physical barriers are present especially, in rural areas, there is a lack of certain facilities available within school premises for a differently-abled student, for instance, the infrastructure of the school building is poor somewhere, and is dilapidated (Yasmin, et al. (2020)). Such environmental barriers include passageways, ramps, stairs, doors, and so on. In addition, the local governments do not have proper funds to bring the changes to the infrastructure of the school buildings. In other words, it can be said that the local government is incapable of resolving financial crises in rural areas for educational purposes.

On the other hand, untrained as well as unenthusiastic or unwilling teachers regarding dealing with disabled students will lead to the success of inclusive education and further, the success of the nation. The main reason behind this may be the lack of training being provided to the students. Along with that, it has been mandatory to encourage teachers in order to deal with disabled students patiently.People in the typical Indian society judge every child according to their grades. They do not focus on the talents or capabilities they possess. Forget people, there are some parents too who feel ashamed of their disabled or specially-abled children. They claimed their children to be the result of their past life sins. In the era of technology, the education system should also indulge technology while educating and schooling children like the use of PPT, and so on (Mukherjee, et al. (2020)). Therefore, it is highly recommended to introduce technology to students from an early stage of education as the knowledge of the technology would help them succeed in the future in this modern world of technology. Professionalism is a very essential factor when it comes to teachers because a student not gain the knowledge of academic courses but they also gather many knowledge’s from their teachers so if a teacher doesn’t know how to behave in classroom then many issues are may arrive in the students’ lives like the students are loss their trust and the respect on the other teachers.  Professionalism helps the teachers to show that they take the students responsibility seriously and they give their best for their student’s great future.

Main Body

Policies

India has been able to introduce a disabled children scheme’s integrated education within the year 1947. This was done in order to initiate an inclusive education within mainstream schools within India.

Woefully, this policy remained quite unsuccessful in providing schooling to disabled children. In other words, it can be said that policy failed to bring many changes towards the inclusion of children who acquired special needs from the government. This was due to the fact that India lacked education materials, trained teachers, as well as unawareness regarding various types of disabilities faced by such students (Rose et al.2021). However, certain policies have been reformed in India in order to promote and provide both equalities as well as education to differently-abled children, for instance, sarva-siksha-abhiyan in 1992 for global elementary education, Right to Education Act of 2005, Inclusive education of disabled at the secondary stage 2008. Moreover, such uneven implementations, as well as limitations of certain policies, resulted in inequality within education.

The authors, Praneta, 2018  in his article, he claims that India showcases a strong need for rural development being called the land of villages in order to set up a stable economy (PRANITHA & DEDEEPYAA, 2018). The Indian government has taken a lot of initiatives regarding the developmental approaches of rural areas in order to enhance the quality of economic well-being as well as the life of people residing within rural areas. Changes are borne to education is a universal fact that just can’t be denied by anyone out there. This is due to the fact that education is the only thing that is capable of stimulating economic development with the help of rising productivity, human capital, and innovation. Education has been the key to success for ages. Nobody can deny the fact that a well-educated society is able to facilitate a way better than those of illiterate ones.

Education has proved to be the most powerful weapon of all that is able to fill the social, gender as well as political gaps. In other words, it can be said that education can bring out positive changes as well as attitudes towards social equality, environmental sustainability, and political participation (Islam, 2017). Education is the only one that has the power to improve every section’s welfare of the country, India. After identifying education to be the basic human right, for instance, food and shelter to all, the Indian government with the help of the 86th amendment towards the Indian constitution, has initiated “Sarva-Shiksha-Abhiyan” between the years 2000 and 2001 so as to offer free as well as mandatory education to every child aged between 6 and 14 years old. This policy was initiated by Shri Atal Bihari Vajpayee, the ex-Prime Minister of India who aimed at gaining the socio-economic growth of the nation.

 

The SSA aims at providing education to every child aged between 6 and 14 years old as per the year 2010. The SSA further aims at allowing children to acknowledge as well as master their potential both spiritually as well as materially based on valuing learning.

The author, Pal, 2018 in his article, “claims that education the backbone of all the countries within the globe is education (Pal, 2018). The Indian constitution ensures as well as guarantees the education’s subject matter in the state’s hand. This subject matter has been encrypted within the concurrent list through the 86th Constitutional Amendment Act in the year 1976. Education has been the state’s main power in order to ensure the essence as well as liberty of the citizens. It has been known to almost everyone that without proper education no one will be capable of utilizing its power for democracy. In order to fulfill this decree, a law has been enacted by Parliament which is known as none other than the “Right to Education Act”. It has to be noted that the bill was initially passed in the year 2002 by the lower house but it was approved by most of the upper house in the year 2009. Then, the assent of the President was given in the year 2009 and was further implemented in the year 2010. According to this Act, every child ranging between 6 and 14 years old has the right to mandatory as well as full-time free education within a neighborhood school.

As per this Act, unregistered children aged between 7 and 9 years old possess the right to get admission within a grade that is age-appropriate within a year of the Act’s commencement as well as children aged between 9 and 14 years old possess the right to get the benefit of special programs that will make them capable of attending such class within three years. In addition, according to this Act, the disabled or specially-abled children are not capable of attending classes in a local school nearby and possess the right to get proper schooling within a fitting environment respectively. This particular Act claims that till the eighth standard, no child or student would be either expelled from the school as well as held back in the same class. In simple words, no student will fail the exam nor will they have to appear for any supplementary exams if they score lower grades till the eighth standard.

The author, Chakraborti, 2017, in his article, “Inclusive education in India: A developmental milestone from segregation to inclusion”, claims that children with disabilities formulate one of the huge categories that still remain outside of the general education system’s fold (Chakraborti, 2017). Initially, the ‘Integrated Education for the Disabled Children (IEDC)’ scheme was proposed in the year, the 1970s for almost all the disabled or specially-abled children at every school education level. This scheme was further rephrased as ‘Inclusive Education of the Disabled at the Secondary Stage’ (IEDSS) in the year, 2009 due to two reasons. The very first reason claims that there has been a paradigm shift from the perspectives of charity to the perspectives of the rights for disabled or specially-abled people and for that purpose, it became necessary for schools to get organized accordingly. The second reason behind the revision of this act has been the SSA scheme through which the special needs of specially-abled or disabled children were already being addressed at the elementary level.

Critical situation

Some of the biggest barriers to inclusive education have been discussed here below as follows:

Physical barriers: Within some districts, students acquiring physical disabilities are asked to attend classes in school that are almost inaccessible to them(Sharma, et al. (2019).). It has been found that many schools do not possess certain facilities in order to accommodate differently-abled students regarding their safety within school premises.

Teachers: Teachers have been both the boon as well as a bane to the education system for ages depending on the situation. Teachers have been the root of the education system. On one hand, trained as well as enthusiastic or willing teachers regarding dealing with disabled students will lead to the unsuccessful of inclusive education and further, the unsuccessful of the nation. Attitudes: It has been determined that the huge barrier to inclusive education has been none other than the societal norms(Samanta, et al. (2017).). The Indian society or one can say the typical Indian society feels tough to accept disabled children or specially-abled children along with children possessing intellectual disabilities.

Funding:Thetopmost barriers or a drawback for inclusive education in India is funding. Though the fact has been very clear in the minds of the governments and judiciary that adequate funding is the key to the success of inclusion, still it is rare to be found in the rural areas. It has been found that often, schools lack properly-trained qualified teachers, as well as other staff members, adequate facilities, and finally general support.

The Concept of Curriculum

As per the Central Board of Secondary Education (CBSE), the focus of inclusive education has been mainly on the empowerment as well as the involvement of disabled or specially-abled children within the education settings. In addition, within an inclusive setting, CBSE highlights the importance of the curriculum-based, infrastructural, cultural event, pedagogical, community-level assessment, and programs. Furthermore, an inclusive curriculum involves vocational education, programs for building capacity, as well as well being holistic programs as per the ability of children.

The authors, Mukherjee, 2021, in their article titled “Importance of Inclusive education in Indian Schools: Special focus on Dyslexic Children”, claims that an Inclusive Education Program has been initiated by CBSE to make education accessible to disabled students also (Mukherjee, 2021). Within this program of CBSE, special educators with the required qualification of dealing with sensitive issues are appointed along with occupational therapists. CBSE has enacted this program with special reference to Dyslexic students.

Considering the above-mentioned characteristics of Dyslexia certain provisions have been catered by the CBSE in order to fulfill the needs of disabled children within the mainstream. Keeping in mind the idea of inclusive education, an Act has been enacted on the 28th of December in the year 2016 by CBSE as ACT 2016.

The authors, Rajan, 2019, in their article, claims that the CBSE has undertaken several initiatives in order to overcome the differences in educational background of the rural students (Rajan, 2019). But it has become a matter of grave concern that effective methods are not being utilized within larger portions of such schools (Mishra, 2020). Ineffective language training has become a barrier within the schooling of disabled children. The variations in the mother tongue, as well as the medium of instruction, have made learning difficult for students. Thus, the curriculum, teachers along the medium of instruction have contributed towards the achievement’s low level.

The researchers targeted a few schools of Kerala and found out that the students possessed high language skills though they scored fewer marks in their examinations (Sharma, 2019). They interacted with a senior faculty of KendriyaVidyalaya who revealed certain facts regarding their curriculum:

1. Only experienced and qualified teachers are appointed for teaching purposes.
2. Teacher exchange programs are conducted across the globe within which they get transferred to a different region after a fixed time. This makes the teacher stay updated with the languages, teaching trends and methods, and traditions of different regions.
3. Several co-curricular activities and competitions are conducted every Saturday in the last two periods like quizzes, extempore, debates, poem recitations, essay writing, handwriting competition, seminars, etc.

The researchers also analyzed the CBSE syllabus through a school in Palampuram, Ottapalam. They interacted with the school’s senior teacher and found out that the CBSE syllabus is quite lengthy to be completed by both the students as well as teachers. The CBSE syllabus fails to emphasize critical thinking although the texts are appropriate culturally (Fahrurrohman, Ridlo&Nugroho, 2019). There are learner-friendly materials but more priority is given to reading, speaking, and grammar. She further told that not enough guidance is provided to the teachers through textbooks. Within every two weeks, examinations are conducted as per the demand of the CBSE syllabus. The main idea behind enacting such an Act has been the requirement of facilitating special abled children who show the specific 21 disabilities listed in the schedule. Some of the provisions of this Act enacted by the CBSE have been listed here below as follows:

1. Flexibility in opting subjects
2. Exemption from 3rd language
3. Compensatory and Scribe time

Thus, it can be concluded that inclusion is not just limited to disabled children; it is also about children possessing unique learning styles. Learners may not be physically disabled but they may also be different based on linguistic or cultural differences. It also may be possible that few students belong to families with not so good economic or financial backgrounds and not getting the education that they deserve(M., & Oleksiuk, et al. (2021).). They may be deprived due to a variety of factors like social, economic, linguistic, cultural, gender, vocational or administrative disabilities. Therefore, it becomes necessary for such students to become free from such barriers on their way to education. Respecting such disabled students, the CBSE has decided to provide relaxation to disabled children.

The ‘National Council for Educational Research and Training’ gives many directions for the teaching process of the disable students. The NCERT produces a calendar where they state some methods of teaching for the physically unfit students. Those are radio programs, then video programs, next is audio books which helps those students who are trying to learn something from their homes. These methods help the students to understand everything verbally and also by visually especially who needs some extra care. These plans also suggest that the parents and their teachers both are required for any students self-learning and this is assigned to the students with the directives and appropriate worksheets. During the lockdown situation every school and colleges adopt alternative methods for their teaching like the online method (Tohochynskyi, et al. (2021).). The NCERT released some alternative methods for the students, who are studied in primary means from class 1 to 5, then upper primary class means from 6 to 8 and the last category is secondary level where class 9 to 10 are included. The entire plan which is made by NCERT is distributed through SMS, then Whatsapp, telegram, Facebook etc. These resources are also provided by the ministry-of Human Resource-Development.

All these strategies are mainly set for those students who are disabling. The NCERT try to set some strategies that help the special child in their education but not separately but with the other students who are physically fit. The NCERT believes in the inclusive education system because when any disable student is criticize by the society then the situation is not good for the student or by their parents so if all the students are take classes from a specific place means the classroom then those students are not physically fit they also able to interact with the others which help them to lead their lives just like other physically fit students. For this reason this foundation tries to equalize every student and gives them proper teaching just like what every normal student takes from their teachers.

Inclusive education is a totally new action which helps the students who are disabling where they are also taking classes with the other normal students. This approach brings all the students together in a one community where they all have their own strengths and weaknesses in different areas and also this approach enhances the student’s potential.  The NCERT actually tries to promote an inclusive and tolerant society. It is known that more than 73 million children of the primary school who were out of the school in 2010, then 110 million children out of the school in the 1990s and these are estimates by a new institute which is UNESCO (Saloviita, et al. (2018).).  More than 80 percent students belong from a rural area of India where the special schools are not available. In India more than 8 million children are out of-school where the special students are really in danger because in rural places no special schools are present in the rural area.

The NCERT today tries to build awareness in every person’s life where they understand how much education is important in every child’s life and for that if the entire disable child’s are take classes with the normal students then those students are also able to grow personally and mentally. By this activity all the disable students gain the knowledge of where they are trying to interact with the world and there is no need to be afraid of the conversation with the normal people.

Teacher Professionalism

It has been well known by almost everyone that the greatest belongings of every education system are none other than the teachers. Teachers are the source of development of any nation across the globe or it can be said, across the universe. They are the ones who are responsible for the transmission of knowledge among children. Teachers are the base of any nation. The characters of students depend on only and only on teachers. Teachers are the ones who shape the students’ behavior and character by teaching them good lessons. Children behave the way they have been grown up with their understanding and knowledge of manners. And, undoubtedly, manners are taught to children either by their parents or their respective teachers. It has been observed that previously, inclusive education was given to disabled or specially-abled children by teaching professionals before the year 1992. But, unfortunately, inclusive education could not succeed much in providing better education to such children. They were unable to or in the words, it can be said they almost failed to provide empowerment to the disabled children or children acquiring special needs or specially-abled children. This has happened due to the fact that previously the teachers were only provided with training regarding educating such children rather than training regarding dealing with the disabilities of such children.

It has been acknowledged that most of the students are not even aware of certain disabilities that are possessed by such children. In the other words, it can be said that teachers were not even aware of the kinds of disabilities that exist on a medical basis. Unknown of the disabilities, they became unaware of the interventions too. This was not at all beneficial for disabled students as they were also unable to deal with it. This created a sense of chaos among both the teachers as well as the students. Apparently, as a solution to it, the government initiated an Act known as the Rehabilitation Council of India Act, 1992 which was passed and enacted in the year 1992 by the Parliament(Van Mieghem, et al. (2020).). According to this Act, it became mandatory for all the teachers who will provide education to the disabled or specially-abled students should be registered through the council. This particular Act also lays down the fact that it is the right of every child who is differently-abled or disabled or specially-abled possesses the right to education by a well-trained and qualified teacher. The fact to be noted about this Act is that the Act is being very strictly followed all over India. Many teachers who were found guilty regarding teaching the specially-abled children without a license were immediately punished and were thrown out of the school at the moment. Moreover, the priorities of the rehabilitation have been providing importance to qualification more than professionalism.

The authors, Priyadarshini&Thangarajathi, 2017 in their article titled, “Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education”, claims that the researchers put an attempt in order to evaluate the attitude of students as well as teachers towards special education teachers, disabled students, and inclusive education. The research also evaluated the gender’s effect on the attitudes of teachers towards special children. To serve the purpose, the researchers interacted with a few school teachers and students of various schools in Bilaspur city(K., & Struyf, (2020).). The result claimed that students seemed to show a positive attitude towards disabled children in comparison to the teachers. The outcome even claimed that there were merely any differences in attitudes in respect to gender discrimination among them.

The researchers also tried to evaluate the attitude of teachers in Delhi towards inclusive education. They were of the view of the implementation of inclusive education. Their attitudes were positive towards special children as well as inclusive education. They seemed to be in support of inclusive education. Overall the evaluation stated both positive as well as negative attitudes of teachers in respect to inclusive education and special children.

Teacher’s PROFESSIONAL code of ethics by NCERT is here below as follows:

Obligations towards Students:

1. To show love and affection to all pupils.
2. To value the value of being equitable and impartial to all pupils, regardless of caste, creed, religion, gender, economic position, handicap, language, or place of birth.
3. To help pupils develop physically, socially, intellectually, emotionally, and morally.
4. To respect the child’s essential human dignity in all aspects of school life.
5. To make deliberate and systematic efforts to assist the youngster in realising his or her potential and skill.

Obligations towards Parents, Community and Society:

1. To build a trusting connection with parents/guardians in the benefit of kids’ overall growth.
2. To refrain from doing something that is detrimental to the child’s or his/her parents’/guardians’/guardians’/guardians’/guardians’/guardians’/guardians’/guardians’/guardians’/guardians’/guardians’/
3. To instill in kids an appreciation for India’s diverse culture.

Obligations towards the Profession and Colleagues:

1. To aim for ongoing professional progress.
2. Fostering a culture of deliberate cooperation and conversation among colleagues and stakeholders.
3. To be proud of one’s vocation as a teacher and to treat others members of one’s career with decency and respect.

The NCERT is a department of-education who gives the directions to the institutes on how they can help the disable students in their schooling life. This department produces some handbooks where they clearly mention how the teachers interact with the special students and are also able to help them where all the students are present means in the inclusive classroom. Many teachers fail inclusion of the CWSN where some of the additional burden is present where the students are taught in the different schools (Pit-ten Cate, et al. (2018).). The NCERT tries to guide all the inclusive education systems that are needed to focus on tracking the progress of the child straight from the elementary stage to the secondary stage. The NCERT tries to spread awareness among the society regarding the importance of education for disabled or specially-abled children. The NCERT tries to spread awareness regarding the kind of appliances as well as aids that are suitable for various disabilities and their availability. All the schools must be barrier-free architecturally for the safety of the disabled or specially-abled students. Attitudinal barriers have been a serious concern in India. Therefore, there is a strong need for addressing it seriously with the help of some sensitization programs. All these help the institute and the parents to teach their children in homes and in schools who are disabling.

Making of ‘good teachers’ and ‘good teaching’

Inclusive education has been of great importance because of the reason that it makes every child capable of learning in spite of their disabilities. It provides a better learning opportunity to each and every child out there in the universe. With the help of such education, every child is now capable of being a part of the community and society without being hated by anyone likewise they used to be before the initiation of inclusive education.Some of the skills and the qualities that must be acquired by teachers being a part of the inclusive education system have been discussed here below as follows:

Organization- The core skill required for helping a teacher in the classroom every day has been to be well-organized. This will ultimately help the students to gain confidence while schooling. A variety of ways are there to be organized by a special education teacher. For instance, using color-coded notebooks or folders(Miesera, et al. (2019).). A special education teacher must keep a record of their specially-abled children so that when the time comes they would be able to provide their evaluation regarding their improvements in front of the therapist, parents, and administrators as well.

Creativity- It must be known by the special education teachers that different children possess different learning styles. A great teacher is one who is capable of adapting their lessons through creative ways in order to emphasize the learning strengths of every individual child within the classroom. A teacher must be capable of making interest among the children within the learning process by providing the same lesson in different ways as per the learning style of the students.

High intuitive- It is quite possible that some children might find it difficult to express their feeling because of a lack of communication skills. With such stresses, the especially-abled children may become frustrated or get confused or they may even be overwhelmed and because of this they may withdraw or act out. Therefore, a special education teacher must possess intuitive skills in order to resolve certain issues leading to the disruptive behavior of such disabled children.

Calming Nature- Having patience while dealing with every sort of situation in the schooling process of disabled students is a must to acquire the skill of all. The fact cannot be denied that the classroom environment’s intensity may too create stress among both the students and the teachers as well. The reason behind such situations or stress may be handling the learning as well as behavioral issues of such children(J., & Gebhardt, (2019).). For instance, it may be possible that a student is finding difficulty in solving mathematical equations or problems or a student finding it difficult to move sitting on his wheelchair. In that scenario or situation, it becomes the respectful duty of the special education teacher to show patience and handle the entire scenario in such a way that the stress gets reduced within the classroom. A special education teacher must be skilled in creating as well as balancing a calm atmosphere within the classroom.

Detail-oriented- Every teacher not only should any special education teacher have this quality, they should be capable of paying attention to detail. It has been found that the special education teachers have been consistently analyzing the disabled or specially-abled students through every method, be it a formal one or an informal one. And these details are responsible for making a difference while assessing such children’s performances. Attention to detail has been one of the significant requirements while applying for being a special education teacher.

Deadline-oriented- A special education teacher must be deadline-oriented. Sticking to a schedule that is clear will help the disabled students to stay calm. For instance, planning according to the deadline will make them work efficiently without having any fear of getting late. Thus, an important role is played by the special education teachers in achieving the goals of the disabled children by meeting the deadlines.

Adaptability- An important quality that a special education teacher must acquire is adaptability. A special education teacher must be adaptable to any situation that happens within the classroom(Jungjohann, et al. (2019).). It may be possible that in the midst of schooling, the specially-abled children have disruptions, meltdowns, and outbursts for a variety of reasons, for instance, outbursts while leaving the room, meetings with therapists, attending mainstream classes, and so on. In that scenario, a special education teacher should accept the responsibility of maintaining order and keeping a schedule. In short, a special education teacher must be flexible to every situation that may arise in the midst of the classroom.

Even-tempered- The teachers schooling the disabled or specially-abled children must not be short-tempered as their temper may create a sense of fear among such students. In the case of certain teachers, it has been noted that teachers have to deal with a lot while schooling disabled students as they have to deal with therapists, parents, as well as other professionals that creates stress within their minds at the end of the day. Therefore, special education teachers should be even-tempered.

Good sense of humor- A teacher who is going to be a part of the inclusive education system must possess a good sense of humor. This sort of character is a must to acquire by every teacher in order to keep motivating the disabled children while schooling them(Paseka, et al. (2020).). A great teacher is one who knows what time requires a good laugh when the situation becomes a bit tough and boring while teaching. This helps to shift the stressful and demotivating atmosphere into a cheerful and motivating one.

 

 

Conclusion

After reading this study, some judgments on inclusive education in India at the secondary level have been removed. According to certain scientists’ theoretical viewpoints, learning is the sole factor capable of supporting economic growth through increased productivity, human resources, and creativity. For centuries, knowledge has been the secret to success. No one can disagree that a good culture can enable a better method than an uneducated culture. Education has shown to be the greatest potent weapon available for closing socioeconomic, gender, and political disparities. In other words, education may affect good attitudes about equality and fairness, environmental protection, and political engagement. Education is the only thing that has the capacity to improve the well-being of every sector of the country, India.

According to inclusive education in India, certain policies have been reformed in India in order to promote and provide both equality and education to differently-abled children, such as the SarvaSikshaAbhiyan in 1992 for global elementary education, the Right to Education Act of 2005, and inclusive education of disabled children at the secondary stage in 2008. Comprehensive education allows almost everything, disabled students, to complete their education varying from eight years at the elementary or primary stage to four years at the senior phase, which is the ninth to the twelfth standard, and that too within an enabling as well as an inclusive environment that includes disabilities such as blindness, leprosy cured, low vision, autism, mental illness, cerebral palsy, mental retardation, and lupus. According to this system, girls with impairments are given extra attention, and the scheme also assists them in gaining admission to secondary institutions in order to realize their potential. To summarise, while inclusive education has failed to bring about many changes in the inclusion of children with special needs from the government due to a lack of educational materials, trained teachers, and general ignorance about the various types of disabilities faced by such students, there is still room for improvement by raising public awareness about its importance.

The IEDSS scheme offers an opportunity to almost all the students out there with disabilities to complete their education ranging from eight years at the elementary or primary stage to four years at the secondary stage that is the ninth standard to 12th standard as well and that too within an enabling as well as the inclusive environment.  The NCERT actually tries to promote an inclusive and tolerant society. It is known that more than 73 million children of the primary school who were out of the school in 2010, then 110 million children out of the school in the 1990s and these are estimates by a new institute which is UNESCO.  More than 80 percent students belong from a rural area of India where the special schools are not available. In India more than 8 million children are out of-school where the special students are really in danger because in rural places no special schools are present in the rural area. The equality-of-every-subject has been noted that students are judged according to the subject they choose during their higher secondary education. For instance, students belonging from the art background are not given as much importance compared to the science students. Science stream students are considered to be of the high profile while the art ones low. This discrimination needs to be ended in order to stop de motivating the students.Therefore, it is highly recommended to pay the same value to every subject.

 

 

 

 

Reference List

Journal

Biswal, B. N. CREATING A SPACE FOR FOSTERING TALENTS IN THE CLASSROOM: A STUDY OF GIFTED EDUCATION AWARENESS COMPETENCIES OF CBSE SECONDARY SCHOOL TEACHERS OF GUJARAT. Retrieved from: https://srkvcoe.org/JERE/articles/Vol_57_Iss_1.pdf#page=7 [Retrieved on: 10.12.2021]

Chakraborti-Ghosh, S. (2017). Inclusive education in India: A developmental milestone from segregation to inclusion. Journal of Educational System, 1(1), 53-62 Retrieved from: https://www.researchgate.net/profile/Sumita-Chakraborti-Ghosh/publication/325066998_Inclusive_Education_in_India_A_Developmental_Milestone_from_Segregation_to_Inclusion/links/5af4736aaca2720af9c576d5/Inclusive-Education-in-India-A-Developmental-Milestone-from-Segregation-to-Inclusion.pdf [Retrieved on: 10.12.2021]

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