Handbook of inclusive education for educators, administrators, and planners: within walls, without boundaries

310 Pages·2004·1.37 MB·English

by  Madhumita Puri

Handbook of Inclusive Education
for Educators, Administrators, and Planners

Handbook of Inclusive Education
for Educators, Administrators, and Planners
Within Walls, Without Boundaries
Edited by
Madhumita Puri
George Abraham
SAGE Publications
New Delhi/Thousand Oaks/London
Copyright ' Madhumita Puri and George Abraham, 2004
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic
or mechanical, including photocopying, recording or by any information storage or retrieval system, without
permission in writing from the publisher.
First published in 2004 by
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Library of Congress Cataloging-in-Publication Data available.
McKee, Neill.
Strategic communication in the HIV/AIDS epidemic/Neill McKee, Jane T. Bertrand, Antje Becker- Benton.
p. cm.
Includes bibliographical references and index.
1. AIDS (Disease)(cid:151)Prevention. 2. Health behavior. 3. Health education. 4. Communication in medicine.
I. Bertrand, Jane T. II. Becker, Benton Lee, 1938(cid:150)III. Title.
RA643.8.M38 362.196’9792(cid:151)dc22 2004 2004001250
ISBN: 0(cid:150)7619(cid:150)3266(cid:150)6 (PB) 81(cid:150)7829(cid:150)404(cid:150)4 (India(cid:150)PB)
Sage Production Team: Jai S. Prasad, Rajib Chatterjee and Santosh Rawat
Contents
List of Abbreviations 8
Preface 9
Introduction: Participation by Inclusion Madhumita Puri and George Abraham 11
Unit I: Inclusive Education(cid:151)An Overview
1. Historical Perspectives Madhumita Puri and George Abraham 17
International Initiatives 18
National Initiatives 19
2. Why Inclusion? Madhumita Puri and George Abraham 22
Challenges to the Individual 23
Challenges to the Administration 23
An Example 24
What is Inclusion 25
The Problem 26
The Challenges 26
3. Current Provisions of Law and Policy Shruti Pandey 28
4. Special and Inclusive Educational
Services in India Sushil Goel and Indumathi Rao 35
Resource Allocation for Education of Disabled Children 36
Lack of Data(cid:151)A Major Obstacle for Resource Allocation 37
National Efforts towards Educational Access 37
From Enrollment to Achievements 38
NGOs: The Main Service Providers 38
Early Childhood Care and Education 38
Separation of Children from General Education 39
5. An Inclusive World Renu Singh 40
The Larger Picture 40
Inclusion and Social Justice 41
Exploring the Present Education System 41
Developing an Inclusive Ethos within Schools 41
Translating Ideology 42
Ideal Inclusion: Building Bridges 43
6 Handbook of Inclusive Education
Unit II: Innovations in Implementation
6. Hearing Impairment Sandhya Limaye 47
How Deafness Impacts Parents 48
What Inclusion Means for Hearing Impaired Students 49
Prerequisites to the Inclusion Process 50
Providing an Optimal Learning Environment 54
Classroom and Instructional Guidelines 57
Providing Classroom Supports 57
Building Self-Esteem and Confidence 59
Play and Leisure Activities 60
Administrative Adjustments 61
7. Vision Impairment George Abraham 85
Early Identification and Timely Intervention 86
Assessment 86
Orientation 88
Learning Material 89
Aids and Appliances 90
Examinations and Tests 91
Technologies 91
Counseling 91
Access 92
Impact 93
8. Orthopedic Impairment Anjlee Agarwal 99
The Elements of Design 100
9. Learning Disability Mallika Ganapathy and Lakshmi Krishnakumar 114
How It Affects the Student 115
General Guidelines for Educators 116
Dyslexia 117
Dysgraphia 119
Dyscalculia 123
The Secondary School Years 125
Attention Deficit Hyperactive Disorder 128
10. Cerebral Palsy Reena Sen 149
Cerebral Palsy and Its Implications 151
Early Intervention 152
The Challenges 153
Steps in Preparing for Inclusion 156
11. Intellectual Impairment Madhumita Puri 171
Solutions within the Classroom 173
Who will Benefit 173
Nursery and Elementary School 174
General Classroom Strategies 175
Contents 7
Factors that Inhibit Learning 176
Additional Support 179
Modifying the Curriculum 179
Assessments! 181
12. Autism Spectrum Disorder Mythily Chari 196
How ASD Impacts the Child 197
How Schooling Impacts the Child 197
Designing Effective Preschools 198
Games as a Key to Inclusion 198
Modifying Play Areas 199
Transition from Early Childhood Program to the Elementary School 201
Elementary School 201
Optimizing Learning in the Classroom 203
Social-skill Curriculum 208
Accommodations for Students 210
13. Schools in Rural Areas Indumathi Rao 226
Prejudice and Ignorance(cid:151)The Greater Barriers 227
Guidelines for School Administrators 228
Curriculum Adaptation and Instructional Strategies 231
Case Report of Karnataka 233
Joyful Inclusion: A Classroom for All 235
Unit III: The Way Forward
14. The Role of Special Schools Madhumita Puri and George Abraham 245
Identification and Assessment 246
Education and Rehabilitation of the Severely Disabled 248
15. Amendments in Law and Policy Madhumita Puri and George Abraham 250
16. The Real School Madhumita Puri and George Abraham 252
Issues for Policymakers 252
Issues for School Administrators 253
In the Long-term Perspective 253
Appendices
A. Frequently Asked Questions 257
B. State-level Directives towards Inclusion 262
C. List of State Disability Commissioners 268
D. The Standard Rules on the Equalization of Opportunities for Persons with Disabilities 274
E. List of Recognized School Boards for School Administrators 278
Glossary 283
About the Editors and Contributors 301
Index 303
Abbreviations
AAC Augmentative and Alternative Communication
ADHD Attention Deficit Hyperactive Disorder
ASD Autism Spectrum Disorders
CBR Community Based Rehabilitation
CP Cerebral Palsy
DPEP District Primary Education Program
ECCE Early Childhood Care and Education
EQ Emotional Quotient
GOI Government of India
ICDS Integrated Child Development Services
IEC Indian Education Commission
IEDC Integrated Education for Disabled Children
IYDP 1981 International Year of Disabled Persons, 1981
MCD Municipal Corporation of Delhi
MHRD Ministry of Human Resource and Development
MSJE Ministry of Social Justice and Empowerment
NCERT National Council for Educational Research and Training
NPE National Policy on Education
PIED Project Integrated Education for the Disabled
PWD Act Persons with Disability (Equal Opportunities, Protection of Rights and Full
Participation) Act 1995
SL Sign Language
UNESCAP United Nation Economic and Social Commission for Asia-Pacific
Preface
Great expectations are for everyone. Children with disabilities and their families have dreams,
visions, and anticipations. They need to believe in their own strengths, assume control over their
future, and anticipate a life with choices and fulfillment. Unfortunately, problems of segregation
persist for students with disabilities. Most of them do not have access to the same programs and
services provided to other (cid:147)normal(cid:148) students. They often leave schools to face unemployment,
underemployment, and long waiting lists. Their educational programs are underfunded and lack
sufficiently trained personnel. They are being overlooked in today(cid:146)s educational reform movement.
What would change this? A question that formed the subject of many intense discussions. Should
it be the curriculum that should be overhauled; or should it be the examination system? Repeatedly,
the discussions came back to the point that more than anything else, it was reaching out through a
multidimensional approach, i.e., the technique and modality of teaching, which would make a
difference.
The other point that emerged was meaningful teacher training(cid:151)in the absence of which, at least
some way of imparting the knowledge and information about modifications in the style of teaching
must be explored. Thus, the idea of this handbook came up.
We believe that there are innumerable children who are not disabled in the conventional sense of
the term but become seriously affected by the ills of our educational system, leading to an alarming
rise in the rate of suicides, adolescent depression, and potential maladjustment. Using the (cid:147)inclusive
model(cid:148) is a way to reach out to all these children as well, and to create a generation of adults who
are well adjusted, confident and well informed to be the leaders of a progressive India.
We have been fortunate to be included in the (cid:147)mainstream(cid:148) from our early childhood. Whether
it be the family, schooling, social life, profession or recreation, we had the opportunity to be part of
the (cid:147)action.(cid:148) We firmly believe that inclusion is not(cid:160)just another fancy concept; it is a way of life.
We have lived it.
This handbook is intended to(cid:160)help(cid:160)policymakers,(cid:160)teachers,(cid:160)educationists, and the school admin-
istrators understand the concept of an inclusive(cid:160)school and how persons with different disabilities
can be made integral participants in the education process without upsetting the apple cart.
Our country is blessed with a rich heritage of diversity. This diversity spans across culture,
religion, language, climate, geography, social structure, ability and so on. We have often wondered,
if our children who go through(cid:160)the present education process ever have the opportunity to ex-
perience and know the real India. We have always believed that the classrooms of our schools must
reflect the diversity, as it exists in our country. Children must grow up recognizing, experiencing,
respecting and accommodating diversity. Education is all about growing up knowing the environ-
ment in which we live in all its dimensions. Disability is a part of our social setup and our various