In such classrooms individual differences are the standard rather than the exception. Performance measures relate to the student’s achievement in content areas. Teachers are expected to accommodate an increasingly heterogeneous student population. Perhaps the most critical role in successful inclusive schools is the role of the principal. The Embassy of Israel in Myanmar in collaboration with the Myanmar Centre for Responsible Business – MRCB, Myanmar - Israel Chamber of Commerce, Industry and Innovation (MICCI), and Access Israel have organized two webinars to share experiences on the role of business in promoting accessibility and inclusion for people with disabilities in Myanmar. Pugach and Johnson (1990) found that teachers using this strategy are likely to have fewer problems. As a supportive educational environment has an important positive effect on overall learning of differently abled students, Nielsen (1997) argues that regular classroom teachers need to be competent in making a positive psycho-social environment for all differently abled students. These adaptations, therefore, require teachers to implement alternative teaching actions such as modifying assignments, materials, testing procedures, grading criteria and varying presentation styles in order to improve the achievement of differently abled students in regular education classrooms. Under the scheme of Sarv Shiksha Abhiyan, NGOs played pioneer role in promoting inclusive education in India. Change will not yield the desired results, if those who implement it are resistant or are not committed. Abstract. It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. The regular classroom teacher is now viewed primarily as a "thoughtful professional", one who is able to understand the relationship between teaching and learning as well as develop the cognitive functioning of the differently abled students. With the use of both activity-based and experiential learning, students become involved in discovery, movement, interaction with the environment and manipulation of materials. McLoughlin & Lewis, (2001) state that regular school teachers are required to exhibit competency in assessment in order to identify the specific needs of differently abled students. They also worked towards eliminating the felling of discimination on the basis of castes and economic status.They helped children by providing books and clothes for free. “promoting social integration”, can play an effective role in accelerating the progress in achieving MDGs. These children require physical and emotional acceptance at home and school. • It creates a realization of the significance of direct individualized instruction. Developing ‘schools for all’ is important because schooling is linked to human, economic and social development goals. 3. Request PDF | Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes | Teachers are expected to accommodate an increasingly heterogeneous student population. For example, necessary adjustment of materials (e.g. Peer collaboration involves pairs of teachers working together to resolve classroom problems. It is necessary that teachers take the responsibility for improving the learning and involvement of all children in their classes in order to develop teacher competences for inclusive education. Attitudinal measures relate to differently abled student’s self-concept and their attitudes toward their teachers and non-disabled peers. Download article as PDF. This technique has been accepted by regular school teachers who state that it is easier than preparing many lessons and that classroom instruction has coherence despite individualization (Porter, 1997). Outcome 1 – Understand the importance of diversity, equality and inclusion. Portfolios make it possible to collect the learning process over time as well as the assessment of non-traditional strengths and talents such as artistic or visual abilities of students. Kugelmass, (2004) Inclusive education means including differently abled children in regular classrooms that have been designed for normal children. It is an instructional approach that allows the regular classroom teacher to plan for all students within one lesson, thereby decreasing the need for separate programs while allowing the teacher to weave individual goals into classroom content and instructional strategies (Tomlinson, 2003). Ensuring that each individual has an equal opportunity for educational progress remains a challenge worldwide. These include peer tutoring, mastery learning, cooperative learning, and applied behavior analysis. It includes all the skills required in a teacher for conveying units of knowledge, application and attitude to student in an interesting way. 5, 3. Such control can be easily handled in primary schools. added that when the educational system is not inclusive, what it reflects are assumptions that children with disability cannot learn or do not deserve the same standards of education as others – something she said “is just not true”. European Journal of Special Needs Education: Vol. As a result, several lists of vital teacher competencies have been created; all of which are context and situation specific. , is a firm believer in the benefits of inclusive education. However, it is not only teachers that hold the responsibility to promote inclusion. connections between education systems advocacy organizations, and re-examining both the allocation and the role of educational assistants in promoting inclusive classrooms for students with rare chronic health conditions. The role of education in promoting inclusive societies: what works? “Inclusive classrooms take the financial pressure off schools, as they will no longer require those separate classroom areas. This research will attempt to identify and examine teachers’ competency when educating the children with special needs in regular education setup i.e. It is not essential that all competencies of a teacher have the same extent of knowledge, skill and attitude. Friend and Cook (2010) define teamwork/collaboration as an interactive process that enables people with diverse expertise to produce creative solutions to commonly defined problems. Nicosia 1065 In an inclusive classroom, special education teachers have the essential role of ensuring that students with disabilities or special needs receive a quality education. These contain screening, diagnosis, program placement, instructional evaluation and program evaluation. Therefore, pre-service and in-service teacher education and training should be in line with inclusive education approaches in order to build the teacher capacities necessary to make diversity work. To study the existing teachers’ competencies for imparting inclusive education — as perceived by the teachers. Creating an educational program (individualized) that is tailored to the unique needs of a differently abled child and this is the hallmark of special education. In order to understand the key concepts of this study, it is necessary to define them to avoid misinterpretations. The role of adult training in promoting social inclusion – the same in Norway as in French-speaking Europe? Friend & Cook, 2010; Hart & Whalon,(2008) there are researches available that show the benefits of co-teaching to improve academic achievement of not only differently abled students but all students. Journal of Sport for Development. It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These students require the teachers to deliver instruction that is activity-based and facilitates learning of students through personal experiences. As the competencies are observable, they are also measurable. Murray and Payne (1974) piloted a survey of school principals regarding the desirable competencies by regular school teachers to work effectively with differently abled children. Inclusion is an effort to improve quality in education in the fields of disability, is a common theme in educational reform for decades, and is supported by the UN Convention on the Rights of Persons with Disabilities (UN, 2006). “When children with disability are in the regular class it is due to huge determination on the part of parents and a good attitude on the part of individual teachers – not a culture and practice of inclusion.”. Inclusive education means all children in the same classrooms, in the same schools. Hyam, (2004) the role of educators in changing environment is also required to change, if there is to be a smooth transition from mainstream education to inclusive education. Both morally and logically, inclusion is the right thing to do”. Therefore, training becomes a needed bridge between teachers and pupils with special needs. Recent progresses in technology for special needs students has made it possible for tto accomplish a number of tasks, while being in regular education environment, that was not possible earlier. There are efforts that have been made, especially in western countries, to identify the competencies that regular school teachers need to work effectively with differently abled students. Inclusion is not confined to the disabled. This has to be understood in the power of education to reduce poverty, to improve the lives of individuals and groups, and to transform societies (e.g. Earlier, regular classroom teachers employed the ability grouping to deal with variations in student skill levels. The teacher has to employ both, basic skills such as gathering, learning and background information of differently abled students and also highly specialized skills such as selecting, administering, scoring and interpreting standardized measurement instruments. In order for approaches in delivering the curriculum to be called inclusive, they must meet the needs of all students, irrespective of whether they are considered to be able or disabled. Promoting inclusion and equity in education: lessons from international experiences. These competencies have been classified under the seven categories. 6, A school for all, pp. times of crisis and has helped improve children’s health and education. • It develops skills related to teamwork. They may need to acquire new skills and reject some of their beliefs and practices. One of the main roles is to support the teacher in meeting the needs of children with special needs. These skills are the ones that they should use on a daily basis to provide appropriate instruction to special needs students. Regular school teachers could use the given collaborative strategies in order to deliver effective instructional programs to differently abled students — peer collaboration, co-teaching and teacher assistance teams. Dr. The involvement of all children needs to be made sure in all domains of their life in and outside the school. They should present information to the students in a manner which enables them to assimilate the information easily. Teachers can be benefited by the approach of Inclusive education in various ways. They outline the key elements in the shift towards inclusion with a particular focus on teaching for inclusion and the role of teachers, other educators, … 1:1 Explain what is meant by: Diversity – the word diversity means a different and varied. Liasioning with other special educators’ of other schools for updating the information and knowledge. The objective of SSA is to bring all children between 6-14 years in the net of 1-8 elementary, free and compulsory education, keep them in school till they complete the eight year cycle and see that they attain standards of a specified quality. Inclusion in education refers to a model wherein students with special needs spend most or all of their time with non-special (general education) needs students. It will also support a wide range of approaches, options and strategies for education of children with special needs.". In "Article III: Basic education should be provided to all children, youth and adults- To this end, basic education services of quality should be expanded and consistent measures must be taken to reduce disparities." The success of these efforts depends largely on the responsiveness and willingness of these teachers to meet the educational and social needs of students with varying abilities. The preamble explicitly states that this includes children with disabilities. Keep constant liasioning with different Non-Government organisation working in this field for aiding support services for child with special needs, Maintain the database of child with special needs, Develop the assessment portfolio of child with special needs, Prepare a list of required materials and equipment before the beginning of the session, Organize continuous, periodic and regular parent meeting. While student demographics vary greatly across the country, there is no question that cultural respect and inclusion are values that matter greatly in the modern classroom. This skill is at the heart of all the competencies that regular teachers need to exhibit while working with diverse student population. SSA framework clearly states that "SSA will ensure that every child with special needs, irrespective of the kind, category and degree of disability, is provided education in an appropriate environment. The inclusion of differently abled students in regular education classrooms requires regular school teachers to upgrade their skills in-order to respond to the new challenges provided by their changing roles and responsibilities. A major challenge in teaching medicine in a rural setting is that long geographical distances separate students, instructors, and educational resources. To study the training needs in the context of teachers’ competencies as perceived by the teachers. It is the responsibility of the teacher to adjust and adapt the physical and psycho-social arrangement of the classroom to be responsive to the needs of the differently abled children. Vaughn & Bos (2012) suggested a number of strategies that regular school teachers would require in order to accommodate students with disabilities in the classroom environment. To identify the shortcomings of present day in-service programmes. Studies have also displayed that teaching social skills to differently abled children and their nondisabled peers in cooperative groups results in increased frequency, duration and quality of social interactions (Jenkins et. Kochhar and West (1996) laid stress that, in inclusive education classrooms regular school teachers are required to teach ‘content’ differently. To identify the competencies of inclusive school teachers. Individualized and adaptive instruction. Research has shown that when included in the mainstream school system, children with a disability thrive in their learning. Whatever may be the type of resource room the teacher with her commitment, skill and knowledge can redesign it into useful, creative and interesting. “Based on the evidence that all kids do better with inclusion, this amounts to an educational short-changing of our children with disability by the education system in NSW,” she said. SSA will adopt zero rejection policy so that no child is left out of the education system. Ensuring that each individual has an equal opportunity for educational progress remains a challenge worldwide. Media role in promoting inclusive information society. The joint effort in dealing with the problems creating solutions would enhance the chances of the success of the programme or the course. Educators are required to reconsider their roles, construct new knowledge and learn new skills to equip themselves for the change. The teacher has to provide high quality, holistic support and focused involvement with the children with special needs based on a joint perspective, mutual understanding and networking. Answered April 13, 2018 Discussing the role of education in inclusion, education can perhaps be the best and most apt space to introduce, inculcate, practice and spread inclusivity. As competencies, have a performance dimension of them, they are observable and demonstrable. Strategies to Promote Inclusive Practice in the Classroom. A competency consists of one or more skills whose mastery would affect the achievement of the competency. An inclusive practice in childcare promotes and encourages ALL children to participate in education and care. Friend and Bursuck (1999) suggested that regular school teachers could use assessment information for six instructional and placement decisions for differently abled students. Roy, who was a teacher for 17 years before becoming an academic, told The Educator that including children with a disability into mainstream classes “creates a better community and societal cohesion in the long-run”. • It acquires different ways of perceiving challenges as a result of being on a multi-disciplinary team. Fundamental to this presumption that the success of inclusive education depends on various variables; the most significant one, is the teacher. Part of achieving that goal is creating the right environment that is inclusive of all children. "A study of teachers’ competencies and training needs for inclusive education". Essay on The Importance of Promoting Equality, Diversity and Inclusion in Schools Written Assessment #2 in Unit 204 (2. Inclusive education requires putting inclusive values into action to ensure all children and adults belong, participate and flourish. “While there is a legal right for children with disability to attend the regular class in the local school, often there is not the expectation that they will do so,” she said. “People with disability, including intellectual disability and very profound disability, can have education, jobs, friends, partners and meaningful lives – if society lets them,” she said. Friend and Bursuck (1999) said that these assessments are more likely to reveal student understanding since they call for students to apply knowledge and skills rather than to only recall and recognize. (2011). India also contributes to the philosophy of the 1993, UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities and the Salamanca Statement and Frame work For Action (1994). Abstract. The Empowering Teachers to Promote Inclusive Education project has two main outputs: • A suite of case study materials consisting of: o a literature review and o a case study The directive principle to guide state policy Article 45 states that "free and compulsory education should be provided for all children until they complete the age of 14". The Individuals with Disabilities Education Act (IDEA) states that students with individual education plans (IEPs) must be educated in the least-restrictive environments (LREs) available. It also means non exclusion (NCF-2005). 1) The follow assessment will have a brief description of the importance of inclusion and Each of them is briefly discussed regarding their relevance to inclusive education. 32 Stasicratous Street parents of students with disabilities, and instructional assistants. Future research directions are suggested, inclusive education for individual with disabilities in public and private sector in India. Clement-Couzner added that when the educational system is not inclusive, what it reflects are assumptions that children with disability cannot learn or do not deserve the same standards of education as others – something she said “is just not true”. It can be seen that the roles and responsibilities of regular school teachers has now been comprehensive after the introduction of inclusive education programs. He envisaged instructional adaptations as a process of choosing and applying an appropriate teaching action following an assessment-based determination that previous lesson for a student was unsuccessful. Inclusion: It is defined as mainstreaming the education of the children with special needs. When teachers possess knowledge, classroom supports, leadership and support from their school administrators and the broader education system, an inclusive approach to quality education for all learners can take root in regular classrooms and schools. can also communicate this expectation clearly to their teachers and staff. The results of the needs assessment conducted by Gear and Gable (1979) showed that the teachers indicated a high need of training need in the ‘professional knowledge’ area. However, teachers often feel ill prepared and, hence, may be apprehensive toward the inclusion of students with special education needs (SEN) in regular classrooms. 1. In every country, the paradigm shift in Special Needs Education is to promote the inclusion for children with special needs in academic, vocational and social aspects. The literature on inclusive education is undisputed about no matter how excellent the educational infrastructure might be, how well articulated educational policy might be, how well resourced a program might be, effective inclusion does not take place until regular classroom teachers deliver relevant and meaningful instruction to students with disabilities. The paper "The Role of Effective Leadership in Promoting Inclusion" discusses that effective leadership is also critical in establishing data systems that can play a StudentShare Our website is a unique platform where students can share their papers in a matter of giving an example of the work to be done. 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