ACCOMMODATIONS AND MODIFICATIONS

Accommodations are used when the student is expected to learn the same curricular content. But the student may be taught in a different way or need changes in the environment.

Modification are used when the student is expected to learn less or different curricular content.  This could require the modification of assignments, tests, worksheets and other materials in the classroom. But the student may be taught in a different way or need changes in the environment.

Inclusive Environment

Remember: Changing from a traditional school or classroom to one that is inclusive and learning-friendly is a process, not an event. 

It does not happen overnight. It takes time and teamwork. Yet, it can yield many benefits for us professionally and most importantly for our children, their families, and their communities.

WHAT ARE THE BENEFITS?

Inclusive,Learning-Friendly Environment based on a shared vision and values.

Promotes participation,cooperation, caring,self-esteem and confidence, culturally sensitive,celebrates differences, and stimulates learning for all children.

Promotes healthy lifestyles and life skills.

Learning is relevant to children’s daily lives; children take responsibility for and construct their learning.

Promotes opportunities for teachers to learn and benefit from that learning.

Safe; protects all children from harm, violence, and abuse.

Families, teachers and communities are involved in children’s learning.

Includes all children: girls and boys; those from different cultural or linguistic backgrounds; those with special abilities or learning needs; pregnant girls; those affected directly or indirectly by HIV/ AIDS; etc. Gender fair and Non discriminatory environment.

What does exclusion mean?

An exclusion means that a pupil is not allowed to attend school or go on to school premises for a period of time or permanently. Headteachers may use exclusion as a way of managing the behaviour of pupils. It is also used as a way of giving clear messages to the pupil involved and the whole school community, that certain kinds of behaviour are unacceptable.

As children grow older, the opportunity cost of education is even larger, hence increasing the 
pressure for children to work and earn income for the household as opposed to spending time 
in education. Third, distance to schools, poor quality of education, inadequate facilities, 
overcrowded classrooms, inappropriate language of instruction, teacher absenteeism and, in 
the case of girls school safety.
Poverty also interacts with other points of social disadvantage, with the interaction of factors 
putting further pressure on vulnerable and marginalised children to drop out (Hunt, 2008:52). 
For example, orphans, migrants, lower caste/scheduled tribe children and children from 
minority language groups in many, but not all, contexts have disrupted access, and are more 
prone to drop out or exclusion





The Government, Non Government Organization (NGO’s) and others have all come together for the cause, primarily focusing on the unique problems concerning the children in India. They include issues related to children and work, tackling the problem of child labour, elimination of discrimination towards Girl Child, uplifting street children, indentifying the special needs of children with disabilities, and providing education to every child as its Fundamental Right

How can we overcome exclusion in education?

There are two types of exclusion from school:

1.A fixed period exclusion: 

 2.A permanent exclusion: factors for permanent exclusion-It is clear that the number of children enrolled in school has increased over time. Nevertheless, a significant proportion of children who start primary school are not completing this cycle. There are many factors associated with drop out, some of which belong to the individual, such as poor health or malnutrition and motivation. Others emerge from children’s household situations such as child labour and poverty. School level factors also play a role in increasing pressures to drop out such as teacher’s absenteeism, school location and poor quality educational provision.

http://www.indg.in/primary-education/policiesandschemes/right-to-education-bill 

A UNESCO definition of inclusive education:

“Inclusive education starts from the belief that the right to education is a basic human right and the foundation for a more just society.

·     Inclusive schooling is the practice of including everyone-irrespective of talent,  disability, socio-economic background or cultural background in supportive mainstream school and classroom where the need of all students are met.

·     Inclusive education is about embracing all, making a commitment to do whatever it takes to provide education to each student in the community - and each citizen in a democracy. 

    Inclusive education takes the Education for All (EFA) agenda forward by finding ways of enabling schools to serve all children in their communities….

Today we understand inclusion to be about how we create environments in which all students can be successful, regardless of ability.Why is this a critical & controversial issue?


http://www.google.com/intl/hi/inputtools/cloud/try/

वे सब जो हिंदी में अपने विचार व्यक्त करना चाहते हैं, ऊपर  दिए लिंक की सहायता ले सकते हैं।  

लिंक पर क्लिक करने के बाद जो भी आप लिखना चाहते  हैं उसे रोमन हिंदी में टाइप करें वह अपने आप हिंदी में आ जायेगा, उसे हाईलाइट करें, कॉपी करें और ब्लॉग में जहाँ अपने कमेंट्स लिखना चाहते हैं पेस्ट करें। 

Inclusion: Achievements For All

educational inclusion is 
‘more than a concern with one group of pupils such as those who have been or are likely 
to be excluded from school… It is about equal opportunities for all children and young 
people whatever their age, gender, ethnicity, attainment or background’

Much of the literature that we read concerns the socio-political aspects of inclusive education.  Many of the articles debate whether or not inclusive education improves the quality of education for the entire student body. Though schools have largely committed to inclusive education for the better part of two decades, there seemed to be no popular agreement as to its efficacy.

Do you agree with this statement? Please elaborate? 

STRATEGIES TO ACHIEVE INCLUSION

We are a group of B.Ed. students studying the implementation of inclusive education in the classroom setting.  We are attempting to discover the “how” of this process.  Also, we would like to deduce which education methods and strategies work best in an inclusive setting. As future practitioners of education, we cannot avoid this issue and will at some point in our careers find ourselves at the helm of an inclusion class.  As such, we believe that research into this subject can improve our abilities as the educators and guides of future generations.

Have you been able to discover the “how” of the process? Discuss.

: Obstacles And Barriers To The Implementation of Inclusive Education In True Sense?

A number of developing countries continue to provide educational services to students with disabilities in "segregated" schools. In India, "integrated education" has been provided mainly to students with mild disabilities who are considered "easy" to include into regular school programs. Students with severe disabilities, in a majority of cases, do not attend a school, or in rare cases, attend a special school; but to achieve inclusion in real sense, only if all other options fail should the child be separated from the mainstream classroom.

Education is not simply about making schools available for those who are already able to access them. It is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles that lead to exclusion.

How do you think that the understanding about inclusive education differs in India from developed countries?. 

http://www.unescobkk.org/education/inclusive-education/what-is-inclusive-education/barriers-to-inclusive-education/

Rights Supporting Inclusive Education

CONSTITUTION OF INDIA

Part III Fundamental Rights (Selected Articles)

The UN Convention on the Rights of the Child, 1989

•      Article 2: Non-discrimination

Regardless of race, colour, sex, language, religion, political or other opinion, property, disability, birth

•      Article 28/29: The right to quality education

Develop the child’s personality, talents and mental and physical abilities; develop respect for the child’s own cultural and national values

•      Article 23: Disabled children’s education

Ensure disabled children have access to education while recognising their need for special care and assistance

The Salamanca Statement, 1994

“… schools should accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic, or cultural minorities and children from other disadvantaged or marginalized areas and groups.”

How the right to education for all is to become a reality ? comment

related link to know more about right to education
http://www.hrea.org/index.php?doc_id=402