Today's Editorial

Inclusive Education

Relevance: GS Paper I

Why in News?

Globally, recent estimates suggest that 224 million young people affected by crises are in need of educational support, among which 1 in 10 have a disability. As per the 2011 census in India, over 61% of disabled children attend educational institutions, and 12% of the disabled population attended schools earlier. But 27% of them did not do so.

Understanding Inclusive Education:

• Inclusive education protects the participation of all individuals in equitable learning opportunities. It is, in fact, not the same as special education, which relies on segregation or integration rather than inclusion.
• It is a transformative approach that brings together students of all backgrounds and abilities. It celebrates diversity, fosters empathy among students and encourages them to respect differences. It is a potent weapon against discrimination and bullying.
• It highlights the belief that education is not a one-size-fits-all approach but is about finding the right fit for every student.

Interventions in inclusive education:

• Following the 1994 publication of UNESCO's Salamanca Report, many developing countries started formulating a process for including students with disabilities in mainstream educational institutions.
• Education for All, as set out in the Dakar Framework for Action, is to provide quality education for all children, including those who have a distinct form or the other.
• The NEP-2020 stresses the importance of inclusive education ~ a process that protects all individuals' presence, participation and achievement in equitable learning opportunities.
• Samagra Shiksha, an integrated scheme for school education, highlights that education policies, practices and facilities respect the diversity of all individuals in the classroom because education is a basic human right that should be generated for all regardless of their social status, gender, age, ethnicity, race, language, religion, and disability. Admittedly, inclusion is all about building the inner in children.
• Right to Education (RTE) Act, 2009 tries to protect the rights of education of those belonging to backward groups and of children with disabilities from any kind of discrimination and ensure them elementary education.
• Sarva Shiksha Abhiyan (SSA), 2000, attempts to implement inclusive education and provides orientation to all teachers on the education of children with special needs.
• The scheme for Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched in 2009-10 to provide further inclusive education for disabled children in classes XI to XII.
• Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aimed to enhance access to and improve the quality of secondary education.

Disability Rights and Legal Framework: Over the years, the government has launched various programmes to include the disabled in mainstream institutions.

• The Mental Health Act (1987) consolidates the law relating to treatment and care of mentally retarded people.
• The Rehabilitation Council of India (RCI) Act,1992 was amended in 2000 to work on manpower development to provide Rehabilitation services.
• The Persons with Disability (PWD) Act, 1995 promotes equal opportunity for everyone and protects the rights and full participation of disabled people in education, vocation, social security, etc.
  • The replacement of the PWD Act by the RPWD Act 2016 became momentous in the annals of the disability rights movement.
• RPWD Act 2016:
• The preamble of the RPWD Act unequivocally lays down the principles of empowerment of disabled persons, including respect for difference and acceptance of PWD as part of diversity and humanity.
• This provides for inclusive education as a system wherein students with or without disabilities learn together, and the teaching and learning system is suitably adapted to meet the learning needs of different types of students with disabilities.
• Its most progressive feature is “universal design,” which involves designing products and environments that are usable by people in general activities.
• The RPWD Act additionally introduces the concept of “barriers” or its definition of disability.

Concerns surrounding inclusive education:

• Inclusive education programs have been introduced, but their success has been limited due to the need for teachers and guardians to be aware of their inclusion in education, as education is a fundamental human right that should be guaranteed to all children.
• Tony Booth, author of Index for Inclusion, emphasises the importance of values in democratic and participating practices, recognising teachers and learners equally.
• NCERT's website has links to documents on Learning Outcomes for elementary school, a guidebook on the Index to Inclusion, and suggestions for accommodation and modification in assessment.
• However, in practice, the government has focused on universal enrolment while the focus should have been on the quality of learning.
• Recent statistics on learning outcomes in numeracy suggest that proper pedagogy and teacher-student interactions are essential.

Way forward:

• Ensuring quality learning:
  • RTE suggests that the quality of learning should reflect the change in curriculum and assessment methodology.
  • Institutions should create a collaborative culture that supports diversity and encourages more students with support needs. Collaboration is a process and not an end-product of intervention.
  • Building an inclusive institutional culture is the foundation for promoting inclusive education. This may be created by fostering an environment that values diversity, equity, and inclusion. 
    • This can be achieved by providing opportunities for students to learn about different cultures and traditions. 
    • A rights-based approach should be adopted, and disability inclusion should be mainstreamed into institutional culture.
• Role of teachers:
  • Teachers play a vital role in promoting inclusive education and diversity in schools. 
    • They can use diverse teaching methods to cater to the individual learning needs of each student, ensuring that everyone grasps the material.
  • Teachers should create opportunities for all students to engage actively in classroom activities and discussions.
  • Communication lines between students, teachers, and parents should always be open to address any concerns and make necessary adjustments. The effectiveness of inclusive practices should be periodically assessed, and improvements should be made as required.

•  Role of schools:
  • Schools should provide extra support or accommodation for students who require it, tailoring their approach to meet the unique needs of each student.
  • Schools must implement strategies to prevent bullying and promote respect among students. The entire school community should strive to create an environment where students appreciate and understand each other's differences.
  • Boosting student confidence starts by giving everyone equal learning opportunities and celebrating diversity.

Conclusion:

Inclusive education fosters student success both inside and outside school, offering equal learning opportunities. Schools should provide necessary training and resources for teachers and professionals and use efficient master schedule software to facilitate inclusivity. Educational institutions built on humanistic aspects of life may encourage human diversity in the class and lay the foundation for the acceptance of differences.