Ministry of Human Resource Development Government of India

Transcription

1 Ministry of Human Resource Development Government of India

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3 World Bank Group: Education Global Practice Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs Making Inclusion Work Module 1: Inclusive Education Master Trainers Material Ministry of Human Resource Development Government of India This material has been funded by UK aid from UK Government s Department for International Development, however the views expressed do not necessarily reflect the UK Government s official policies.

4 Cover and inside illustrations in this series of training modules by Navleen Kohli Design and Print: Macro Graphics Pvt. Ltd.

5 Table of contents Foreword Acknowledgments Executive Summary 1 Overview 3 Unit I: Understanding Inclusive Education 5 1. Understanding Classroom Realities and Existing Diversities Political Context Diversity in the Classroom 7 2. Conceptual Understanding of IE from Multiple Perspectives Barriers and Facilitators to Achieve Inclusion Types of Barriers to Inclusion 14 Unit Ii: Understanding Children with Special Needs Who are the Children with Special Needs? Misconceptions about CWSN Using Appropriate Language when Talking and Writing about Disabilities Understanding the Child s Needs and Ways of Providing Support Understanding Individual Needs of Children with Disabilities and Finding Ways to Assist Them 30 Unit Iii: Creating an Inclusive Learning Environment for Children with Special Needs Significance of an Inclusive Learning Environment Components of an Inclusive Learning Environment Steps for Creating an Inclusive Environment Understanding Different Learning Styles and Approaches in Developing Inclusive Pedagogy Diverse Learning Styles in Classrooms Learning Style Inventory Implications of Teaching Style Reaching All Learning Styles 43 vii ix Table of contents iii

6 Making Inclusion Work 3. Developing a Teaching Plan for an Inclusive Classroom Lesson Design Planning for Inclusion Guidelines and Strategies for Differentiated Learning Universal Design for Learning Principles that Underpin Inclusive Teaching and Learning Classroom Organisation Early Literacy, Numeracy and Language Importance of Developing Language, Literacy and Numeracy Skills for Children with Disabilities Challenges Faced by Children in Acquiring Language, Literacy and Numeracy Early Literacy Early Numeracy Reading Use of Assistive Devices, ICT and Other Resource Support to Meet the Specific Needs of CWSN Understanding Behaviour Management Process for Promoting Positive Behaviour 63 Unit Iv: Collaboration, Convergence and Teamwork What is Collaboration? Collaboration for Inclusion Characteristics of Effective Teacher Collaboration Strategies for Collaboration 74 Annexures 75 Annexure 1: National and International Policies, Acts and Conventions for Education 75 Annexure 2: UN Convention on the Rights of Persons with Disabilities 78 Annexure 3: Learning Style Inventory 79 Annexure 4: Sample Teaching Plans 81 Annexure 5: What is Universal Design? 88 Annexure 6: Pre-reading and Pre-writing Skills 90 Annexure 7: A Framework for Adapting the Curriculum 93 Annexure 8: Behaviour Observation and Data Collection Chart for Determining the Function of Behaviours 94 References 95 Online Resources 97 iv Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

7 FOREWORD The Right of Children to Free and Compulsory Education Act (2009) mandates free and compulsory elementary education to all children in the age group of 6-14 years. Sarva Shiksha Abhiyan (SSA) is the key vehicle for implementation of RTE Act. One of the important components of SSA is Inclusive Education of Children with Special Needs (CWSN). The thrust of SSA is on providing quality inclusive education to all children with special needs. However, inclusion implies equal opportunities and full participation of All children with special needs in school activities. For this, the environment has to be disabled-friendly and barrier free (77.37 percent of schools under SSA are now barrier-free). Necessary support services are needed; over 20 thousand resource persons have been appointed and close to 800 nongovernmental organizations are involved in this area. More and more children are being provided with much needed assistive devices and technologies, large print and Braille books to facilitate their inclusion in regular classrooms. Over 2.3 million children with special needs are now enrolled in schools in SSA. The critical link to making inclusion of CWSN happen in schools and classrooms is the teacher. Hence, capacities of the teachers need to be built up on those pedagogical practices that would address the needs of all children with special needs, especially those with high level support needs in a mainstream classroom. One of SSA s goals is to ensure that there are enough trained teachers to respond to and address the challenge of inclusion. This series of five training modules on Making Inclusion work is a tremendous contribution to SSA s ongoing efforts to prepare teachers to work with children of all abilities. Geared towards master trainers, the modules provide practical information on effective inclusion of CWSN, especially of children with autism spectrum disorder, cerebral palsy, deafblindness and hearing impairment in mainstream inclusive environments. They aim to build awareness of the challenges faced by children with these disabilities and share tested approaches in addressing these challenges. The modules are full of practical advice on how to create a classroom culture based on the principles of diversity, belonging and respect for individual differences. I am very pleased to dedicate this to the teachers of the country who have an immense role in making school a welcoming place for all children, including these with special needs. (Prakash JavAdekar)

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9 Foreword In 2000, the Government of India embarked on a massive endeavor to universalize elementary education. The Sarva Shiksha Abhiyan the Government s Education for All programme has supported efforts to ensure that all children ages 6-14 have access to free and compulsory education throughout the country in villages, towns, cities and mega cities. All children regardless of social economic background, gender, and abilities have the fundamental right to schooling. SSA has a zero exclusion policy. The scale of the challenge was immense; in 2001 there were 205 million children of elementary schooling age. Fifteen years down the road, and in close partnership with State governments and communities across India much has been achieved. Access to schools has been nearly universalised and almost 98 percent of habitations have access to a school within a kilometre. SSA today covers more than 1.5 million schools and 4.5 million teachers have been added. One of the strongest pillars of the SSA programme continues to be the focus on equity, and progress has been significant. An equal number of girls and boys now attend school. The proportion of children from schedule castes and scheduled tribes enrolled in elementary schools now mirrors the SC and ST proportion in the general population. At this juncture it is critically important to work together to secure these tremendous gains for future generations, while continuing to make more progress on access, equity and quality of education. Since the adoption of the RTE in 2009, SSA has been increasingly focused on ensuring access to quality education for children with special needs (CWSN). Despite concerted efforts and progress, far more needs to be done to ensure that children with disabilities are effectively included in the education system. Data also indicate that identification processes need to be strengthened as only 1.22 percent of all children have been identified as CWSN. SSA supports a multi-pronged strategy for the inclusion of CWSN. Some children are enrolled in Special Schools, others with severe disabilities are home schooled, and yet others go through a school readiness programme to prepare them for transition into a mainstream classroom the ultimate goal of SSA. However, preparing children to fully participate in an inclusive education environment is only one part of the challenge. The school s physical environment has to be disabled-friendly and barrier-free (82 percent of schools in India are now barrierfree). Necessary support services are needed; over 20 thousand resource persons have been appointed and close to 800 non-governmental organization are involved in this area. More and more children are provided with much needed assistive devices, large print and braille books Foreword vii

10 Making Inclusion Work and other technologies that allow children with special needs to be fully included in regular classrooms across India. The critical link to making inclusion of CWSN truly a reality in schools across India is the teacher. One of SSA s goals in 2015 was to ensure that there are enough teachers to respond to the challenge of inclusion and that they have training, teaching-learning materials and academic support structure at the cluster, block and district levels. This series of five training modules on Making Inclusion Work is a tremendous contribution to SSA s ongoing efforts to prepare teachers to work with children of all abilities. Geared toward master trainers, the modules provide practical information on effectively including CWSN, especially children with autism spectrum disorder, cerebral palsy, deaf blindness and hearing impairment, in mainstream inclusive environments. They aim to build awareness of the challenges faced by students with these disabilities and more important, share tested approaches tips and advice from experts in the field to addressing these challenges. The modules are full of practical advice on how to create classrooms where all children participate and are given opportunities to thrive and learn from each other. I am very pleased to dedicate this to the teachers of the country who can make schools a welcome place of joy and learning for children with special needs. viii Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

11 Acknowledgments The World Bank is pleased to support Government of India efforts to include children with disabilities into regular classrooms. As part of broader, long-standing support to Sarva Shiksha Abhiyan (SSA), the World Bank helped produce the Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs: Making Inclusion Work. The series of teacher training resource material comprises five modules addressing the inclusion of children with disabilities, particularly focusing on children with autism, cerebral palsy, deaf-blindness, and hearing impairment. The work was possible with funding from the United Kingdom s Department for International Development. The toolkit was developed though a highly collaborative process, drawing on the extensive knowledge of domestic and international experts in pedagogy. A Writers Workshop in December 2014 brought together 13 experts from various institutes, including EdCil, Rehabilitation Council of India, National Council of Educational Research and Training, as well as Non- Governmental Organizations (NGO) to conceptualize and prepare early drafts of the resource material. We would like to acknowledge the immense contributions of all the participants: Prof. Sudesh Mukhopadhyay, Prof. Anupam Ahuja, Ruma Banerjee, Merry Barua, Bharti Baweja, Anupriya Chaddha, Dr. Indu Chaswal, Dr. Varsha Gathoo, Prof. Judith Hollenweger Haskell, Uttam Kumar, Bhushan Punani, Dr. Vandana Saxena, Anamika Singh, and Vinay Singh. Despite busy schedules, they all found time to contribute to this important initiative. The work also benefited from the sharing of knowledge from international experience. We would like to thank Amada Watkins of the European Agency for the Development of Special Needs and Inclusive Education, Filomena Pereira, Ministry of Education, Portugal, Aleksandra Posorac, Country Sector Coordinator, World Bank Philippines, Michael Rosanoff, Autism Speaks, and Charlotte McClain-Nhlapo, Disability Advisor to the World Bank Group. The modules would not have been possible without the technical leadership of Dr. Renu Singh, who was instrumental in making this collaborative process a success. Dr. Singh worked closely with experts to develop, write and edit all five modules. We would also like to acknowledge the contributions of Ms. Navleen Kohli, who with her colourful illustrations helped enhance each module. Ms. Mamata Baruah also provided excellent support to help organize workshops. The purpose of these modules is to support building a core group of resource persons in each state of India, equipped with strong facilitation skills in conducting trainings as well as Acknowledgments ix

12 Making Inclusion Work knowledge and skills in building inclusive learning environments and addressing social exclusion. We hope these modules will support classrooms to adopt a universal design of learning in which all children, including children with special needs are provided relevant and appropriate pedagogical adaptations and strategies to enhance learning. Finally, we wish to acknowledge the generous financial support of the Government of the United Kingdom through the Department for International Development. Director: Amit Dar Practice Manager: Keiko Miwa Task Team Leaders: Dorota A. Nowak and Shabnam Sinha x Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

13 Executive Summary The past decade has seen consistent movement towards adopting an Inclusive Education (IE) approach, and moving away from the segregation of children with disabilities in schools across India. This movement has been propelled forward by the Sarva Shiksha Abhiyan (SSA), a national programme that aims to universalize elementary education as prescribed by the Right of Children to Free and Compulsory Education Act (2009), and Amendments (2012). Also referred to as the Right to Education (RTE) Act, it makes education a fundamental right for all children. India has also ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and the United Nations Convention on the Rights of the Child (UNCRC). As of , over 21 lakh learners with disabilities have been enrolled in SSA schools. 1 This wide-scale inclusion has challenged general teachers to change their perceptions of children with disabilities, their expectations, and their roles in an inclusive classroom, as they learn to teach an increasingly diverse student population. The success of inclusive learning environments largely depends on schoolteachers, who are instrumental players in creating inclusive classrooms and schools. An inclusive classroom is one in which all students, regardless of ability, are welcomed, and differing learning needs are addressed in a meaningful and responsive learning environment. Beyond enrolment ensuring full participation of children with disabilities requires a paradigm shift in teachers beliefs and attitudes towards students with disabilities. Many teachers report being under-skilled to meet the demands of an increasingly diverse classroom, especially with respect to children with disabilities. This training package on Making Inclusion Work is aimed towards capacity building of master trainers, who will in turn train general school teachers to provide an inclusive learning environment for Children With Special Needs (CWSN) 2. The wide range of disabilities presents a challenge; in particular teachers often lack the skills to effectively teach children with developmental disabilities, such as autism, cerebral palsy. Similarly, teachers often struggle with teaching children, who are deaf, hard of hearing and deafblind. The modules in this 1 District Information System for Education (DISE), While the authors of the modules would emphasise that children with disabilities must not be categorised as different and need to be considered children first, this module utilises the term Children With Special Needs (CWSN) since it is the term that continues to be used by policy documents in India. Executive Summary 1

14 Making Inclusion Work Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs: Making Inclusion Work provide specific teaching strategies that can support children with varied learning needs. This Making Inclusion Work training package comprises five modules, which aim to foster teacher preparedness towards establishing more effective and inclusive schooling for children with special needs. These are: Module 1: Inclusive Education Module 2: Including Children with Autism Module 3: Including Children with Cerebral Palsy Module 4: Including Children with Deafblindness Module 5: Including Children with Hearing Impairment It is expected that this material will be used in many different ways to make it suitable in and adaptable to different contexts. One of the key messages is flexibility! Use the material in whatever ways seem sensible to you and your colleagues and adapt it to suit your specific needs in terms of time allocation, and local case studies. This first module aims to prepare the ground for inclusive education with a focus on developing an understanding of the concept of inclusion within the Indian context policy framework, building teacher self-efficacy beliefs, and supporting teachers to recognise instructional strategies that support the inclusion of children with disabilities. The teacher s attitude and skills play the most significant role in creating an inclusive and enabling environment for all children. The principle of inclusive practice is based on good teaching and sensitive teachers, who aim to ensure that all barriers to learning and participation in all activities of the school are addressed and removed. It is important to note that every child with special needs is a distinct individual with diverse learning styles and should not be homogenised into disability categories. Each child with autism or cerebral palsy will be different with unique strengths and needs, further influenced by a large range of factors including socio-economic background, gender and caste. The teacher has to be sensitive in recognising these needs and be equipped to provide each child an engaging, meaningful and joyful learning environment. 2 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

15 Overview Target Group: Master Trainers from District Institute of Education and Training (DIET), State Councils on Education Research and Training (SCERT) and non-governmental Organizations (NGOs) who in turn will impart training in a cascade model to regular teachers to enhance their capacities towards adopting inclusive teaching strategies for all children with disabilities, focusing on children with autism, cerebral palsy, deafness and blindness and hearing impairment. Objectives For teachers to appreciate the concept of Inclusive Education (IE) To understand individual characteristics of CWSN and assessing their specific learning needs To develop skills to create inclusive learning environments for effective participation and learning of CWSN To collaborate with other stakeholders and resource support systems for ensuring effective inclusion and learning. Table 1: Overview of Module 1 CONTENT METHODOLOGY EXPECTED OUTCOMES Unit I: Understanding Inclusive Education (IE) Understanding Classroom Realities and Existing Diversities Conceptual Understanding of IE from Multiple Perspectives Barriers and Facilitators to Achieve Inclusion Case study, brainstorming, group work, discussions, reflections and presentations Awareness about national commitments, policies and schemes related to education of children with disabilities Appreciation of the concept of IE Sensitivity to the difficulties faced by children with disabilities Overview 3

16 Making Inclusion Work CONTENT METHODOLOGY EXPECTED OUTCOMES Unit II: Understanding Children with Special Needs (CWSN) Who are the Children with Special Needs? Misconceptions about CWSN Using Appropriate Language when Talking and Writing about Disabilities Understanding the Child s Needs and Ways of Providing Support Brainstorming, discussions and sharing information through presentation Role play Become familiar with different models of disability. Become familiar with the politically correct way to address CWSN Understand children with disabilities through assessing their individual needs Learn strategies of addressing needs of CWSN Unit III: Creating an Inclusive Learning Environment for (CWSN) Significance of an Inclusive Learning Environment Understanding Different Learning Styles and Approaches in Developing Inclusive Pedagogy Developing a Teaching Plan for an Inclusive Classroom Early Literacy, Numeracy and Language Use of Assistive Devices, ICT and Other Resource Support to Meet the Specific Needs of CWSN Understanding Behaviour Management Group discussion, presentation, brainstorming, reflection on narratives, self-learning materials, teaching/model lesson plans, demonstrations Practice teaching Understand the practical aspect of developing inclusive practices (learning styles, inclusive pedagogy, planning for inclusion) Understand the use of assistive devices to address needs of CWSN Understand behaviour management technique and use of assistive technology in overcoming barriers to learning Unit IV: Collaboration, Convergence and Teamwork What is collaboration? Importance of collaboration for inclusion Characteristics of effective teacher collaboration Strategies for Collaboration Brainstorming, group work and presentation Self-learning Materials Recognise the importance of collaborations in effective implementation of inclusive education Discuss the role of various stakeholders in planning and organising inclusive classroom practices Describe the process of building partnerships with other participants 4 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

17 Unit I: Understanding Inclusive Education Table 2: Overview of Unit 1 CONTENT METHODOLOGY EXPECTED OUTCOMES Unit I: Understanding Inclusive Education (IE) Understanding Classroom Realities and Existing Diversities Conceptual Understanding of IE from Multiple Perspectives Barriers and Facilitators to Achieve Inclusion Case study, brainstorming, group work, discussions, reflections and presentations Awareness about national commitments, policies and schemes related to education of children with disabilities Appreciation of the concept of IE Sensitivity to the difficulties faced by children with disabilities Education contributes to an individual s journey toward self-reliance and independence. Hence, education systems must be designed and organised to meet the varying needs of individual learners, and provide an appropriate education and fulfil the fundamental right to education of each child. The Government of India is committed to provide Education for All (EFA), and has launched innovative legislation and policies in the past three decades to attain the goal of universalisation of elementary education. It is clear that EFA cannot be achieved unless all children, including the large population of children with special needs, are provided educational services. Children with disabilities often experience multiple disadvantage: in part due to their impairment as well as membership in other disadvantaged social groups, such as gender, caste, tribe and socioeconomic status. Children with special needs not only need access to schooling, but more critically require responsive schools that cater to the specific learning needs of each child. Until very recently, children with special needs were perceived as different, and unable to be part of mainstream schools. They were often isolated from their peers and kept at home or accommodated in special schools, located in cities across India. Today, the term inclusion is increasingly used in the field of education, reflecting changing ideologies and perceptions, Unit I: Understanding Inclusive Education 5

18 Making Inclusion Work and providing a basis for generating action towards developing quality schools. In this module, Inclusive Education (IE) means that all students in a school are full members of a school community and each student participates equally in the opportunities and responsibilities of the general education environment. There is growing recognition that as classrooms become more diverse, teachers have to teach in a way that ensures that all children, including those with disabilities, are learning. IE is a child-focused approach that acknowledges that all children are individuals with different learning needs and speeds. With IE, teaching and learning can become more effective, relevant and meaningful for all. While inclusion is a very attractive philosophy, and widely accepted, its implementations differs substantially from school to school and from teacher to teacher. Even though there is no such thing as a one plan fits all, there are teaching strategies that meet the unique educational, social and instructional needs of students with special needs within general education classes. These strategies are necessary so that the ideological and often value-laden concept of inclusion can be translated into effective classroom practice. 1. Understanding Classroom Realities and Existing Diversities 1.1 Political Context India has ratified the United Nations Convention on Rights of Persons with Disabilities (CRPD), which recognizes the right of persons with disabilities to education without discrimination and on the basis of equal opportunity. 3 Additionally, the CRPD requires ensuring that accommodations be made and support be provided to facilitate effective education consistent with the goal of full inclusion. 4 It is now widely recognised that placement within a mainstream setting is important, but this is only a starting point for bringing about inclusive education. 5 (See Annexure 2). There are various constitutional provisions in India that have promoted mainstreaming of children with special needs into regular schools. Article 21A of the Constitution guarantees education as a fundamental right to all children in the 6-14 age group, while Section 26 of the Persons with Disabilities Act, (Equal Opportunities, Protection of Rights and Full Participation) Act(1995) articulates that free and compulsory education has to be provided to all children with disabilities up to the minimum age of 18 years. The Government of India s 12 th Five-Year Plan considered exclusion the single most important challenge in universalising elementary education. The Draft Persons with Disabilities Bill (2012) enshrines a strong commitment to inclusive education. Government policies and schemes such as Sarva Shiksha Abhiyan (SSA) and Right of Children to Free and Compulsory Education (RTE) Act(2009), have changed the education landscape significantly, resulting in a significant decrease in the number of out-ofschool children in the last decade. This has also led to an increasing number of children with disability entering government and private schools. SSA s goal is to provide eight years of elementary schooling for all children, including those with special needs, in the 6-14 age group. Children with disabilities in the age group are provided free education under two national schemes: Integrated Education for Disabled 3 CRPD, Article Ibid. 5 Ibid. 6 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

19 Children (IEDC) and Rashtriya Madhyamik Siksha Abhijan (RMSA). The 2001 census reports that fifty-one percent of persons with disabilities are illiterate, suggesting that India has to continue its efforts to provide Education for All (EFA). It is therefore essential that children with disabilities are effectively mainstreamed into regular schools where teachers have been trained in inclusive education. 1.2 Diversity in the Classroom Today classrooms are no longer homogenous and diversity is clearly emerging as the norm. Children from diverse socioeconomic and cultural backgrounds, besides children with disabilities, are now in regular schools. A typical classroom of an Indian school, will have children from diverse cultures, different socioeconomic backgrounds, and different abilities, including those with a variety of disabilities. Thus, diversity in the classroom must be recognised, accepted and addressed as a reality, in order to realise the goal of EFA. Teachers are key to realising the potential of each child in their classroom. Module 1 : Inclusive Education Unit I: Understanding Inclusive Education 7

20 Making Inclusion Work ACTIVITIES Appreciating diversity Objective: To reflect on the issues of diversity Instructions: Distribute sheets of paper and pens to all teachers Ask them to write their responses to the two questions below individually on the sheet of paper about one person who is very close to them, e.g. sister, friend, father, etc. What do you have in common with special person in your life? Are there any differences between you? Allow the teachers five minutes to write their responses and then ask them to share their reflections in the larger group. The facilitator should simultaneously note teachers reflections on a flipchart or blackboard. Arrange the responses in the following categories: Male/Female Upper class/upper middle/middle middle/lower middle Personality Aptitude Attitude Religion Physical Culture Ability Rural/urban Tell the teachers about the purpose of the activity i.e. to make them realise the existing diversity among people. Ask the he participants if there are any characteristics missing? If no one comes up with disability introduce it. Relate this activity to a classroom situation where all children are not the same. Recognizing and appreciating diversity within the student population is a key ingredient to creating an inclusive learning environment. ACTIVITIES Analysing personal beliefs, values and behaviour Materials: Join two large chart papers, four strips of paper with the words: Results, Behaviour, Values, Beliefs; tape, coloured pens. 8 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

21 Figure 1: Tree Diagram Module 1 : Inclusive Education Instructions: Show the tree diagram (without the labels) on the wall. Ask: What is the role of each part of the tree? Have a volunteer attach each of the four labels (Impact on Students, Behaviour, Values, Beliefs) to the part of the tree they think best corresponds (roots, trunk, branches, leaves). Invite the group to make corrections. Point to the tree diagram on the wall and ask the group to explain how they labelled the different parts of the tree. Explain: Our beliefs (or what we believe in) are at the base of who we are. Our beliefs shape our values. Our values (what is important to us) lead to behaviours or actions and behaviours lead to results (fruit). Reflection: Change occurs on four levels: 1. changing the results/impact on students (fruit); 2. changing practice/behaviour (branches); 3. changing attitudes/values (trunk); and, 4. changing mindsets/beliefs (roots). Diversity The activity is about accepting existing human diversity and individual differences as reality and diverse abilities as one of the dimensions of human diversity! The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognising our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. The pedagogic treatment should be according to the individual s needs, their personal learning styles and the environmental consequences they are facing. It gives the scope to think about new practices such as inclusion, integration, etc., as well as to face the challenges and make use of opportunities to be responsive to the individual needs of the diverse learners. Unit I: Understanding Inclusive Education 9

22 Making Inclusion Work 2. conceptual Understanding of IE from Multiple Perspectives Inclusion has its perspectives both from the sociological as well as from the rights-based approach due to the changing scenario of society and the societal and national perceptions of including all. UNESCO (2008) recast inclusive education to include a social justice perspective: Inclusive education is an ongoing process aimed at offering quality education for all, while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination. In India, the social justice approach to inclusion received impetus from the Education Commission Report ( ), which recommended placement of the disabled child, as far as possible, in ordinary schools. This was followed by the National Policy on Education and Programme of Action (POA) and two flagship initiatives: District Primary Education Programme (DPEP) and SSA, both with the objective of inclusion and developing quality education for all. India ratified the CRPD, which provides legal obligations to ensuring inclusive education for all children with disabilities and later passed the historic RTE Act, which provided a justiciable legal framework, entitling all children between the ages of 6-14 to free education. RTE also lists children with disabilities (special needs) under disadvantaged groups, and details the necessary provisions and entitlements to meet their specific needs. Development of IE: Inclusive education gathered momentum with various conventions and policies at international and national levels, such as the UN Convention on the Rights of the Child (1989) and the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993). An important contribution to the development of inclusive education was UNESCO Salamanca Statement (1994), which called for the improvement of the general education system to enable it to include all children regardless of individual difference and difficulties. Principles of Inclusion: The Salamanca Statement and Framework for Action on Special Needs Education (1994) articulated the underlying principles on which IE is based: zevery child has a fundamental right to education; zevery child has unique characteristics, interests, abilities and learning needs; zeducation systems need to accommodate this diversity in the student population; zthose with special education needs must have access to regular schools which should accommodate them within a child centred pedagogy capable of meeting these needs; and, zregular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. 10 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

23 Change in Perspective Figure 2: Models of Exclusion, Integration and Inclusion Module 1 : Inclusive Education Exclusion Integration Inclusion Special schools have become obsolete in some developed countries, because they further isolated children with disabilities from regular schools, spawned a costly and inefficient parallel system of education that segregated children. Special schools were often located in cities and became warehouses for children with disabilities. This is the model of exclusion. There is an ongoing global movement to eliminate special schools, which segregate children with special needs, and promote exclusion. Increasingly, the integration model is being practised across the globe. Today, children are enrolled in regular schools, and receive special educational services through special educators. Although not as exclusionary as special schools, the integrated schools still label children with special needs as different from other pupils. And finally, under the inclusion model, children with disabilities are a part of the classroom s diversity, and the teacher has skills to accommodate and adapt teaching to meet each child s individual needs. While both integration and inclusion models aim to place students in less segregated settings, there are fundamental differences between the two as demonstrated in the Table 1 below. Table 3: Distinction between Integration and Inclusion Integration Integration aims towards getting learners to fit into a particular system Integration focuses on learners are provided external supports to cope and be integrated into a normal classroom Integration focuses on changes that need to happen at the level of students with disabilities so that they can adjust to the regular classroom Inclusion Inclusion is about recognizing and respecting differences in all learners and make provision for building positive relationships Inclusion is about supporting all learners, educators and school administration to meet the full range of diversity in schools Inclusion focuses on overcoming barriers that exist within schools- the focus is on adapting curriculum, teaching instruction and infrastructure to meet the full range of learning needs Source: Singh, 2007 Unit I: Understanding Inclusive Education 11

24 Making Inclusion Work Rationale for IE The landmark RTE Act has made elementary education the fundamental right of all children. The SSA Framework for Implementation (Ministry of Human Resources Development, 2011) has emphasised not only providing physical, but also quality and social access. To meet RTE s mandate of providing quality education to all children, schools need to recognise and take under consideration the diverse needs of all children and the barriers faced by some; adapt to different learning styles and provide quality education through the appropriate use of resources, entitlements, school organisation, and plans. Schools also need to build strong partnerships with the broader community. This requires schools and teachers in particular to ensure that all students, including children with special needs, have the right to be valued and actively participate within the learning environment that delivers a quality education best suited to their unique competencies, skills and attributes. Multiple approaches for learners to facilitate inclusion and an inclusive learning environment have to be developed. The global movement for the universalisation of primary education is based on the need to develop an equitable and inclusive society which values all and provides space for the development of all people in the society. It is also perceived to have a larger impact on the society to make it an inclusive one. There are three main justifications for inclusive education: zhuman Rights: As a matter of fundamental human rights, children with disabilities should not be excluded from mainstream schools and peers, and segregated on the grounds of their disability. The CRPD, Salamanca Statement and the UN CRC give clear international legal authority to the issue of inclusion as a human right. zeducational: Education is considered a fundamental right in many countries. Those who have ratified the CRPD accept it as an obligation and are beginning to provide equitable education in mainstream schools where all children can learn together: boys, girls, children from different socioeconomic and cultural backgrounds, and children with disabilities. This means developing an inclusive learning environment, which ensures learning for all. zsocial Justice: Inclusive schools enable development of attitudes and values to differences and diversity by educating all children. It is the basis for developing a tolerant and just society. Mainstreaming children with disabilities into regular schools is also a more cost effective approach. Children with disabilities are scattered across any given community, meaning that it is more viable and cost effective for them to attend a local general school, instead of establishing separate schools. This is especially important for children living in rural and remote areas. With supportive measures in place, children with disabilities can learn in a general school. Key Principles of Inclusive Education IE is based on the belief that the right to education is a basic human right for all children and the foundation for just society. IE is good teaching IE is a strategy to implement and fulfil the obligation of RTE Providing equal opportunities to all children, which does not mean similar things for all children. It is based on the concept of providing equitable learning opportunities, keeping in mind the differences and difficulties of the child besides their diverse background and their needs. 12 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

25 Teaching children from diverse backgrounds requires a tremendous amount of flexibility in teaching practices and processes as well as in curriculum design and learning materials. Ensuring equitable learning opportunities by making the education system accessible and responsive to all children, including disadvantaged children, i.e. Scheduled Castes/Scheduled Tribes (SC/ST), minority, children with disabilities, girls, urban deprived, and also ensuring their entitlements to achieve optimal learning outcomes. IE is a process of addressing and responding to diverse needs of learners by reducing exclusion within schools. IE is an entry point to improve the quality of the education system in terms of culture, policy and practices (pedagogy, classroom management, teaching learning materials [TLMs] and the learning environment). Inclusive teachers are good teachers who are flexible in their approach and believe that the source of difficulties in learning is largely environmental and can be addressed. Module 1 : Inclusive Education IE can be successful when: z IE principles and practices are considered as integral to reform and not as an add-on program z Diversity and individual differences as well as similarities are recognised and valued, not tolerated or accepted Diversity should be welcomed and seen as a strength, not a weakness. (UNESCO, 2013) When diversity is welcomed, teachers and learners are supported to value such diversity rather than fearing it. This helps develop inclusive social skills, such as empathy and cooperation, and reinforces the idea that all learners bring richness and value to schools, classrooms and teacher education institutions. An inclusive approach to education creates opportunities for teachers to tap into and develop the particular strengths and experiences their learners bring into education settings, in order to complement learning and promote social justice. There is sufficient evidence that proves that addressing needs of children with disability by adopting inclusive teaching learning strategies supports learning for all. ACTIVITIES Interpreting Policies Related to IE 1. Divide the teachers into groups of four to five. 2. Give them the self- learning material on different conventions and acts to read (Annexure) 3. International and National Policies, Acts and the CRPD and CRC: Discuss the following: What are the social justice issues highlighted? What rights do children with disabilities have? Do they have same rights as other children? What implications do these have on your role as a teacher? Unit I: Understanding Inclusive Education 13

26 Making Inclusion Work 3. Barriers and Facilitators to Achieve Inclusion Inclusion is based on the principle that every individual is able to fully participate in and contribute to his/her community, which is the foundation for an inclusive society. An inclusive society is one that facilitates the inclusion of ALL, including the most marginalised groups. In today s society, effective inclusion is also based on the education of the individual. Inclusion is not merely about putting all children into one school regardless of whether any learning takes place. It is also about including all marginalised groups in the learning process (including those marginalized based socioeconomic status, cultural background, disabilities, and gender). Children with disabilities are especially vulnerable as they often face a double handicap: one due to the disability and the other due to, for example, their gender, socioeconomic status, and /or cultural background. This double handicap makes the problem more complex. Deep-rooted societal prejudices may prevent children with multiple disadvantage from fully participating in society and this starts with learning and progressing to decision making. Barriers to inclusion may exist at several levels and must also be addressed at several levels. For example, when schools do not provide a rewarding, quality education to meet the needs of a child and his/her family, the child may drop out of school. A child with multiple disadvantage for example, a young girl from a scheduled tribe may have teachers who do not wish to deal with her. Physical barriers may further cause difficulty in accessing schools. A wheelchair user may not be able to access a school on the top of a hill, cross a river or move on difficult terrain. Last but not least, the most difficult barrier may be the prevailing attitude within educational institutions, which could lead to discrimination and a toxic environment for the child with special needs. 3.1 Types of Barriers to Inclusion Children with special needs may face many interrelated challenges that further reduce their chance of attending school or participating in the teaching-learning process. Hence, it is important to understand all possible barriers to inclusion. Barriers to inclusion can be divided into three broad categories: attitudinal, structural and systemic or educational. 1. Attitudinal barriers: UNICEF s recent report on the State of the World s Children (2013) identified attitudes as a major barrier to inclusion. Within schools, teachers negative attitudes, which primarily emanate from ignorance and a lack of knowledge, have a tremendous negative impact on the climate within the class and school. There are widespread assumptions about notions of normality and many myths exist that are never questioned or critiqued. For example: zmany teachers assume that children with disabilities lack academic ability. They believe that the child s impairment is the problem and problems need to be fixed. And if they cannot be fixed, then they have to be managed. Thus, the child with special needs is given no attention or priority when teachers plan classroom transactions. zteachers working with children with disabilities from poor economic backgrounds fault their parents for the children s poor learning outcomes. Though teachers realise that many of them are first generation learners and may not have a home environment conducive to learning, they are not quick to address the child s specific needs. 14 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

27 zmany teachers believe that children with disabilities cannot cope with the regular curriculum in mainstream classrooms as they need special and segregated set-ups. They also believe that other children may not be comfortable being with children who look and behave differently. They feel they cannot accept as their responsibility or as an integral part of their work the education of all children. They often look to special/resource teachers to take responsibility for children with disabilities, and work with them in a separate room. There is also a strong feeling among many regular teachers that accepting the responsibility of a child with a disability will prevent them from giving time to the normal children. The teacher s low expectation of a child with special needs tends to lead to low self-concept and poor performance. In short, the difficulty faced by a child with special needs is not due to their impairment, but in how others view them. In other words, the disability can be attributed to people s attitudes and perspectives towards the child with special needs. Module 1 : Inclusive Education 2. Structural barriers: Structural barriers can be physical as well as the way the education system is organised. Some of the architectural barriers can be steps, uneven ground, and furniture randomly placed or in wrong places, which may be a barrier for children with visual and/or mobility impairment. Barriers may also exist in the way schools are built, e.g. no railing support and signage for children with visual impairment, inaccessible toilets, playgrounds and laboratories, etc. School management and School Development and Management Committees (SDMCs) should pay attention to these and work together to ensure a barrier-free environment in the school. This may involve constructing ramps (at the require gradation) and railings to the classrooms, providing easy access to drinking water, having disabled-friendly toilets with water facility, ensuring even ground in the school premises for children, especially to enable children with loco-motor disability to move around more easily. If required, in a multi-story building, they should arrange classes on the ground floor for children who may not be able to use stairs. Unit I: Understanding Inclusive Education 15

28 Making Inclusion Work 3. Systemic or educational barriers: Curriculum, pedagogy and evaluation procedures are the primary educational barriers that contribute to pushing marginalized and disadvantaged children out of the education system. When curriculum is not flexible, children have difficulty coping with it. The methods and classroom transactions do not take into account the needs of children with sensory limitations or intellectual disabilities and this creates barriers to learning. The lack of knowledge in handling children with disability also presents a big barrier. Therefore, understanding children with special needs is an essential factor for developing inclusive education. The lack of resources for teachers is yet another systemic barrier that must be addressed. ACTIVITIES Understanding barriers and positive response to children with special needs Objective: to help teachers understand the barriers faced by children with special needs and to help them formulate positive responses to these barriers. Instructions: Divide teachers into groups of four or five. Give teachers to read the narrative below. Ask them to use the discussion questions to guide the group discussion. Ask them to share their reflections and discussions with the whole class. Anapurna was a teacher in government primary school in Magadi block. This was a typical school in a small village with 70 children and 2 teachers - Annapurna and Harish - teaching classes 1 to 5. The children s parents are mainly small farmers or weavers. This school has two children with special needs enrolled in Grade 3. Girish has a physical impairment that effects his mobility. Sneha has a hearing impairment. Girish was brought to school by his father on his bicycle. There was no toilet in the school and the children had to go out in the field. Drinking water was accessible to all as it was kept on a stool with a glass. Class 5 students were responsible for the water, on rotation. Annapurna had undergone three days of orientation in IE conducted for regular teachers. Annapurna mobilised resources at the local level and arranged for a wheelchair for Girish and hearing aids for Sneha. Annapurna believed that no child should be excluded from learning and all children have a right to attend school. She made other students responsible to bring Girish to school by pushing his wheelchair on rotation. Children were happy to push Girish s wheelchair, while hanging their bag/s on it. The problem for Girish, though, was not yet over at the school entrance, because once he got there, it was physically inaccessible. So he was lifted out of his wheelchair and carried into the classroom. Thereafter, Annapurna approached the village panchayat president for building a ramp under the 3 percent disability provision, but he was of no help, except giving promises. Annapurna wanted to solve this problem at the earliest, so with the help of students and some of their parents, she built a mud ramp from the lower side of the school. Now Girish could enter the classroom with his wheelchair and could also attend other school activities comfortably without anyone carrying him. She also made a low cost swing by hanging a tire from the tree so that all the children could play. Annapurna also spent time visiting Sneha s home to ensure that she was using her hearing aids and that her parents, who were daily wage labourers, continued to send her to school. She also met with a nearby NGO and arranged for Sneha to be given auditory training by a speech therapist on a weekly basis. Annapurna was given the best teacher award by the education department. (Adapted from narrative from DPEP school in Karnataka, 2000) 16 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

29 Module 1 : Inclusive Education Discussion Questions: zwhat lesson do you learn from this narrative? zwhat barriers do the children face? zwhat type of problem solving approach did Annapurna use to make attending school accessible for Sneha and Girish? Learning and action points At the end of each unit, it can be helpful for participants to reflect on what they have learnt and how they will apply it to their situation Give each participant three coloured cards: red, yellow and green. At the end of each unit, encourage the teachers to write: zon the first card, one thing they will stop doing as a result of what they have learnt. zon the second card, one thing they will put into practice but not immediately. zon the last card, one thing they have learnt that they will put into practice immediately. 3. Use the same colour coding each time this activity is used for reflecting and planning. 4. Encourage teachers to share their reflections informally with other participants, but the main purpose is to help teachers record the learning and apply it. Unit I: Understanding Inclusive Education 17

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31 Unit II: Understanding Children With SPECIAL NEEDS Table 4: Overview of Unit II CONTENT METHODOLOGY EXPECTED OUTCOMES Unit II: Understanding Children with Special Needs (CWSN) Who are the Children with Special Needs? Misconceptions about CWSN Using Appropriate Language when Talking and Writing about Disabilities Understanding the Child s Needs and Ways of Providing Support Brainstorming, discussions and sharing information through presentation Role play Become familiar with different models of disability Become familiar with the politically correct way to address CWSN Understand children with disabilities through assessing their individual needs Learn strategies of addressing needs of CWSN 1. Who are the Children with Special Needs? Children with special needs are all individuals with diverse characteristics, strengths and needs. They may have one or more impairments: sensory, such as hearing or visual impairment; orthopaedic or intellectual. Children with special needs can be divided into the following broad groupings based on the impairments: Children with visual impairment (difficulty in seeing). Children with hearing impairment (difficulty in hearing). Children with loco-motor impairment (difficulty in mobility). Children with intellectual impairment (difficulty in understanding and learning). Children with learning disabilities (difficulty in specific learning). Children with autism spectrum disorder (difficulty in communication and socialisation). Unit II: Understanding Children With 19

32 Making Inclusion Work Children with multiple disability (more than one disability such as deafblindness). Others: including children with mental illness such as schizophrenia or depression or those with special health problems, such as epilepsy, haemophilia, thalassaemia, asthma, diabetes, tuberculosis, HIV/AIDS and heart-related problems. Understanding the concept of disability in the context of UN Convention for Persons with Disabilities (CPRPD) (Annexure 2) Disability is part of the diversity in society and schools. Disability cannot be viewed as an all or nothing concept. Disability as a construct has been defined differently in terms of individual and social aspects. To understand disability, it is important to consider the barriers created by society and institutions, such as schools. In other words, disability is a result of the barriers faced by people with impairments. You may have come across many individuals who have physical or sensory impairments or learning difficulties or mental health issues. It is not the individual s impairment which creates the disability, but the way in which society responds to these impairments. Disability is, therefore, a particular form of social oppression and is a result of the barriers (attitudinal, environmental and organisational), which prevent people with a disability from having equal opportunity in education, employment, housing, transport, leisure and so on. Medical Model: The medical model of disability is based on a deficit approach and aims to correct and cure, since it regards disability as a result of a deficiency in an individual that prevents the person from performing certain functions or activities. In the simplest terms, the medical model assumes that the first step solution is to find a cure to make the disabled people more normal. Also, the model imposes a paternalistic approach to problem solving which concentrates on care and ultimately provides justification for institutionalisation and segregation. This restricts disabled people s opportunities to make choices, control their lives and develop their potential (Figure 3). Figure 3: Disability Paradigm Shift 20 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

33 Social Model: Today, the new paradigm of disability is increasingly called the social model and maintains that disability is a product of an interaction between characteristics (e.g. social and personal qualities) of the individual and characteristics of the natural, built, cultural and social environments. The problem with disability is not the disability or the person with a disability, but rather the way that normalcy is constructed to create the problem of disability. Personal characteristics, as well as environmental ones, may be enabling or disabling. This argues from a socio-political viewpoint that disability stems from the failure of society to adjust to meet the needs and aspirations of a disabled minority. In short, the issues of disability and the experience of individuals with disability are complex and disability is a contextual variable, dynamic over time and circumstance. Human Rights Model: The human rights model of disability acknowledges that people with disabilities have also begun to fight for their rights, arguing that they are being discriminated against in the same way that society has, at different times, discriminated against women, minorities, and other vulnerable groups. They argue that they deserve to be treated as equal participants in our society, and can contribute in many ways, if they are given the opportunities to do so. The CRPD recognises disability as a human rights issue, not as objects of charity in action. (See Annexure 2). Module 1 : Inclusive Education In May 2001 the World Health Organization (WHO), the World Health Assembly, approved the International Classification of Functioning, Disability and Health (ICF). This classification is the result of WHO s continuous revision efforts. The ICF is extremely appropriate for heterogeneous populations of different cultures, age groups and gender. In ICF, all three dimensions, functioning, disability and health condition of the individual, are viewed as interactive and dynamic. The personal and contextual factors of environment are considered one and the same. As shown in Figure 4 below, the basic concepts of ICF are: Body function and structure; activities (related to task); and, participation of the individual in different life situations and contextual factors (environment and personal). Figure 4: ICF Model Health Condition (Disorder/disease) Body Functions & Structure (Impairment) Activities (Limitation) Participation (Restriction) Environmental Factors Personal Factors Source: WHO, 2001 Unit II: Understanding Children With 21

34 Making Inclusion Work ACTIVITIES Understanding the Concept of Disability Redefining disability as new perspectives towards disability emerge is extremely important, as is the need to understand that the problem of disability is not within the individual, but within attitudes and the environment. Changing attitudes and the environment, instead of trying to change students with disabilities, must be the first step towards creating a school culture that will make every student valued. Attempts must be made to remove all pedagogical, attitudinal and physical barriers that obstruct participation of all students, including those with disabilities. Ask teachers in small groups to reflect on the following: The medical model permeates all areas of our society. Is this true with regard to students with disabilities studying in your school? How can we redefine disability? e.g. a student with cerebral palsy has legs and arms that work differently and a student with Down s syndrome learns differently? Once the teachers have reflected on these questions, the trainer can ask for responses in a plenary discussion. Fonteyn 6 ACTIVITIES A team of researchers has recently investigated the educational provision of Fonteyn, a small island state. It is a reasonably sophisticated society which places great stress on grace and style of movement, much as we stress intellectual skill. So much so that many of its people abhor clumsiness as some in our society tend to abhor stupidity. Furthermore, clumsy people, often referred to as gawkies, are the subject of much humour amongst its locals. The society has developed a system of writing which can only be mastered by those who are graceful, whilst its technology is such that a high degree of grace and skill are necessary to run its machines. 6 Adapted from UNESCO Teacher Education Resource Pack, Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

35 Within schools, the success of pupils is largely determined by their movement abilities. The education service has developed an elaborate vocabulary and forms of assessment for distinguishing between degrees of grace. Small special schools have been established for those pupils with severe clumsiness, i.e. those with subnormal Grace Quotients (GQ). In addition, special help of various forms is provided in ordinary schools for those youngsters who are thought to have mild to moderate clumsiness. On admission to the island s one secondary school, pupils are tested and assigned to classes on the basis of their general movement ability. The curriculum stresses all aspects of movement, including dancing and rhythmic. Considerable attention has been paid in recent years to the idea of gracefulness across the curriculum so that much of the teaching approaches used have a strong emphasis on movement as a means of communication and recording. The researchers found considerable debate amongst members of the community about the state of the island s school system. Many teachers reported difficulty in teaching pupils who they believe to have insufficient physical potential to take part in normal school activities. Some feel that special classes should be created where these less able pupils could be provided with additional help and a curriculum based on non-academic activities, such as literature and humanities. Others, however, feel that this would be divisive and should not be encouraged since it promotes segregation. Module 1 : Inclusive Education Instructions: 1. Read the discussion material, Fonteyn 2. Discuss with a partner the following issues: What special needs occur in Fonteyn? What factors create these special needs? 3. In groups of four to six compare your answers to these questions. 4. Then, as a whole group, consider the following issue: If the teachers in Fonteyn wished to review the policy and practice of their schools, what factors should they examine? Make a report to the other groups outlining the factors you feel to be important in reviewing schools in Fonteyn. 5. Discuss the relevance of these same factors for reviewing practices in your own school. 2. Misconceptions about CWSN Despite role models such as Franklin D. Roosevelt, Helen Keller, Surdas, Sudha Chandran and Stephen Hawking, false perceptions and myths related to people with special needs are rampant. ACTIVITIES Myths and Misconceptions Instructions: 1. Give each teacher a hand-out of the table below 2. Ask teachers to individually read the following statements and note whether each one is a myth or fact. 3. Brainstorm on the various responses. 4. Ask teachers to share other myths/misconceptions that they may be aware of. (See Seven Common Myths below.) Unit II: Understanding Children With 23

36 Making Inclusion Work Table 5: Myths and misconceptions Statement Myth/Fact 1 Disability is infectious 2 Disability is hereditary 3 Visually impaired are musically gifted 4 Intellectual Disabilities and mental illness are the same 5 Disability is caused due to karma 6 Boys with a disability can be cured by marriage 7 People with disabilities are cunning Table 6: Myths on Disability Seven Common Myths on Disability Myth Disabilities can be cured by doctors, specialists, quacks, sadhus, tantriks, ojhas Disability is a result of karma. Parents say: I have done something wrong. It is my past karmas that I have to suffer having a child with disability. Disability is infectious Children with disabilities have limited capacities. Their capacity does not grow. The child with a disability is different from other children and cannot be included in mainstream schools. Impossible! What will she/he do in the class? Reality Wasting time in searching for a cure will only delay the child s learning the skills she is capable of. A disability is a permanent condition for which no cure has yet been found. Therefore, it can be managed better using appropriate measures and early intervention. The focus should be on making individuals more independent in activities and becoming contributing members of the family and society. No one can be blamed for a disability. It can happen to anyone. Instead of blaming oneself and getting depressed, one should accept and look at the child with disability as a child first and provide encouragement as one would with any other child. This by itself can open a wonderful world of discovery into one s own strengths. None of the disabilities described above are infectious; they are caused either by genetics or injuries/ trauma occurring during the pre-natal or post-natal period. The capacity of a person with a disability evolves with time, exposure, education, interaction, participation, acceptance, trust and encouragement Every child is different. It is impossible to find a class of students, all with similar skills, talents, interests and academic abilities. Children with disabilities have the right to go to mainstream schools, where teachers receive training regarding different teaching techniques, assistive devices and adaptations that will help all children learn better. 24 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

37 Seven Common Myths on Disability Myth Disabled persons need protection and care. They cannot work and contribute. They will always be a burden. All Persons with disabilities have some huge creative talent. The visually impaired are musically gifted. Reality Source: Disability: Challenging Myths and presenting Realities (National Trust, 2009). People with a disability can take on responsibility and contribute productively when given an opportunity. We should not put people with disabilities into one category; each child is different with diverse talents and abilities. Non-disabled persons are recognised and included as citizens and members of a family and community for themselves, not because of any one talent. The same rights apply for all! Module 1 : Inclusive Education 3. Using Appropriate Language when Talking and Writing about Disabilities Words that describe or refer to children with disabilities are often offensive, insensitive or inaccurate. It is very important to use appropriate and respectful language when referring to people with disabilities. Some key guidelines on appropriate language use are as follows: Use People First Language When talking and writing about people with disabilities, remember to put people first. The disability comes second. It is important to see the person before his/her disability. A disability is a functional limitation or restriction of an individual s ability to perform an activity. People are not conditions. It is therefore preferable to use people with disabilities, rather than the term the disabled. Unit II: Understanding Children With 25

38 Making Inclusion Work The subtle difference between calling Jaya a person with autism rather than an autistic person is one that acknowledges Jaya as a person first. It is important to focus on people s abilities rather than their disabilities. When talking and writing about people with disabilities, always remember to use the type of language in the Use column, and avoid words and phrases in the Avoid column: Table 7: People First Language USE words and phrases like: Individual (or person) with a developmental disability Individual with a seizure disorder Individual with autism A person who is non-ambulatory/mobility impairment A person who doesn t use words to speak A person who uses a wheelchair Individual with Intellectual impairment Individual or person Participant Parent of Student AVOID words and phrases like: Victim or Patient Epileptic Afflicted with autism Cripple, crippled Suffers from dyspraxia, aphasia Confined to a wheelchair; wheelchair bound The retarded The handicapped Mentally deficient Disabled child s parents Them, they Avoid categorising people with disabilities as either super-achievers or tragic figures. Choose words that are non-judgmental, non-emotional, and are accurate descriptions. Avoid using brave, courageous, inspirational or similar words to describe a person with a disability. Remember that the majority of people with disabilities have similar aspirations as the rest of the population, and that words and images should reflect their inclusion in society, except where social isolation is the focal point. Avoid references that cause discomfort, guilt, pity, or insult. Avoid words such as burden, incompetent, or defective, which suggest that people with disabilities are inferior and should be excluded from activities generally available to people without disabilities. In addition, words like suffers from, stricken with, afflicted by, patient, disease, or sick suggest constant pain and a sense of hopelessness. While this may be the case for some individuals, a disability is a condition that does not necessarily cause pain or require medical attention. Use common terminology to describe daily living activities. People with disabilities are comfortable with these terms. People who use wheelchairs go for walks, people with visual impairments see what you mean, and so on. A disability may just mean that some things are done differently, but that doesn t mean the words used to describe the activity must be different. 26 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

39 Focus on the issue rather than the disability. If the disability is not relevant to the context, it is not necessary to indicate it. 4. Understanding the Child s Needs and Ways of Providing Support This section is devoted to identifying strengths and difficulties faced by CWSN within educational settings and explores ways to support them. Understanding the Child s Needs Through Assessment It is critical for a teacher to become familiar with the child with special needs and identify the most effective ways to provide necessary support and intervention. Module 1 : Inclusive Education An assessment is a process of gathering information from various sources such as testing the child directly, observing the child in varied environments and interviewing family members and others who are in contact with the child. This helps the teacher understand the child s disability conditions and functional abilities. Based on the assessment, an educational plan can be made. Assessments can be undertaken in different ways. Clinical assessments conducted by medical professionals are used to determine the nature, cause, and potential effects of a child s injury, illness, or wellness. This allows the professionals to compile the best possible treatment options for their patients based on numerous physical, mental, and medical factors. A needs assessment is one of the most critical components in educational programming since without assessment, you will not be able to plan an Individualised Educational Programme (IEP). Thus, assessment is more than the simple administration of tests; it is an ongoing problem-solving process. A functional assessment is an informal way of collecting information about a child with regards to how he/she functions and can be done through observation, interviews or questionnaires. A functional assessment of a child with disability has five basic steps: Gathering information about the child by talking to the people who know the child well. Examining medical reports of the child. Observing the child engaged in typical activities. Understanding at what level the child is functioning. Planning how to help the child to participate in the classroom. It is important to ensure that assessment looks not only at a child s weaknesses, but also at his or her strengths. If a child has problems, these are not necessarily rooted in the child. The problem may be with the school, curriculum, classroom organisation, and/or family background. Unit II: Understanding Children With 27

40 Making Inclusion Work ACTIVITIES Understanding Children with Disabilities and their Difficulties Instructions: Divide teachers into groups of four or five. Give them the case study handout and ask them to read in their respective groups. Ask groups to discuss two questions: What is the strength/potential of this child? What are the difficulties faced by this child? Ask each group to present their ideas on one of the case studies to the whole group. Make notes on the board in a table Ask if the other groups agree/disagree. Table 8: Strength and Potential Chart Name of the Child Abdul Victor Sushma Rohini Kamalamma Strengths/Potential of the child Abdul is clever, good at maths and drawing Difficulties faced by the child Abdul is lazy and careless, unable to perform in language Case Study Handout Case Study 1: Abdul is a 10-year-old in grade 3. He is extremely eager to help his elders. He does not learn like other children. He cannot write well. He can write a few letters and complete very simple mathematics problems. During class, Abdul gets up and wanders around the room. He will only sit down for a few minutes at a time. He wanders about the most during writing lessons. The other students often tease Abdul and call him stupid. Sometimes Abdul loses his temper and hits other children. He has been sent home many times by for the rest of the day by the teacher as punishment. Case Study 2: Victor is 8 years old and lives in a rural part of Karnataka. When he was three, he contracted chicken pox, which affected his vision. He has low vision with night blindness and can see objects if they are very close to him. His family takes care of him and he knows how to get around in his home and the neighbourhood. The family has its own land where they work. Victor has one sister and one brother who go to the local school. Victor was also admitted into the same school, but he dropped out a few months back. He was not able to see the books or blackboard, so he could not learn to write and had problems copying from the blackboard. The teacher tried to help him in the beginning, but later she did not have much time to provide support as she had to take care of the other 40 children in the class. Some neighbours suggested that Victor should be sent to a residential school for the blind where he would get the education he needed. However, his mother does not want to leave 28 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

41 Victor in a residential school far away from home and prefers he attend the neighbourhood school. Case Study 3: Sushma is 5 years old and has cerebral palsy. She lives with her parents in a rented house in a slum in Mumbai. The family belongs to a lower socioeconomic background. Her father is a daily wage earner and supports the entire family. According to Sushma s mother, she had problems in her breathing during her pregnancy, and Sushma s development was not like that of other children. Some people suggested she would learn to walk late. When she was two and half years old, she had an epileptic/convulsion fit for the first time. Her parents consulted the doctor; his diagnosis was that she might not be able to walk. The parents have admitted Sushma into the nearby municipal school and the mother carries her to school every day. Sushma remains in class and cannot even go to the bathroom on her own. She enjoys school and completes her work before the other children, but cannot follow her friends into the playground. Module 1 : Inclusive Education Case Study 4: Rohini is 9 years old and lives in a rural village. She does not speak and is deaf in one ear. Her parents own one acre of land and she is the eldest child. She is a big support to her mother and helps with all the household work. She enjoys playing with her younger siblings. She dropped out of school in class three because she was made to sit in the last row as punishment for disturbing the class by constantly talking while the teacher was teaching. In fact, her perceived interruptions were not interruptions at all; she was often asking her friend to tell her what the teacher was saying. This is because in many classes, teachers dictate lessons instead of writing on a blackboard. Case Study 5: Kamalamma is a seven-year-old girl who has not reached her peers development goals. Her parents are both agricultural labourers and find it difficult to attend to her needs. She has difficulty walking. She finds it difficult to hold things, like a pencil. When she speaks, it is difficult to understand her. However, she can understand what other people say to her. She is studying in grade 1 and started school late. She can recognise letters. She tries to write but quickly becomes frustrated. Often she seems to stop listening in class and lays her head down on her desk. Kamalamma is very shy and does not mingle with other children. ACTIVITIES Identifying Reasons or Causes for Children Having Difficulties in Learning Objective: To help teachers explore the reasons why children experience difficulties in learning; to help them identify children with special needs in their classes; and, to discuss their experiences of working with them. Instructions: 1. Introduce and explain the two important factors that can affect a child s learning: Child-specific factors: physical disability, intelligence, etc. Environment-specific factors: their community, people s attitudes, infrastructure, school system or home circumstances (e.g. problems at home, loss of a loved one, poverty), etc. Using the previous case studies, draw the following table on the board. Divide teachers in groups of four to five and ask the teachers to discuss in their groups the case studies about Abdul, Victor, Sushma, Rohini and Kamalamma. Working within their groups, ask them to classify their responses according to two categories: learning difficulties due to the child s characteristics and those due to the environment. Unit II: Understanding Children With 29

42 Making Inclusion Work Table 9: Child characteristics and Environment Chart Name of the child Child s characteristics: What are the factors causing learning difficulties for the child? Child s environment: What are the factors causing learning difficulties due to the environment (society, home, school)? 1. Abdul Short attention span Attitude of teacher Attitudes of other children 2. Victor 3. Sushma 4. Rohini 5. Kamalamma zcollect the answers from the groups for each case study and consolidate the responses. zmaterials required: Blackboard with coloured chalk (preferably yellow or whiteboard) with coloured marker (preferably black or blue); brown paper or chart paper for group presentation 4.1. Understanding Individual Needs of Children with Disabilities and Finding Ways to Assist Them The three basic steps to help children facing difficulties to learning and accessing school are: 1. Identify the difficulty (i.e. He does not complete a task) Identify the cause of the difficulty (i.e. Environment-specific: because the teacher labelled him lazy ; Any child-specific difficulty?). Find ways to assist the child (i.e. The teacher should ask why the child is having problems; praise him when he does the right thing). ACTIVITIES Analyse the Case Study In the case studies you have read, you first looked at the difficulties that children faced (and their strengths and weaknesses). Then, you looked at the causes of their difficulties; and finally, you brainstormed ways to help the child. Using the same case studies (pgs ), in this activity teachers will work in pairs using the case studies on pages Note down the name, age and sex of the child you are discussing. Table 10: Three Step chart Difficulty Cause of the difficulty Ways to assist the child 30 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

43 Unit III: Creating an Inclusive Learning Environment for Children with Special Needs Table 11: Overview of Unit III CONTENT METHODOLOGY EXPECTED OUTCOMES Unit III: Creating an Inclusive Learning Environment for CWSN Significance of an Inclusive Learning Environment Understanding Different Learning Styles and Approaches in Developing Inclusive Pedagogy Developing a Teaching Plan for an Inclusive Classroom Early Literacy, Numeracy and Language Use of Assistive Devices, ict and Other Resource Support to Meet the Specific Needs of cwsn Understanding Behaviour Management Group discussion, presentation, brainstorming, reflection on narratives, self-learning materials, teaching/model lesson plans, demonstrations Practice teaching Understand the practical aspect of developing inclusive practices (learning styles, inclusive pedagogy, planning for inclusion) Understand the use of assistive devices to address needs of CWSN Understand behaviour management technique and use of assistive technology in overcoming barriers to learning. 1. significance of an Inclusive Learning Environment The impact of policies and programmes of various governments have brought children with disabilities and other disadvantaged groups into mainstream schools. Now, the challenge is on how schools can include all children and enable them to fully participate in learning. An inclusive learning environment makes it possible for all children, from different backgrounds and of varying abilities, to participate in and learn. It means teachers are responsible for creating a learning environment for all children, which provides equitable opportunities for participating and learning in the classroom. Therefore, first and foremost, teachers need to understand and value the diversity that children with disability add to the classroom. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 31

44 Making Inclusion Work ACTIVITIES Reflections: Areal life classroom scenario in relation to children with disabilities Instructions: Divide teachers into groups of four to five. Ask teachers to read the narrative about Tulsi, which is based on a classroom observation in a government upper primary school in rural Karnataka. Note how a regular teacher deals with the needs of a child with disabilities. In small groups answer the following questions: What is your opinion of Tulsi? What was the teacher s understanding of the child who was disruptive? Could Tulsi support Sunil in the class? How do you, as teachers, deal with similar situations? Tulsi is a class teacher. She has 20 students in 2 nd standard and is revising social studies lessons. The children sit behind desks on benches. Tulsi is revising a chapter from social studies by reading out from the chapter on Buddha and asking questions. She provides positive reinforcement to the children when they answer correctly. Sunil is sitting in the last bench where the teacher can directly see him. Sunil is on the autism spectrum. She asks him questions by pointing to pictorial questions she has prepared and left on his desk. She ensured his participation by prompting him to give answers. Sunil was responding to the teacher by repeating the questions and then answering them; a typical behaviour of a child with autism. Tulsi tries to generalise the concepts of Buddha by discussing how a Buddhist child in the classroom goes to worship Buddha. All the children are participating in the classroom, including Sunil. Suddenly Sunil gets distracted because another child sitting next to him takes out his glue stick. Sunil starts snatching at the glue stick and shouting. The teacher gives the glue stick to Sunil so that he could paste the sticker on his copy of the lesson. She asks the other child not to take the glue stick out during lessons because Sunil gets distracted by stickers and labels. The teacher later shares that because Sunil likes collecting stickers and label, she uses them as a reinforcement to help him sit in the class and concentrate. Tulsi has not participated in an in-service training on teaching children with autism in an inclusive environment, but has been able to discern what works in terms of managing Sunil s behaviour. Source: Understanding Diversity at Classrooms study for Department of State Educational Research and Training (DSERT) and UNICEF by RVEC (RV Educational Consortium) and Seva in Action. 1.1 Components of an Inclusive Learning Environment An inclusive, child-friendly classroom provides the space and pace for all children to learn and be a part of the classroom and school community. It is a place where every child is valued and provided with a friendly environment. It is a place every child wants to come to and participate in activities and to learn. In such a classroom, efforts should be made to understand the child s needs, especially if they are facing learning difficulties. 32 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

45 Essential Components of a Classroom within an Inclusive Learning Environment Relationships: Friendly, warm and collaborative Seating arrangements: Flexible and accessible Learning materials and resources: Variety used Assessment: Continuous and comprehensive; authentic Interactions: Promote participation, co-operation, caring, positive self -esteem and confidence; non-discriminatory Classroom environment: Safe, sensitive (protects all children from violence and abuse) Learning: Relevant to children s daily lives; focus on meaning, taking into consideration students learning styles Module 1 : Inclusive Education Source: Contemporary Education IE 1.2 Steps for Creating an Inclusive Environment There are three basic steps a teacher needs to keep in mind when endeavouring to create an inclusive classroom environment Start by identifying and understanding the child s needs in terms of sensory, physical and intellectual diversities. Identify barriers physical and curricular to learning. Address and remove the barriers to better meet the child s needs. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 33

46 Making Inclusion Work Accessible toilet Ensure physical accessibility: Physical access is the most important, and the first step towards inclusion. Classrooms, drinking water, toilets, playgrounds, laboratories and libraries have to be accessible. This can be achieved by including simple additions in the design of a structure, such as ramps with railings. For the visually impaired child, this could mean colour contrasting while writing on blackboards and for the child with hearing impairment, placing gunny bags or other material that an dampen the noise and echo in the classroom can enhance the acoustics. The SSA Framework for Implementation (2011) states that schools must be designed using an inclusive lens to create barrier-free environments. School buildings must incorporate ramps, but also have accessible classrooms, toilets, playgrounds, and laboratories. Special furniture, displays and learning boards and chalkboards help create inclusive situations and should be promoted. Children with loco motor impairment (non-and semi-ambulatory disabilities) zgates, approach road and steps to allow for smooth movement. zramps with handrails. zno major level differences within building. zreduce passages and corridors. ztoilets with adjustable seats, grab rail and ramp. 34 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

47 Module 1 : Inclusive Education Accessible ramp Children with visual impairment (low vision and total blindness) zsimple plan of the building. zdesign of windows and illumination levels to eliminate glare. zreduce distance between the child and the chalkboard. zuse of contrasting colours and textures to aid identification of levels, ramps, passageways, steps, doors, etc. zto minimise risk of injuries, avoid projections, sharp edges, etc. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 35

48 Making Inclusion Work Children with hearing impairment zreduced distance between teacher and child. zinsulated walls; provision of low cost mats and panels, soft boards, charts, etc. zprovision of supplementary visual information, such as ideograms. zchildren with special needs should sit close to the teacher and the board. This is very important for children with hearing, vision and learning difficulties. It ensures that they can see the teacher s face clearly and the teacher can more easily provide them with support whenever required. zthe classroom should have enough light to see the blackboard and the teacher, and proper ventilation. zthe room should be arranged in a way that allows children with visual impairment and mobility problems to move about with fewer problems. For example, a child who uses a wheelchair or crutches should be able to get in and out of his/her desk easily. It may be best for the child to sit at the end of the row or where/he she is most comfortable. zif you want the children to work in groups but you cannot move the desks, then get the row in front to turn around to face the rows behind. zput up pictures, posters, drawings and examples of children s work on the walls. Make sure they are displayed at the children s eye level rather than high up on the walls. You can also add different textures for touching to help children with visual problems. zremember that children with hearing and visual problems will find lessons outside of the classroom more difficult to understand. Make sure such children sit very close to you. zyou can make a resource corner in the classroom with games, learning resources and books for children with specific needs. zwhenever possible, use real objects to help the children understand. Make sure you allow the children to handle and touch these objects. This is very important for children with vision and learning difficulties. 36 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

49 The curriculum should be accessible to all, including children with special needs. Adequate measures should be taken to ensure that the curriculum is flexible and adaptable in terms of methodology, Teaching Learning Material (TLM) and Comprehensive Continuous Evaluation (CCE). Inclusive curriculum essentially means one curriculum for all with flexibility to enable all learners to participate and achieve their goals. To incorporate CCE for children with disabilities, based on the guidelines of the respective states for all children, consider the following: zkeep the classroom clean and make sure all children, including those with disabilities, are involved in ensuring the cleanliness of the classroom. zprovide supportive measures for meeting each child s specific needs (assistive technology, communication aids, mobility aids, and necessary teaching aids, such as Braille abacus, large print books, and audio books) through resource teachers and other government provisions. zinvolve families and communities in supporting the child s learning. zpeer support is an extremely important factor in facilitating inclusive classroom practices. There are many examples where inclusion has been possible mainly due to peer support like pushing a wheelchair, assisting a child to go to the toilet, helping them read the blackboard or understand any other classroom transactions. Peer support also develops values and imbibes positive attitudes towards children with special needs. Those who learn together live together. Module 1 : Inclusive Education Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 37

50 Making Inclusion Work The Inclusive School The underlying principle of the inclusive school is that all children should learn together, without discrimination. Inclusive schools must recognise and respond to the diverse needs of their students, accommodating different styles and paces of learning and ensuring quality education to all through appropriate curricula, organisational arrangements, teaching strategies and resource use and with support from the community. There should be a continuum of support and services to match their entitlements and needs encountered in every school. 2. Understanding Different Learning Styles and Approaches in Developing Inclusive Pedagogy No child is learning impaired. Given the right conditions, all children can learn effectively, especially when they learn by doing. (UNESCO, 2005) Each child has different styles and approaches to learning. Some children are good in learning through seeing, some can learn better through hearing and some may need both. As a teacher, you need to realise that one size does not fit all and that there is a need to understand the different learning styles to make learning effective. Many learn best through learning by doing, that is, through actually doing activities and gaining experience. This is what is meant by the phrases active learning, children s participation in learning, or participatory learning. It is about getting children to learn new information through different activities and teaching methods. Linking these activities to children s practical experiences in everyday life helps them understand and remember what they are learning and then to use what they have learned later in life. 2.1 Diverse Learning Styles in Classrooms Teachers play a central role in the kinds of educational opportunities offered to students, and the quality of student-teacher interactions in instructional situations is the ultimate test of educational equality. It is because of their double role as teacher and role model that teachers are so crucial to the development of students. A teacher has to plan appropriate activities and experiences that she intends to provide during the teaching-learning discourse. This can be done successfully if the teacher is aware of the different ways in which students learn. Every learner has a preferred learning style. The term learning styles may be defined as a predisposition on the part of learner to adopt a particular strategy regardless of specific demands of learning tasks. (Schmeck, 1988). Eddy (1999) describes a learning style as the way in which we prefer to organise, classify and assimilate information about the environment. That is, the modality by which we learn best. There is a lot of research on learning styles and there are probably as many theories as there are researchers on the subject. However, in their most basic form, there are three main learning styles: 1. Auditory learners prefer to receive ideas and information by hearing them. These students may struggle with reading and writing, but excel at memorising spoken words such as song lyrics. They often benefit from discussion-based classes and the opportunity to give 38 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

51 oral presentations. They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. 2. Visual learners prefer to receive information by seeing it. These learners need to see the teacher s body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people s heads). They may think in pictures and learn best from visual displays, including diagrams, illustrated text books, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. Module 1 : Inclusive Education 3. Kinaesthetic-Tactile prefer to learn through moving, doing and touching. They learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 39

52 Making Inclusion Work Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. It is important to note that the various styles are those preferred by learners. If we looked at complete descriptions of each style, we would probably see some of ourselves in each. At the same time, we could also probably identify our dominant style. The fact that we learn in many ways is further justification for why utilising a variety of teaching approaches is so important. Understanding learning styles can help you create more inclusive classrooms where every one has a chance to succeed. For instance, a student from a culture that teaches children to listen quietly in a classroom (or a visual learner who is uncomfortable with speaking) can be at a disadvantage when a portion of the grade is based on participation in class. Sensitive teachers can allow for group work during class to create smaller, safer environ ments for these students to speak and for their classroom performance to be evaluated. 2.2 Learning Style Inventory There are many learning style inventories available. David A. Kolb s (1984) Learning Style Inventory describes the way you learn and how you deal with ideas and day-to-day situations in your life. 7 (See Annexure 3) ACTIVITIES Assessing your Learning Style Objective: To better understand how you prefer to learn and process information. Materials required: Learning style inventory printout for each participant (See Annexure 3). Instructions: Each participant completes the learning style inventory handout by checking all statements that refer to his/her learning style. Each participant calculates his/her scores against each of the three learning styles. Use what you learn from your scores to better develop learning strategies that are best suited to your particular learning style. Ask the participants to share their learning styles and reflect on the diversity within the group. 5. This 24-item survey is not timed. Reflection: Draw attention to the fact that the same diversity will exist within student populations. Children with disabilities would also have preferred learning styles. If you are a VISUAL learner, you may prefer to see information, like reading text, or looking at diagrams. 7 Refer to for an example of Memletics Learning Style Inventory and for Barsch Inventory. 40 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

53 If you are an AUDITORY learner you may prefer to hear information, sit in a lecture hall where you can hear well, and after you have read something, summarize it and recite it aloud. If you are a KINAESTHETIC learner, you prefer to learn by doing, such as moving, manipulating and associating study material with real-world things or occurrences. Module 1 : Inclusive Education Some aspects of learning styles may represent strong inherent preferences, but all learners can benefit from multi-sensory approaches. This has important implications for teaching; teachers should acknowledge and cater for the distribution of preferred styles amongst learners, but students should nonetheless be approached to develop a range of approaches to learning. Teachers often fail to recognise the variety of thinking and learning styles students bring to the classroom and tend to teach in ways that do not address this diversity. It is necessary that there is harmony among the teacher s style, learning style and teaching style for the maximum realisation of a child s potential. Teachers cannot cater to every learner s preferred learning style at all times, nor would this actually be in the learner s interest. Using a variety of activities within teaching sessions can, however, better accommodate different learning styles, as well as provide breaks, opportunities to shift of attention and prevent boredom. A teacher should, therefore, plan to use a variety of teaching approaches. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 41

54 Making Inclusion Work Table 12: Teaching Approaches for Different Learning Styles Teachers can encourage VISUAL learning by Using visual representations (posters, diagrams, drawings) to present information and ideas. Encouraging visualisation i.e. Imagine you can see, What do you think this would look like?. Using visual prompts for recounting or creating a story. Asking pupils to see words and spellings with their eyes closed. Encouraging visual association and organization of ideas, e.g. by using concept maps. Teachers can encourage AUDITORY learning by Practicing active listening. Encouraging auditory imagination i.e. Imagine you can hear, What do you think that will sound like?. Using sounds as prompts for recounting or creating a story. Asking pupils to sound out words and break down spellings. Using rhyme and rhythm as mnemonic devices. Teachers can encourage KINAESTHETIC learning by Using physical representations (i.e. objects that learners can manipulate) to present information and ideas. Allowing project work to encourage hands-on experiences. Using acting out as a prompt for recounting or creating a story. Asking pupils to trace out words and spellings with their finger. Encouraging physical associations and using body language to express ideas and emotions. 2.3 Implications of Teaching Style Most teachers teach according to their own preferred learning style. It is vital that the teaching style you adopt is a combination of the above styles, since no one style can be suited to all learning styles. Knowing the best approach is often just a matter of knowing your audience and their needs. So, if the class is comprised of kinaesthetic or tactile learners, and the instructor is a visual learner, then the instructor is more likely to teach visually rather than kinaesthetically or tactually. What can we take away from all of this? The first step is to find out what your preferred mode of learning is, and then try to teach outside of that comfort zone. To reach more learners, you will have to try different teaching styles. Some teachers like the lecture method, some like demonstration or active participation, while others are more constructivist in nature and like to see where the day s lesson takes them. It is important to remember to use a combination of teaching methods to reach out to each child s learning style within the class, which will undoubtedly be a diverse lot. Challenge yourself, and your students. 42 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

55 2.4 Reaching All Learning Styles Teachers do not have to design each activity or class component to reach every learning style. However, your teaching strategies as a whole should be diverse enough to reach everyone. Helpful tips: zuse images, diagrams, demonstrations and screen projections AND provide oral and written explanations. zoffer a handout that summarises presented information and gives directions to repeat the skills that were demonstrated. zprovide class time and utilise teaching strategies for active student participation. zencourage students to work in groups. zperiodically pause to give students time to process what you have shown them and ask questions. zinclude both conceptual and concrete information. Explain the abstract ideas and then try to connect them to something in the real world. zpresent material in a logical, sequential manner, but take time to point out the connections between this information/process and other areas where this knowledge is relevant. Module 1 : Inclusive Education Reflection What is your predominant learning style? Which learning styles do you think your teaching style is able to address effectively? What changes, if any, would you like to bring to your teaching style? Exemplify with examples. In your opinion, what modification in your teaching style can improve the pupil s performance? How can you modify your teaching style? Everyone has a talent, and these talents can be used in our work as teachers and learners. Teachers must assume that every child brings something positive with them that they can contribute to the learning process. It is your job as a teacher to discover what it is. ACTIVITIES Exploring Teaching and Learning by Comparing a Traditional and an Inclusive Classroom 1. Ask participants to read two case studies: one about a traditional classroom and the other, about and inclusive one. Classroom A: Fifty children are sitting on the floor with their bags as desks and books in front of them. The teacher starts reading from a Grade 3 textbook; in between, she writes some difficult words on the blackboard. The boys, who are sitting on the right side of the room, copy what the teacher has written into their exercise books. The girls, who are sitting on the left side of the room, wait for the teacher to move so that they can see what she has written and copy it into their exercise books. The teacher asks, Are you copying the story that I am writing? Everyone answers, Yes, teacher. After reading aloud, she asks a question to a child sitting in the front row and if that child does not answer exactly the way it is written in the textbook, the teachers considers the answer wrong. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 43

56 Making Inclusion Work Classroom B: Two groups of children are sitting on the floor in two circles. Both groups consist of girls and boys. The Grade 3 teacher is teaching shapes. In one group, the children are talking about circles. The teacher shows some common round objects that the children brought from home. The children handle the objects and then work together to make a list of other objects that are circular in shape. In the other group, some of the children are holding rolled up newspapers that look like long sticks. The teacher calls a number, and the child with that number places her stick on the floor in the centre to begin forming a square. One child with hearing difficulties adds her stick to form a triangle and smiles at the teacher. The teacher smiles back at her and says, Very good, making sure that the child can see her lips as she speaks. A parent, who has volunteered to be a classroom helper for a week, pats her on the arm, and then turns to assist a student who is confused about where to place his stick in order to form a new shape Ask participants to answer the following questions: Which is the more traditional classroom and why? Which is the more inclusive and learning-friendly classroom and why? Brainstorm with the teachers and write their observations on the board in two columns. 3. developing a Teaching Plan for an Inclusive Classroom Effective teaching depends on how the teacher develops the teaching plans. Developing a teaching plan with a clear objective is therefore the first step for effective inclusive practice. It is essential for the teacher to think beyond the textbook and towards the larger learning objective of the subject. Useful Principles for Developing a Teaching Plan zthe constructive approach of the 5E s model ( Engage, Explore, Explain, Elaborate and Evaluate) gives a framework for adapting a variety of methods and the flexibility needed to suit the needs of your pupils. It allows you to use and build on prior knowledge and experience to explain meaning to task analysis and continuous evaluation. Within this model, you can plan to use different strategies for different subjects. zplan for advanced material and problems within each lesson. See Annexure 4 for sample teaching plans. 44 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

57 ACTIVITIES Exploring Inclusive Teaching and Learning Approaches Materials required: White board with black or blue marker; Brown or chart papers with colour felt pens for group work; handout with narrative of a regular classroom observation. Instructions: Divide participants in groups of 4-5. Provide each group with the narrative and ask them to read and then work on the following: List the different steps the teacher used in teaching. What type of teaching styles was the teacher using? How did she get the participation of all children? What type of resources did she use? Was it useful for all children, including children with disabilities? How did she know if the children had learnt? Ask the groups to do a presentation of their group work. Module 1 : Inclusive Education Narrative: Class 4 in a rural, government school An environment science class is in session. The topic is transport. The objective, as per the teacher s unit plan, is to help children recognise different means of transport. There are nearly 35 children in the classroom. The teacher has divided the class into two groups and has provided them with a few toy vehicles and flash cards depicting different means of transport by land, water and air. She asks the children in each group to divide the flash cards of transport according to those used in land, water and air. Then she asks the children to show through action or enact how different types of transport would move. She asks children which of these modes of transport they have used and where. She narrates a story about a child living in an abandoned railway carriage and his dreams of travelling around the country. In the end she writes the names of the different modes of transport on the blackboard. She then asks children to match the words written with the picture flash cards. The teacher encourages every child to come to the board for this activity and asks others to either write or draw a picture of what is written. 3.1 Lesson Design Planning for Inclusion Every child is unique and different therefore the teacher s role is to understand these differences in the learning process. This is the basic principle for creating inclusive classrooms. Differentiation is the process of systematically varying the learning content, product and, most importantly, the teaching-learning process to match the unique learning profile of individual students. This is the essence of inclusive teaching. Differentiated instruction based on best practices of the teaching-learning process is what makes teaching inclusive. Differentiated instruction adapts instruction to meet the needs of individual learners, providing all students with the appropriate level of challenge and the appropriate supports to help them reach learning goals. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 45

58 Making Inclusion Work Differentiated instruction is grounded in an understanding of how people learn. Instruction begins with an assessment of what students already know and builds new concepts on their existing knowledge. Differentiation provides students with varied experiences to engage with content. A differentiated classroom offers multiple ways for students to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (Tomlinson, 2001). 3.2 Guidelines and Strategies for Differentiated Learning A majority of teachers do not adapt their teaching to address the diversity of learners in their classroom. Differentiated learning takes the philosophy of inclusion a step further by addressing individual needs of all students within a general education classroom. Differentiation describes a philosophy that seeks to make education more meaningful for all students, from high achieving gifted students to those who are struggling in school (Tomlinson, 1999). Determine key concepts and learning goals. The curriculum should be based on broad concepts, and teachers must have well-defined learning goals. Tomlinson recommends that teachers ensure that curriculum is clearly focused on the information and understandings that are most valued by an expert in a particular discipline. Link assessment to instruction. Assessment should be ongoing. With the data gleaned from assessment, teachers learn what students already know and what would be the most appropriate assignment that would be challenging and yet not frustrating. This is called the Zone of Proximal Development (ZPD). Implement flexible grouping. Teachers use whole-class, small-group and individual instruction. Students can, and should, be grouped in a variety of ways based on readiness, interest and learning profiles, as well as randomly grouped. Teachers can assign work groups, and sometimes students select their own work groups. The groups should change often. Use a range of instructional strategies. In addition to planning instructional activities to meet a student s learning readiness, all activities should be equally interesting and equally focused on essential understandings and skills. To make learning student-centred, the teacher should employ a wide variety of instructional strategies such as tiered activities, hands-on activities, text, scaffolding and projects. Often students are provided with options in the instructional activities they engage in as well as in the final assessment tool. For additional information, see Annexure 7 A Framework for Adapting Curriculum (Annexure 7). 3.3 Universal Design for Learning Adapted from the architectural term universal design, Universal Design for Learning (UDL) is a systematic approach to designing environments, curricula content, learning activities, and materials to accommodate the needs of young children with the widest possible range of abilities. The UDL provides a framework for planning how to present resources, provide opportunities for strategic learning, and arrange environments for maximum engagement. (See Annexure 5 on What is Universal Design? ). 46 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

59 As Figure 5 indicates, the first step in applying a UDL approach is understanding the student gathering student facts. Next it requires educators to think about three distinct curriculum access points: content, process and product. Content of lesson or unit concerns what is taught or what we want students to learn, know and do. Process of instruction concerns how students go about making sense of what they are learning. And products showing student success is how students demonstrate what has been learned (Tomlinson, 1995). These three access points directly reflect the three goals of UDL. Specifically, content requires multiple representations of materials to be learned, process requires multiple means for student engagement, and product requires multiple means for student expression. Figure 5: UDL: Curriculum Access Points Module 1 : Inclusive Education It is important to ensure that UDL covers all aspects of schooling including leisure, sporting and cultural activities, excursions etc. Ensuring that children with special needs have access to information hand-outs, timetables, textbooks, information about school events in their preferred format, must be prioritised. For the visually impaired pupil, for example, information could be in braille, audio tape, or large print. Symbols, communication boards and other ICT could also be used. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 47

60 Making Inclusion Work For inclusion to be successful, schools need to think creatively about a range of issues related to school design and inclusion that are far more complex than just wheelchair access. Improvements will include: zgeneral physical access: architectural planning for accessibility (installation of ramps, handrails, widened doorways, lifts, accessible toilets, adapted/adjustable furniture and equipment, sufficient space for manoeuvring and storing equipment, floor coverings). zaccess for pupils with visual impairments: improved signage, route finding systems to enable pupils to find their way easily around a school, colour contrasting e.g. for door handles and steps to enable pupils to make best use of residual vision, adjustable lighting, blinds, tactile paving outside the school). zaccess for pupils with hearing impairments: induction loops, radio systems, infrared systems, adjustable lighting, sound insulation for walls, floors and ceilings zaccess to equipment such as ICT equipment, enlarged computer screens and keyboards, adapted desks and chairs and writing equipment, e.g. pens as well as spaces such as playgrounds and laboratories must be taken into account. 3.4 Principles that Underpin Inclusive Teaching and Learning Effective inclusive teaching occurs when: zstudents clearly understand what they will be learning, what they need to do and what criteria will be use to judge when the learning has been achieved; zlinks are made to learning elsewhere in the curriculum or in intervention groups, helping students transfer their knowledge and understanding in different contexts; zlesson starters and introductory activities create links with prior knowledge and understanding, are active and enjoyable and create success; zthere are frequent opportunities for purposeful talk, for learning through use of talk partners or structured small-group tasks with supportive peers; zstudents are encouraged to ask questions to clarify understanding; zstudents have personal targets which they own and are working towards in the lesson; zthe teacher models the process, explaining what they are doing, thinking and questioning aloud; zstrategies for active engagement through a range of different styles are used at various points throughout lessons; and, zlessons conclude with discussions that support pupils in reflecting openly on what they have learned and how this fits with what is coming next. How can we plan to include all of our pupils? Inclusive classrooms can be achieved through careful lesson design. As shown in the figure below, four key factors affect lesson design: learning objectives and intended outcomes; pedagogic approaches; teaching and learning strategies; and conditions for learning. 48 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

61 Figure 6: Factors Affecting Lesson Design Module 1 : Inclusive Education Source: SCERT, Learning Objectives and Learning Outcomes: The learning objective(s) for a lesson will come from the scheme of work. Having clearly defined the learning objective, it is important to go one step further and consider the intended outcome. What will pupils produce at the end of the lesson or sequence of lessons that will demonstrate the learning that has taken place? Will they produce, a piece of writing, an artefact, a presentation or the solution to a problem? You will need to be clear from the outset what a good-quality product will look like. This will help you to clarify your expectations with students. The nature of the learning objective for example, skill acquisition or developing understanding will determine the approaches and strategies you use. Pedagogic Approaches: Researchers have identified a number of different approaches to teaching that can promote different types of learning. Each of these has a defined sequence of episodes or steps that give a particular structure to the lesson. Some subjects have a strong leaning towards particular approaches because of the nature of the content and demands of the syllabus. The choice of pedagogic approach or teaching model will depend on the nature of the learning objective. Examples of different approaches include direct interactive teaching, inductive teaching and enquiry. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 49

62 Making Inclusion Work Teaching and Learning Strategies: Within each pedagogic approach teachers may draw on a range of strategies to maximise learning from their input. For example, within the direct interactive teaching approach, modelling could be used to help pupils learn a new skill or procedure. Other strategies include questioning and explaining. Each has a set of procedures or methods that makes them effective. To embed learning and/or assess learning teachers can select from a wide range of techniques such as card sorts, concept mapping or group work. Learning how to employ each strategy effectively and which techniques are suitable is the key to successful teaching. In an inclusive classroom varied activities will often occur simultaneously. Therefore, teaching processes must undergo a shift from being teachercentered to learner-centered, which requires a different way of thinking and teaching within the classroom. Conditions for Learning: This has two components: the climate for learning and the classroom organisation. Research shows that pupils learn most effectively when they feel motivated, confident and successful. The main factors contributing to an inclusive climate are: zgetting the pitch of the lesson right so pupils can recognise and demonstrate their learning; zestablishing relationships which allow pupils to feel safe and able to respond; zproviding variety so that different learning styles can be accommodated over time; ztable and seating arrangements which are varied to suit different teaching strategies and pupil groupings, and so enhance the learning process. When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behaviour problems and promote learning. Students with special needs may lack key skills (e.g. capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should, therefore, have explicit skills training in deficit areas as a central component in their curriculum. Additional classroom ideas for accommodating students with significant special needs are: zuse visual cues to orient student in the classroom. zpost a clear and predictable daily schedule: for a child who cannot read and does not recognise pictures as depictions of actual objects and events, the schedule could consist of objects that represent schedule entries, e.g. a wrapped chapatti can represent lunch time. zbuild student motivation: motivation is the engine that drives student engagement and learning. zuse strategies to make directions and learning expectations clearly understood: provide directions in a language the child with special needs understands, use prompts and guide him/her through performance sequence visual cues. zprovide structured opportunities for student to participate in social interactions zcreate a plan to help the student to generalise their learning across settings and situations: teach only a small number of key skills at one time so that you will have enough time to work with the student on generalising each mastered skill to other settings. 50 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

63 3.5 Classroom Organisation Managing effective learning can be greatly influenced by the layout of the classroom. If teaching in a computer room, there is often nothing that can be done about the layout of the room. The figure below shows a less-then-optimal classroom layout: Figure 7: Classroom Layout Module 1 : Inclusive Education Why are there problems with this classroom layout? From the front of the classroom the teacher cannot see all the pupils, nor can the teacher see what the pupils are doing. It would be difficult to move behind each row of pupils. If the teacher needed to spend time with pupil A, then the actions of the majority of the class would be unknown at worst, or difficult to monitor at best. Constant movement around the classroom is important here. Reflection Activity ACTIVITIES Consider your classroom. What is the dominant furniture arrangement? How does this influence the teaching and learning approaches you can use? Do any of the following present barriers to change? The furniture is fixed and offers very limited scope for flexibility. Some classes would not respond well to either having the furniture in different positions or to moving it. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 51

64 Making Inclusion Work You have no experience of teaching with different furniture arrangements. The classroom may have too much stored in it and be untidy. Consider swapping rooms on occasions when your furniture arrangement constrains what you want to do in a particular lesson. Points to Consider: Can you move your table or do away with it altogether? Having tables and chairs in rows is fine for pupils working individually. However, if you want pupils to move about, this arrangement is possibly the worst of all, particularly if large bags and other items belonging to pupils are strewn about. If you have fixed furniture arranged in rows, think about what you can do to store these things elsewhere. Circles of chairs allow large groups of pupils to see, talk and listen to each other. You can be part of the circle or not, depending on your purpose. You can also use a horseshoe shaped seating arrangement. For group work, pupils need to be able to face each other to talk without having to shout or move about. Tips On paper, plan some arrangements of tables and chairs. Give each table a letter or number and map out two or three arrangements which will support your teaching and help pupils learn more effectively. Make sure each plan shows exactly where the tables and chairs should be. These room plans are very important and it will be helpful to display them in your room so that pupils can refer to them. Select a class you think will respond well to these changes in furniture, then choose a lesson where a different arrangement will help. Think about what sorts of grouping you will need. Will these stay the same for the whole lesson? What will the best furniture arrangement be? Plan your lesson. Be clear about how working in groups with different furniture arrangements will help pupils learn, and rehearse your explanation to them. Plan how pupils will be grouped, even if this is not essential. If you start out by putting pupils into the groups that you want, it helps to establish this as a deliberate way of working. Then it is easier to vary the type of grouping and the combinations of pupils in the future. It also prevents pupils from getting into combinations that do not work as well. Rotate furniture regularly with a minimum of fuss. In your lesson plans, identify the arrangements which are most appropriate and routinely explain to pupils why you have chosen a particular arrangement. Place students with disabilities according to their needs, e.g. hearing impaired, visually impaired and children with short attention span need to be placed in the front of the class. 52 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

65 ACTIVITIES Mock Practice Teaching Classes Materials required: Grade 3 and 4 NCERT textbooks in social science and math; waste material (e.g. leaves, paper rolls, empty boxes, socks, buttons, wool, etc.) for creating Teaching/ Learning Material (TLM), scissors, six paint boxes, medium paintbrushes (1 per participant), whistle, glue, coloured paper, and chart paper: Allow time to plan inclusive lesson plan with TLMin groups for mock practice teaching classes and to get feedback and conclude. Use the format given below to support your planning process. Provide the teachers with the NCERT books. Ask participants to choose a topic of their choice and develop an inclusive lesson, assuming children with disabilities with specific learning characteristics are also part of the class. Each group will develop TLM using available waste material. Each group will transact the lesson in front of others in a mock classroom situation. Collect feedback on each lesson from other participants and discuss. Module 1 : Inclusive Education 4. Early Literacy, Numeracy and Language Early literacy, numeracy and language are important areas of learning in a child s early development. This section helps explain why some children with special needs find it difficult to master early these abilities and how a teacher can devise her pedagogic strategies for enabling children to acquire literacy, numeracy and language. Teachers are, to a great extent, influenced by their own views about what they are teaching. For example, how they view literacy and numeracy greatly determines their beliefs about how students should be taught. In the past decade, there has been a significant change in the meanings of literacy and numeracy and it is therefore important for teachers to have current knowledge about these constructs and their implications for teaching. 4.1 Importance of Developing Language, Literacy and Numeracy Skills for Children with Disabilities It is important for all children to develop language, literacy and numeracy skills. Language is the main way in which people make sense of what they experience. Language includes listening, speaking, reading and writing and visual communication. Often literacy is referred to the cognitive skills related specifically to reading and writing. Literacy involves students in listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts. Numeracy involves understanding number relationships. For school-based learning, this forms the basis of learning advanced mathematics. In the home, workplace and community, numeracy enables people to understand, for example, how to make purchases, make a family budget, understand statistics reported in media or calculate invoices at the workplace. Numeracy is not simply about making calculations; rather, it is about understanding number relationships to make sense of our experiences, interpret data, solve problems and make decisions. Children who are not able to develop adequate reading, writing, numeracy and communication skills are more likely to drop out of school. A child who cannot read and Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 53

66 Making Inclusion Work comprehend the written text will not be able to master other skills and knowledge and will not be able to do well in school-based learning. 8 Thus, providing children with the opportunity to develop literacy, numeracy and language skills remains an equity issue since communication, reading, writing and numeracy skills are needed at home, in the workplace and the larger society. ACTIVITIES The Importance of Language, Literacy and Numeracy Objective: to help participants understand the importance of language, literacy and numeracy in everyday life. Divide the participants into groups of 5-6. Ask each group to identify three separate activities they carry out in the home, workplace and community. Ask groups to discuss and write down how they would carry out the activities if they did not know how to read and write or have numeracy skills. 4.2 Challenges Faced by Children in Acquiring Language, Literacy and Numeracy The acquisition of language, literacy and numeracy skills is influenced by a number of factors. While learning to speak is natural for most children as they are immersed in and surrounded by people who continuously use speech for meaningful purposes, some disabilities such as autism may make it challenging for a child to acquire language. Learning to be literate is challenging for many children, including those without a disability. Several factors contribute to this. Children from homes and communities where print is not a part of everyday life, may not see learning to read and write as meaningful. Learning to read and write could often be seen as a burden with no personal relevance. In such situations, the child does not have any motivation to persevere in making meaning of the printed word. For many children, their mother tongue the language they speak at home is different from the language of instruction in school. As a result, many cannot comprehend what is happening in the classroom. The disability itself could also pose a challenge. A child with cerebral palsy may find it difficult to learn to read and write in the traditional sense, but may make considerable progress in communicating with the use of alternative and augmentative communication methods. In some cases, the pedagogic practices followed in schools may also hinder a child s acquisition of literacy and numeracy skills. The teacher has to learn how to teach in ways that overcome such challenges and provide the best opportunities for all students to achieve their full potential. Not only must the teacher design learning environment, teaching strategies and assessment to meet the needs of a diverse group of children, but must also implement an individualized learning plan based on the child s unique needs and strengths. 8 For additional information see 54 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

67 ACTIVITIES Difficulties in Learning Literacy and Numeracy Divide the participants into groups of 5-6. Ask each group to identify children in their classrooms who experience difficulty in acquiring literacy and numeracy skills. Ask each group to analyse the specific difficulty that each child faces and possible reasons for the difficulty (i.e. lack of exposure to print in the home or the community, unfamiliarity with language or specific disability of the child, etc.). Module 1 : Inclusive Education 4.3 Early Literacy The development of reading skills at an early age kindergarten through Grade 3 is of paramount importance to a child s success in school and later in life. Children with disabilities have fewer literacy opportunities in the home, and when literacy opportunities arise, children who are nonverbal face particular difficulties in learning language and associated concepts. It is important for teachers to remember that all children can learn to read, if given the opportunity. Instead of believing that students cannot do something, the focus should be on providing effective explicit instructions. Having a deep knowledge and awareness of the students strengths and weaknesses is critical. (Annexure 6 contains suggested activities to teach pre-writing and pre-reading skills). All activities can be integrated with language development activities. zsupport a literacy environment: Children must have the opportunity to look at storybooks, turn pages and look at pictures and details in the illustrations. Storybooks must have large pictures with bold text, preferably just two to three lines. zstory reading/narration with children sitting around the teacher who points at the text and shows pictures, asks questions, and reads with intonation develops many prereading concepts such as: The book has to be held in the correct manner. It has a title. Left to right movement of the print except Urdu. Text or words talk about pictures. There is a sequence in the story a beginning, middle and end. There are characters in the story. There is a place where the story takes place. zprint environment: Children effortlessly pick up words from the environment without actually reading the letters. The shape and the associations with it helps them to identify words such as their name, the name of their city or school, and brand names (Maggi, Colgate, Lux). Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 55

68 Making Inclusion Work zlabelling the environment, especially in the classroom, makes children familiar with print and also gives the frequent exposure to remember the word before they can actually start reading. zrhymes help children to pronounce the sounds in the words as they are repeated often. Also they are able to make associations when they see the same words in print. zpicture reading: Showing large pictures, asking questions about the pictures, focusing on details, asking them to imagine and make up a story prepares children for reading comprehension. Over 20 years of research has demonstrated that deficits in phonological processing are related to reading failure. Phonological processing refers to the use of phonological information (that is, the sounds of one s language) in understanding written and oral language. Phonological processing is comprised of two separate, but not necessarily unrelated kinds of abilities: phonological awareness and phonological coding. Children who successfully learn an alphabetic system become explicitly aware of phonemic units and can perform a wide variety of phonological analysis tasks, that is, tasks requiring the segmentation of sound units. 4.4 Early Numeracy Early numeracy concepts are best acquired with the help of appropriate concrete material (and manipulatives) available in the environment. Learning must have an element of fun. As shown in the box below, all concepts should be introduced in a specific sequence. Children need to practice every concept in concrete ways and then move on to practice in semi-concrete and abstract ways. All children should practice in actual context and relate the concepts to real life situations to make learning meaningful. 56 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

69 Sequence of Numeracy Concepts z Seriation: differentiates objects by size, length, height and can seriate or grade objects accordingly. z Sorting: is able to sort identical objects into groups or sets. z Patterns and sequencing: orders objects in a simple patterns and sequence. z Matching: can match sets of objects in one to one correspondence. Demonstrates understanding of more/less. Rote counts numbers in sequence. Demonstrates number concept/value. Can join sets to add objects up to 10. Module 1 : Inclusive Education The role of reading and language in math success must not be underestimated and concepts must be clarified by utilising everyday familiar objects as shown below: It is critical that children with special needs are able to acquire early numerical competencies which include the ability to quickly identify the numerical value associated with small quantities, the use of basic counting skills, and the ability to approximate the magnitudes of small numbers and objects. Effective mathematics instruction for diverse learners includes the following: zexplicit and systematic instruction with guided practice, corrective feedback, frequent cumulative review; zuse of visual representations (e.g. number lines, graphs, drawings of objects or tallies); zuse of motivational strategies (e.g. making connections to real-world content); zsupport for problem solving through instruction on specific strategies and when to use them; zsystematic assessment of student progress; and zopportunities to practice basic facts and algorithms to build fluency. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 57

70 Making Inclusion Work 4.5 Reading Reading instruction within a balanced literacy framework typically includes (a) modelled reading during which the teacher reads to students, (b) shared reading in which the teacher and students read together, (c) guided reading in which the student reads with guidance or coaching from the teacher, and (d) independent reading. Students with special needs often display reading difficulties, such as challenges with inferential and critical thinking, processing deficits, and memory deficits and writing challenges such as poor organisation, idea generation, and spelling. Literacy material and curricula must be adapted with reading strategies taught individually and explicitly. Depending on the student s characteristics, different perspectives on literacy, including communication devices, Braille, computer-assisted instruction, or visual strategies such as picture communication systems, may need to be used. Some adaptations to reading instruction may include (a) the use of naturally occurring events (incidental teaching or teachable moments ), (b) combining verbal and visual formats, (c) using fast-paced random responding, and (d) embedding sight-word recognition tasks during play activities. Listening to stories and sharing them, capitalising on students interests and preferences, and creating an instructional environment rich in language and literacy are essential. Shared storybook reading, in addition to providing access to the text, is one practical way to promote emergent reading development because oral language and listening are significant components in the reading process. Audio books can be extremely important for children with special needs, particularly children with developmental disabilities. The importance of structural (i.e. material resources) and instructional (i.e. teacher child interactions) features of class room learning environments to children s emergent literacy development is quite clear. The structural literacy environment dimension comprises the tangible literacy materials that are available to children in a classroom setting, such as children s books, print props (e.g. shopping lists, calendars), and adapted writing materials (e.g. markers, pens, papers). Classrooms with a high-quality structural literacy environment are those that include a collection of high-interest children s books, both picture books as well as simple books in the child s mother tongue. The books should vary in the level of difficulty from simple to more complex text and represent a variety of text genres, such as information, alphabet, concept, and rhyming texts. The characteristic of a high-quality instructional literacy environments include teachers open-ended questioning, engaging children in frequent conversations, modelling complex vocabulary, scaffolding complex thinking, and providing explicit instruction on language and literacy skills. Phonics instruction should not be considered a prerequisite skill to be mastered before other components can be addressed. Rather, phonics should be presented concurrently with the other components of literacy instruction to form a balanced approach. Utilising Cognitive Learning Strategies: Cognitive strategies are one type of learning strategy used by students to learn more successfully. These include repetition, organising new language, summarising meaning, guessing meaning from context, using imagery for memorisation. Cognitive learning strategies that enable students to read with better comprehension and complete tasks independently may also be introduced to support student learning. Modelling strategic behaviours by thinking aloud while students listen (and hence, allowing students to think along) is the first step in raising student 58 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

71 awareness of what it means to be a strategic learner. During a think aloud, the teacher models how to stop periodically throughout a text and authentically reflect aloud what is being mentally processed and understood. Preparing and modelling an effective think aloud has four important steps (Tovani, 2000). zfirst, choose a short piece of text that will be of high interest to students and one that will allow for the modelling of a specific meta-cognitive strategy of choice. zsecond, anticipate which areas within the text may challenge the reader s comprehension and make a note to highlight portions in the think aloud. zthird, read the text aloud to students as well as having a paper copy of the text for each child or have on a projector so the text reaches auditory and visual learners combined. zlastly, highlight specific words that instantly trigger a thought or emotion and authentically explain what is mentally being processed. Module 1 : Inclusive Education During a think aloud the teacher essentially verbalizes aloud while reading orally. S/he will ask questions such as Do I understand what I have just read? or ask What was important in what I have just read? By modelling the student learns how to monitor his/ her understanding by using the same strategy. When teaching cognitive strategies, teachers should model (a) why the strategy is used (conditional knowledge) by providing specific reasons for the strategy selection, (b) how the strategy is used (procedural knowledge) by providing explicit instruction absent of ambiguity, and (c) what strategies to select in specific situations (declarative knowledge) by selecting the appropriate strategy to match the situation and/or not being too rigid with how to use the strategy. Effective strategies to be applied before, during, and after reading: zbefore reading strategies typically focus on activating prior knowledge, building background knowledge, and setting a purpose for reading. Activities may include discussion, the use of graphic organisers such as semantic webs and KWL (Know, Want to Know and Learn) charts, previewing related video, looking at titles, illustrations, and tables of contents, teaching vocabulary as needed, and making predictions. zduring reading strategies might involve identifying connections to personal experiences, asking questions and prompting students to ask questions, discussing vocabulary, making inferences, teaching strategies for reading unfamiliar words, and sharing reactions. zfinally, teachers prompt the use of after reading strategies such as checking student predictions, questioning, analysing, and responding to the reading. For example, question-generation strategy instruction teaches students directly how to generate and respond to questions about text. Generating questions helps students identify the main ideas and details of the text. One example of a question-generation strategy is QAR (Questions-Answer Relationship Strategy), which classifies questions into two main types: (a) in the book and (b) in my head. In the book questions can be found explicitly stated in the text or require the reader to think and search (i.e. inferential; the answer can be found by synthesising different sections of the text). In my head questions involve linking information from the author and me (i.e. the answer can be inferred by linking information from the text with prior knowledge and past experiences) and making connections based on prior knowledge and experience. When introducing students to Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 59

72 Making Inclusion Work question-generation strategy instruction, procedural prompts such as visual cues, selfmonitoring checklists, scaffolding and peer teaching are recommended. 5. Use of Assistive Devices, ICT and Other Resource Support to Meet the Specific Needs of CWSN Undoubtedly, literacy and numeracy learning of many students with special needs will be influenced by their individual characteristics and they may not always achieve the same outcomes as their peers. For example, students with cerebral palsy with associated intellectual impairment may have cognitive and linguistic difficulties which will influence their pace to develop literacy and numeracy. Teachers must recognise the role of Accessible Instructional Materials (AIM) and the use of technology to remove barriers for students with special needs, particularly students with sensory, physical, and intellectual disabilities. Technology can support the move towards inclusion by enhancing curriculum access, participation and progress through increased independence, personal productivity and empowerment. Important Definition: An assistive technology device is any item, piece of equipment, or product system, acquired commercially off-the-shelf, modified, or customised, that is used to increase, maintain or improve functional capabilities of individuals with disabilities. Assistive technology includes a range of technologies, which enable people to build upon their abilities and participate as fully as possible at home, school and in the community. Assistive technology is the key to making educational environments inclusive for individuals with significant disabilities. Technology can increase access to new experiences, new activities and new environments, bridging the gap imposed by a disability. This type of technology is considered a powerful tool for inclusion....technology in the area of assistive technology is critical and can facilitate the support and full participation of an individual in daily tasks and activities (Rocklage, Gillett, Peschong, and Delhorey (1995). Teachers should endeavour to ensure that children with special needs have access to need-based assistive technology, which provides for maximum participation in social and educational environments. Through the use of assistive technology devices, many students can become an important part of a regular classroom. Today, schools increasingly utilise assistive technology for a range of special needs ranging from a child with a hearing impairment who might utilise a classroom amplification system, or a child with a severe physical limitation who may use a switch to respond to yes and no questions. Screen readers that read aloud the text on the screen are another type of assistive technology that can help students with visual impairment overcome barriers to accessing electronic information. Assistive technology should be considered a basic tool in the educational process for students with special needs to make tasks easier, quicker and/or more independent. For example, for a non-verbal child, expressing his/her needs and being able to respond to questions may be a challenge. Something as simple as wanting a drink of water may be impossible for a non-verbal child to express. Teachers need to find ways to help such a child communicate by choosing an augmentative communication device such as a picture board (see below) that could support the child to express himself/herself. 60 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

73 Module 1 : Inclusive Education Augmentative and alternative communication is a term used to describe items that are used to help increase or augment a student s ability to communicate. These include pictures, symbols, and printed words. They may simply be printed on pieces of paper or cardboard or used on a computer or a voice output device. As noted by Sheets and Wirkus (1997), When augmentative communication devices or strategies are placed in the classroom, not only do they provide vehicles for children who are minimally verbal, but they facilitate meaningful participation and communication for all students. When choosing assistive technology, three critical elements should be considered: the environment, the individual, and the characteristics and levels of the technology (Gitlow, 2000). Assistive technology may be classified as being high-, middle-, or low-tech. A low-tech assistive technology option is usually easy to use and low cost and typically does not require a power source. Communication or picture boards are low tech devices, and can be very simple, ranging from two or three pictures, to more complex boards. Other low tech and low cost devices include pencil grips, book holders, reading stands, sign language, gesture, book overlays, white cane, tilt chair, height adjustable desk, and slope board. Middle-tech assistive devices are also easy to operate, but typically require a power source. These could include hearing aids, Braille paper and styluses, magnifying glasses, talking calculator or photocopier to enlarge a page of text. The high-tech assistive device is usually complex and programmable, and includes items that require computers, electronics or microchips to perform a function. These often high cost devices could include large keyboards, screen readers, Braille display and scan/read software, and Dolphin pen. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 61

74 Making Inclusion Work An example of the application of technology could range from a voice input word processor (high-tech) to a student using an adapted pencil grip or slanted slope (low-tech) to assist during writing. Such types of technology vary from low-tech options that can be easily accommodated into one s life, to those that are high-tech and depend upon sophisticated communication and environmental systems. Examples of Assistive Devices There are various kinds of assistive technologies, ranging from instructional material aids, seating and positioning aids, and sensory aids. The other assistive technology application areas are aids for daily living, communication and augmentative communication tools, environmental control systems, leisure time or recreational adaptations, mobility aids, prosthetics and orthotics, and vehicle modifications. When considering the level of the technology, consider the levels of how the assistive technology devices or services could be applied into the classroom environment. Are the items personally, developmentally, or instructionally necessary? Personal assistive technology items are devices that are used by an individual student who must have the technology to be able to function, and the technology is only for them. Such an example is an augmentative communication device such as a speaking keyboard. The developmental level would imply that while the technology is currently necessary for an 62 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

75 individual, he or she should, through time and assistance, progress or develop out of its need. For example, a student with vocabulary and language difficulty may use a portable talking dictionary to look up new words and as she grows familiar with the language, may stop using this device. Instructionally necessary devices and/or services are those used with a modification of the instructional process in a subject area course or grade level. In other words, come technologies are needed to fufill the requirements put forth by the class or grade level. A student may be in a science course and needs to manipulate equipment, such as a microscope, but an injury may make it difficult for the child. By adding extensions onto the microscope controlling knobs or by using a digital camera microscope, the student can fulfill all the course requirements with accommodations, much as any other student. These material accommodations and adaptations should also be available to any other student in the class interested in using them. This is a basic component of inclusive education, allowing any student better access or access in a more appropriate alternative format to the information being taught. Module 1 : Inclusive Education Assistive technology allows students with special needs to access physical environments, be mobile, communicate effectively, access computers, and enhance functional skills that may be difficult without the use of technology. For students with multiple disabilities involving severe communication difficulties, augmentative and alternative communication devices are essential. Speech synthesisers, Braille-to-print conversion, and speech devices can significantly facilitate students learning. ACTIVITIES Assistive Technology and Learning Divide participants into groups of 3-4. Ask them to go back to the five case studies in Unit II (pg and think of assistive technology that could have supported learning for the children. Ask the groups to present key ideas. 6. Understanding Behaviour Management Some students with disabilities may display challenging behaviours and do not always respond to the usual methods of discipline. To implement effective instructional activities, it may be necessary to first focus on managing the student s behaviour. Behaviour problems are often the primary concern of teachers and parents, because they disrupt the learning of both the student and other students in the class, and the harmony in the family. 6.1 Process for Promoting Positive Behaviour A systematic plan is necessary for changing behaviour and teachers need to be skilled in handling the learning environment to address challenging behaviour with appropriate intervention. Any behaviour intervention plan should be based on an understanding of the characteristics of the child with a disability, as well as knowledge of the student s strengths and needs. Understanding that all behaviour has a communicative function is essential in developing a successful intervention plan. A behaviour intervention plan is developed through Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 63

76 Making Inclusion Work a collaborative problem-solving process involving the significant people in the student s life, including parents, classroom teachers, special educators, and classroom assistants, and it may include others, such as principals and psychologists. The major steps of the behavioural problem-solving process are: zidentifying the problem behaviour zidentifying the function of the behaviour and contributing factors zidentifying an alternative behaviour zdeveloping instructional strategies for addressing changing challenging behaviour zdeveloping the behaviour intervention plan zevaluating the behaviour intervention plan Identifying the Problem Behaviour: Identify and describe the behaviour in observable terms, including where and when it occurs, what usually happens before the behaviour, and the typical reactions of other people. The student may display more than one challenging behaviour. Expecting to change all behaviours may not be reasonable, and priorities for intervention will need to be established. First, determine if the behaviour actually poses a problem. zis the behaviour potentially harmful to the student or others? zdoes it interfere with the student s learning or the learning of others? zdoes it result in negative reactions and/or avoidance by peers and adults? 64 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

77 Identifying the Function of the Behaviour and Contributing Factors: The function or purpose of a behaviour is not always obvious. Collect information about the student, behaviour, environment, and consequences to determine what purpose the behaviour serves and what factors contribute to maintaining the behaviour. To determine the underlying contributing factors, conduct a thorough assessment of the behaviour and the context in which it occurs, and consider: zwhen and where the behaviour occurs zwhat is going on in the setting when the behaviour occurs, and/or zwho else is involved or near the student The assessment process should include gathering significant information about the student, such as: zlikes and dislikes zfears and frustrations zcommunication skills zstrengths and needs zsocial interactions ztypical responses to sensory stimuli Module 1 : Inclusive Education Analysis of the student s responses to stimuli may reveal unexpected connections to seemingly small things in the environment. For example, a student who is hypersensitive to sound may be bothered by the humming of the tube lights. Keep track of such information and ensure that it is passed along to other people who work with the student, especially during important transitions to new classes or when there are staff changes. Problem behaviours may be a result of other characteristics associated with the child with a disability. For example, in the case of a child with autism, it might be due to problems with interpreting verbal information, limited verbal expression, impairment in social skills, and different responses to sensory stimulation. In this instance, what appears to be a lack of cooperation may be the result of not understanding expectations or not knowing what is going to happen. Functional analysis of behaviour is the process of identifying the function or functions that a specific behaviour serves for the individual, and is based on the premise that all behaviour serves some purpose. In the case of children with autism who may have difficulties with language, look at all behaviour from the perspective of its communication function. The purpose of the behaviour may be to: zcommunicate a need or want zgain attention zgain a tangible consequence zescape from an unpleasant situation zgain a sensory consequence zself-regulate zmake a comment or declaration zrelease tension Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 65

78 Making Inclusion Work Information for a functional behavioural analysis can be found through: zreview of the student s records zinterviews with people who are most knowledgeable about the student in the situation, such as a family member zobservation and recording behavioural data zobservation of student to acquire insight into behaviour (observe the settings where the problem behaviour occurs or does not occur) The process of collecting the information for a functional behavioural analysis involves: zidentifying antecedents (what happened just before the behaviour, where the behaviour occurred, and with whom the behaviour occurred) zdescribing the behaviour zidentifying consequences (what happened after, and as a result of, the behaviour) When describing the student s behaviour: zinclude the frequency, intensity, and duration of the behaviour (for example, when describing a tantrum, include how many times a day a student has tantrums and how long the tantrums last) zbe specific (for example, screaming can vary in intensity and duration, and may or may not be a behaviour to target if the intensity is mild) zidentify the situation where the behaviour does and does not occur (for example, a behaviour may only occur in the school cafeteria or on the bus) zuse clear and objective language Analyse the information to identify patterns and anything that may be triggering the behaviour. Ensure that the assessment includes an analysis of the relationship between the problem behaviour and the environmental conditions in which the behaviour occurs. Many useful formats and forms have been developed for use when conducting a functional assessment. (See Annexure 8 for an example of behaviour observation and data collection chart for determining the functions of behaviour.) Identifying an Alternative Behaviour: A functional behaviour analysis provides a foundation for developing a behaviour intervention plan. The success of the plan depends more on instructional and proactive strategies than on reactive ones. Once the purpose of a behaviour has been determined or hypothesised, it is possible to identify an alternative, more appropriate behaviour that can serve the same function. For example, if a student pushes materials on the floor to avoid a task that is too difficult, the student may need to be taught another more acceptable way to get away from doing an activity that is connected with feelings of failure, or better yet, be taught how to ask for assistance in an appropriate way. These alternative behaviours may not be in the student s repertoire. The focus of the behaviour intervention is instruction rather than discipline. The goal is to increase the student s use of an alternative, more appropriate means of achieving the same purpose. The alternative behaviour is usually a more effective way to communicate or interact with other people, and may be a more appropriate means of seeking sensory stimulation, or an appropriate method for reducing anxiety such as relaxation exercises, visual imagery, going to 66 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

79 a quiet place. For example, a student who bangs on the desk as a way of dealing with anxiety caused by uncomfortable proximity to other students can be taught to go to a prearranged quiet spot in the class as an alternative behaviour. The alternative behaviour may also involve using anger management and self- control techniques. Do not assume that the student has the skills necessary to engage in the alternative behaviour. Systematic instruction and reinforcement is often necessary. Developing Instructional Strategies for Addressing Challenging Behaviour Environmental adaptations: Problem behaviours can often be reduced or eliminated by making changes in the environment. The assessment and analysis of the behaviour may indicate that it occurs within specific areas, or during specific times, such as transitions. Sometimes the likelihood of the behaviour occurring can be minimised by making environmental accommodations. This suggestion does not mean that the entire classroom has to be changed for one student, but adjustments can be made depending on the student s individual needs. Module 1 : Inclusive Education Possible environmental adaptations include: zremoving distracting stimuli zdecreasing sensory stimuli if feasible, e.g. noise from the outside zmaking changes in physical arrangements, such as seating zproviding a clear and predictable schedule zalternating more difficult and demanding tasks with those that are easier and more enjoyable zproviding choices zproviding access to favourite activities and peers Positive programming strategies: Providing a programme that emphasises the development of communication and positive behaviours in a predictable and rewarding environment can help to reduce the frequency and severity of problem behaviours. These strategies include: zproviding engaging, meaningful learning activities; zusing effective and inclusive questioning techniques; zusing differentiated instructional practices, and making accommodations for different learning styles; zteaching the student to make choices and providing opportunities for choice within the schedule; zproviding instruction at a level appropriate to the student; zmonitoring the student s response to the environment and adapting it to reduce the likelihood of anxiety responses before they happen; zreinforcing appropriate behaviour with reinforcements that are meaningful to the individual student; zplanning well for lessons - lag time is when behaviour problems often arise; and zproviding independent work that is developmentally appropriate and within the student s capability. Unit III: Creating an Inclusive Learning Environment for Children with Special Needs 67

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81 Unit IV: Collaboration, Convergence and Teamwork Table 13: Overview of Unit IV Unit IV: Collaboration, Convergence and Teamwork Content Methodology Expected Outcomes What is Collaboration? Importance of Collaboration for Inclusion Characteristics of Effective Teacher Collaboration Strategies for Collaboration Brainstorming, group work and presentation Self-learning Materials Recognise the importance of collaborations in effective implementation of inclusive education. Discuss the role of various stakeholders in planning and organising inclusive classroom practices. Describe the process of building partnerships with other participants. Develop a programme of action to generate human and material resources through active collaborations. Collaboration is critically important in the process of putting inclusive education into action in the most effective and efficient way. It is important for the school administrators and teachers to appreciate the value of teamwork with specific reference to inclusive education. The module presents various doable options for collaboration across a range of possible partners. One of the major reasons why a general schoolteacher resists inclusive education set-ups is that teachers are usually left alone in the classroom with multiple roles to be played. While policy provisions immediately add to the diversity amongst learners, human and material resources are developed at a much slower pace. Under such situations, the teacher s unpreparedness often leads to a feeling of helplessness and incompetence. Unit IV: Collaboration, Convergence and Teamwork 69

82 Making Inclusion Work 1. What is Collaboration? Collaboration has been described in the following ways: zsharing plans, instruction, evaluation responsibilities for students zpooling talents, joint responsibility and accountability; expanding time, energy and resources for a working goal zco-ordinating, distributing leadership, creating positive interdependence and parity zco-operating, sharing equal status, making unique contributions zcollaboration can be between special and general education teacher, teacher and parents, specialists such as occupational therapist, speech therapist, doctor, and others. Definition: Co-operation versus Collaboration Cooperative work is accomplished by the division of labour among participants, as an activity where each person is responsible for a portion of the problem solving, whereas collaboration involves the... mutual engagement of participants in a coordinated effort to solve the problem together. (Rosschelle and Teasely, 1995) ACTIVITIES Collaboration and Partnerships Ask participants to share their experiences in the class rooms, with specific reference to inclusive classrooms. Experiences and, in some cases, apprehensions, may be collated through either boardwork or small group discussions; each group can write down the issues and challenges faced by them. Issues related to the expertise and time required to attend to the learning needs of children with disability will undoubtedly be raised. The facilitator can discuss how collaboration is the key to successful inclusion. 2. Collaboration for Inclusion For inclusive education to be successful, multiple associations need to be developed. Whereas it may be difficult for an individual regular schoolteacher to manage all the aspects of inclusive planning all alone, it will be of significance that they are aware of an effective inclusive education set-up. A perfect scenario obviously requires that these collaborations are built at a systemic level; however, a responsive teacher can initiate the process of building partnerships and gradually mobilise others around herself/himself. The following partnerships may be discussed: zwith other teachers zwith the counsellor zwith medical professionals/para professionals zwith the resource teacher 70 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

83 zwith parents zwith siblings zwith community: professionals, youth and adults from the community Module 1 : Inclusive Education ACTIVITIES Partnerships for Inclusion Divide participants into groups of 5-6. Give one partnership from the above list and ask groups to brainstorm and summarise how that association can add value to an inclusive set-up. One participant from each group can present the points of discussion. Unit IV: Collaboration, Convergence and Teamwork 71

84 Making Inclusion Work 3. Characteristics of Effective Teacher Collaboration zit is voluntary. Teachers must choose to collaborate. zit requires parity among participants, thereby ensuring that everyone s contributions are valued equally. zit is based on mutual goals. Clearly defined goals are the first step to avoid any confusion and miscommunications. zit depends on shared responsibility for key decision making. Teachers may divide their activities and areas of responsibility when engaged in collaborative activities; however, each one is an equal partner in making the fundamental decisions about the activities they are undertaking. zit requires accountability for student outcomes. This characteristic follows directly from shared responsibility. That is, if teachers share key decisions, they must also share accountability for the results of their decisions, whether those results are positive or negative. zit relies on sharing of resources (time, expertise, space, equipment). Each teacher participating in a collaborative effort contributes some type of resource. Although inclusive schools tend to be beneficial for all those involved, it is critical to iron out any existing systemic barriers. The key to successful change is the improvement in relationships between all involved and not simply the imposition of top down reform. The new emphasis through educational change is based on creating the conditions to develop the capacity of both organisations and individuals to learn. Collaboration can be seen as consisting of both organisational aspects as well as inter-personal aspects. The focus moves away from an emphasis on structural change towards changing the culture of classrooms and schools, an emphasis on relationships and values. When a situation is structured competitively, individuals work against each other to achieve a goal that only one or a few can attain (Johnson & Johnson, 1989). Collaboration, on the other hand, fosters positive interdependence. Thus collaborative teams move towards their common aim, by supporting and complementing each other; they enhance the participation of each individual student in the classroom. Simple as this may seem, collaborative efforts are often confronted by a multitude of challenges which make attempts to bring the needed change seem very complex to achieve. Singh (2009) states that inclusion of children with disabilities can only become a reality when general and special educators collaborate to provide transfer of skills to ensure effective learning (academic and social) for all children with disabilities. Each of them has a specific skill set, and to create an enabling learning environment, a common ground between these two perspectives must be found. Thus, the need for a collaborative partnership between general and special education is imperative for student success. Successfully including all students, including those with a range of disabilities, in general education schools and classrooms means changes for all members of the educational community: changes in characteristics of students in their classrooms, changes in the way curriculum is interpreted, and changes in professional and personal relationships. Transitions can be a difficult and an emotional time for educators as they dismantle the existing system (which they know so well) and replace it with one whose purpose, process and outcomes are questionable. These transformations do not come easily and their genesis is in each individual and fundamental philosophy and attitude about the education of individuals with diverse learning needs. Recent school expectations reflect a concern for breaking the barriers created by general and special education to develop a cohesive system. If teaching is challenging, collaborating is even more so. 72 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

85 Collaboration for providing positive change includes the following 9 : zshared vision and developing a plan: A situational analysis of the school and classroom, with analysis of its strengths and challenges, with respect to the specific children with disability. zintroducing the change: Creating a joint action plan, according to the wisdom of all members, which includes general and special educators. zexpanding the innovation. zinformation, in-service training, technical assistance, role release. zmaintaining the change. zfostering of relationships - roles and responsibilities. zaccountability. zeffective communication systems. zcelebrating successes. Module 1 : Inclusive Education Trust building is foremost on the agenda, since no ground can be gained without the boundaries amongst the general and special educators being deconstructed. Adopting a collaborative mode requires a radical change in the way educators think and go about their daily practices. General and special education teachers are prepared quite differently, use distinctive professional language, and largely inhabit different educational terrains. The areas of divergence in general and special education occur in content expertise versus instructional adaptation and modification expertise. Collaborative teams encourage feelings of positive interdependence, promote creative problem solving, merge the unique talents of skilful educators and lead to an acceptance of mutual responsibility for student learning. Two individual factors that can create barriers to teamwork are the perception that collaborative teaching would increase the teacher s workload and individual teacher s attitudes about developing co-operative working relationships. The most frequent organisational factor hampering teamwork can be the lack of time to meet to plan and prepare the lessons since teachers had heavy workloads. Inclusive practices are harder to implement in schools where large classes, fragmented schedules and a focus on specialisation inhibit collaboration amongst teachers. Collaboration is a key ingredient for teaching diverse student groups. Collaborative teaching, while offering its own stresses and uncertainties, is an important way to resist the inclination to teach to students comfort zones and venture into unknown areas, which may reveal exciting possibilities through many minds coming together in order to address the challenges of inclusion. A team self-check should occur to make sure each team member assumes the role of initiator for equal amounts of time so that one teacher is not always leading/choosing the planning and decision-making process. ACTIVITIES Strengthening collaboration between teachers and special educators Divide participants into small groups: Ask them to discuss how teachers and special educators can find appropriate time for planning and communicating with each other for review of plans and also involve parents in this process. 9 Singh, Unit IV: Collaboration, Convergence and Teamwork 73

86 Making Inclusion Work General education teachers and special education teachers must work together with families and other professionals to provide instruction for both students with and without disabilities. The most important variable of any true shared responsibility/relationship is a time and place for collaborative conversations and common planning. To have true shared responsibility and shared teaching, lessons must be planned together. The key is to share information and ideas about meeting students needs. 4. Strategies for Collaboration The following framework for meaningful collaboration can be used when co-planning: zshared, but differentiated roles: each planning meeting participant takes a different role e.g. an initiator, i.e. the person who will lead the conversation, usually the one who is bringing up the topic of concern. There is also a facilitator i.e. someone whose role is to facilitate consensus. zclear purpose or question: each meeting should have a stated purpose. The initiator states the purpose or question and the facilitator(s) asks questions to clarify the purpose and question to be addressed. zsummarisation/examination: the team should take time in each meeting to summarise and examine the purpose or question raised. This should be done by establishing the pattern of behaviour or teaching need/lesson objective, explicitly discussing each team member s feeling about the purpose and question and identifying aspects of the classroom/school/instructional environments that need to be addressed. zinterventions, lesson plan, and predictions: the team should come up with at least three interventions or instructional methods to address the question or purpose as well as the desired and realistic predicted outcomes for each of the three plans for all students/ individuals involved. Lessons and interventions (including behavioural plans) must be differentiated and universally designed for all students in the class from the onset, in contrast to being modified after general education teachers plan the lesson and share it with other professionals. zevaluation: the planning team should come up with evaluation plan(s) for each of the three methods from step four. This plan should include, at a minimum, how teachers will keep track of the lesson/intervention, each student s progress, and follow-up meetings to re-assess and adjust plan. Reflection: To meet the goals of inclusion of children with disabilities Teachers must have a vision of inclusive teaching and schooling a vision that is clear enough to guide action; connect the vision to daily practices, as well as to school policies and practices: Teachers must build a wider teaching repertoire that addresses and removes barriers within the teaching learning processes. Teachers must transform their view of student learning, accepting the premise that all students are capable of learning complex material. Teacher must transform their teaching roles. They are not simply providers of knowledge; they must also adapt classroom strategies to meet individual student needs. 74 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

87 Annexures Annexure 1: National and International Policies, Acts and Conventions for Education At the international level, the new human rights based approach to disability has become more accepted. In addition to UN declarations, the Decade of Disabled Persons ( ) and the Asia-Pacific Decade of Disabled Persons ( ) were endorsed by all nations in the Asia Pacific region. This had a significant effect on policies regarding persons with disabilities, paving the way for future principles and policies that seek better acceptance and inclusion of people with impairments within society. The most significant has been the Salamanca Statement (1994), which brought about the policy shift from the child to the system. Thereafter, UNCRPD endorsed inclusive education as the approach to education for persons with disabilities. National Policies India s National Policy on Education (1986) states that the physically and mentally handicapped should be integrated with the general community as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence. The National Charter for Children (2000) emphasises that the state and community recognise that all children with disabilities must be helped to lead a full life with dignity and respect. All measures would be undertaken to ensure that children with disabilities are encouraged to be integrated into mainstream society and actively participate in all walks of life. The landmark Right to Education Act (RTE 2009) is a landmark act made elementary education a fundamental right for every child, thus making the government responsible for National Policy for Persons with Disabilities (2000) states that in keeping with the spirit of Article 21A of the Constitution, guaranteeing education as a fundamental right, and Section 26 of the Persons with Disabilities Act (1995), free and compulsory education has to be provided to all children with disabilities up to the minimum age of 18 years. It will be ensured that every child with disability has access to appropriate pre-school, primary and secondary level education by Annexures 75

88 Making Inclusion Work education of children from 6-14 years of age. RTE emphasises the constitutional and legal right of every child to be included in the educational processes and practices. It also notes that their classrooms need to be ready to include students from different backgrounds, with differing needs and abilities. A child with disability as defined in Clause (i) of Section 2 of the Persons with Disabilities (Equal Opportunities, Protection and Full Participation) Act (1995),states that a child with disabilities has the right to pursue free and compulsory elementary education in accordance with the provisions of Chapter V of the said act. National Curriculum Framework (2005) states that a policy of inclusion needs to be implemented in all schools and throughout the education system. The participation of all children needs to be ensured in all spheres of their life in and outside the school. Schools need to become centres that prepare children for life and ensure that all children, especially the differently abled, children from marginalised sections are provided adequate support. In the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act (1995), the chapter on education states that appropriate governments and the local authorities shall: (a) (b) Ensure that every child with a disability has access to free education in an appropriate environment till he attains the age of eighteen years; Endeavour to promote the integration of students with disabilities in the normal schools. Key International Initiatives Supporting Inclusive Education for Children with Disabilities Date Title Key statements 1948 UN Declaration on Human Rights Article 26: Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages UN convention on rights of child Article 28: (Right to education): All children have the right to a primary education, which should be free. Wealthy countries should help poorer countries achieve this right. Article 29: (Goals of education): Children s education should develop each child s personality, talents and abilities to the fullest World declaration on education for all (Jomtien) Article 3: 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. For basic education to be equitable, all children, youth and adults must be given the opportunity to achieve and maintain an acceptable level of learning. 76 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

89 Key International Initiatives Supporting Inclusive Education for Children with Disabilities Date Title Key statements 1993 UN standard rules on equalization of opportunities for persons with disabilities 1994 Salamanca statement and framework for action on special needs education 2000 Millennium development goals (Set for achievement by 2015) 2000 World education forum for action, dakar (restated the urgency to reach marginalised groups) 2001 EFA flagship on right to education for persons with disabilities 2007 UN convention on the rights of persons with disabilities Rule 6: States should recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities, in integrated settings. They should ensure that the education of persons with disabilities is an integral part of the educational system. Schools should accommodate all children regardless of their physical, intellectual, social, emotional, 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 or groups. Goal 2: Achieve universal primary education. Ensure that all boys and girls complete a full course of primary schooling. (Restated the commitment of the Salamanca Statement) and: All children, young people and adults have the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be. The goal of Dakar will only be achieved when all nations recognize that the universal right to education extends to individuals with disabilities, and when all nations act upon their obligation to establish or reform public education systems that are accessible to, and meet the needs of, individuals with disabilities. Article 24: Education States Parties shall ensure an inclusive education system at all levels and lifelong learning directed to: The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; Enabling persons with disabilities to participate effectively in a free society. Module 1 : Inclusive Education Annexures 77

90 Making Inclusion Work Annexure 2: UN Convention on the Rights of Persons with Disabilities Article 24, Right to Education: 1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning directed to: a. The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; b. The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; c. Enabling persons with disabilities to participate effectively in a free society In realizing this right, States Parties shall ensure that: a. Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability; b. Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live; c. Reasonable accommodation of the individual s requirements is provided; d. Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; e. Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: a. Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; b. Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; c. Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities. 78 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

91 Annexure 3: Learning Style Inventory Respond to each statement as honestly as possible: 1. I can remember best about a subject by listening to a lecture that includes information, explanations and discussion. 2. I prefer to see information written on a chalkboard and supplemented by visual aids and assigned readings. Often (5 points) Sometimes (3 points) Seldom (1 point) Module 1 : Inclusive Education 3. I like to write things down or to take notes for visual review. 4. I prefer to use posters, models, or actual practice and other activities in class. 5. I require explanations of diagrams, graphs, or visual directions. 6. I enjoy working with my hands or making things. 7. I am skillful with and enjoy developing and making graphs and charts. 8. I can tell if sounds match when presented with pairs of sounds. 9. I can remember best by writing things down several times. 10. I can easily understand and follow directions on a map. 11. I do best in academic subjects by listening to lectures and tapes. 12. I play with coins or keys in my pocket. 13. I learn to spell better by repeating words out loud than by writing the words on paper. 14. I can understand a news article better by reading about it in the newspaper than by listening to a report about it on the radio. 15. I chew gum or snack while studying. 16. I think the best way to remember something is to picture it in your head. 17. I learn the spelling of words by finger spelling them. Annexures 79

92 Making Inclusion Work Often (5 points) Sometimes (3 points) Seldom (1 point) 18. I would rather listen to a good lecture or speech than read about the same material in a textbook. 19. I am good at working and solving jigsaw puzzles and mazes. 20. I grip objects in my hands during learning periods. 21. I prefer listening to the news on the radio rather than reading about it in the newspaper. 22. I prefer obtaining information about an interesting subject by reading about it. 23. I feel very comfortable touching others, hugging, handshaking, etc. 24. I follow oral directions better than written ones. Total Scoring Procedures: Place the point value on the line next to the corresponding item below. Add the points in each column to obtain the preference score under each heading. Column 1 will be your Visual Preference Score; column 2, your Auditory Preference Score, and column 3, your Kinaesthetic Preference Score. 80 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

93 Annexure 4: Sample Teaching Plans Sample 1 Subject: Environmental Science Topic: Transport and Communication Class: 4 No. of children: 30 Objective: To make children understand various types of transport Teaching methods Testing Pre-knowledge Multi- sensory, co-operative learning and peer teaching Time: 40 minutes Divide the class into two groups. Ask 1st group to show how vehicles move through acting and 2nd group to guess which vehicle is that? Module 1 : Inclusive Education Classroom arrangement Children s activities Feedback/ assessment TLMs/ Learning Resources Seating arrangement of children? Lighting? Safety considerations? Reading, writing materials distribution? Work displays? Understanding types of transportation with the help of charts, models and flashcards. Grouping vehicles as land, water and air transport. Write down types of transport in their notebook. Frame simple questions and get answers, orally/written. Indicating/ Signing. Observation of children s participation in groups. Picture charts of bus, train, aeroplane carrying people. Truck, lorry carrying luggage and ship /boat carrying people. Models of vehicles bus, car, lorry, boat, ship, aeroplane and helicopter. Flash cards of vehicle s picture with names. Sample 2 Subject: Mathematics Time: 30 minutes Topic: Number Sense Till 20 Sub topic: Adding two numbers, sum should be less than or equal to 20 Class: 1 Specific Objectives: After completion of this lesson, students will be able to add two numbers with a sum of less than 20 in pictorial form Multilevel objectives: For students performing below the class average learning/attainment level: Annexures 81

94 Making Inclusion Work zthe students will be able to count the pictures and write the numerals in the space provided. zthe students will be able to add the two numbers and draw the required pictures and write the numerals in the space provided. zthe students will be able to identify the symbol of addition. For students performing above the class average learning/attainment level zthe students will be able to add the two numbers and draw the required pictures and write the numerals in the space provided. zthe students will be able to calculate the addition without the aid of pictures, maybe even without any visual support. For students performing at the class average learning/attainment level zthe students will be able to add the two numbers and draw the required pictures and write the numerals in the space provided. zthe students will be able to calculate the addition with or without the aid of pictures. Teaching learning material: handout containing story and picture of Nayala, two pouches containing toffees or toffee-like objects, one little bigger empty pouch. Previous knowledge: The children performing at the average level of achievement/learning can count from 1 to 20. The children are aware of big and small. Children can tell the numbers before and after. A few children below the class average can count till 20 but may have difficulty in telling the numbers before and after. Two children in the class have difficulty in counting till 20. (Instead of identifying the children on the basis of their disabilities, like having intellectual challenges, dyscalculia, slow learners, or challenges like educational backlog, first generation learners, working children, etc., children are classified into three groups based on their learning achievement/levels.) Previous knowledge: The students are aware of numbers from 1 to 20. They can count as well as write numbers from 1 to 20. Material required: Handouts, worksheets, three pouches, 20 countable objects. Introduction: Class, we will hear a story today. In case the class has a child with autism, the instruction would be repeated by calling his/her name; for example, Rohit, listen to the story. Nayala received 5 toffees from her brother and 12 from her mother. How many toffees does she have now? Modification for children with sensory challenges: The teacher will prepare handouts containing this story and similar drawings on the board to a child who is not able to hear. Before starting the drawings on the board, the teacher will ensure that the child with a hearing problem is able to see the teacher s face clearly and is seated near the board. For a child with visual problems, countable objects in pouches would be given, preferably in the shape of toffee. Lesson development: Apart from one or two students, the maximum will not be able to answer the question correctly. If the teacher feels they are ready for the task, then these students would be given the worksheet to solve; everyone else would be involved in solving the problem on the board. 82 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

95 Teacher activity: The teacher will draw a boy s face depicting Nayala s brother on the board and a box of 5 toffees. Brother Module 1 : Inclusive Education + Mother Similarly, mother and a box containing 12 toffees. Together, the teacher and the students will count the toffees in the box and write the correct numeral in front of the box. The same is shown above. Next, the teacher will draw Nayala and an empty box; students will be asked how many toffees should be drawn? They will then be told to first draw the toffees given to her by her brother, and next draw the toffees given by her mother, all in the same box. Nayala The teacher will ask the students if Nayala will have more than 12 toffees or less than 12. All the toffees drawn in Nayala s box will be counted and the number would be written beneath the box. The teacher will also write 5+12=17 to help children become familiar with the mathematical language. Each child will be given a worksheet to solve as per the objective decided beforehand. Annexures 83

96 Making Inclusion Work Worksheet 1 for above average students z7+4= z8+5= z9+7= z7+0= z7+3= z16+4= Seven red apples and 11 green apples are in the basket. How many apples are there in the basket? A few balls were already in the bag; 9 more balls have been added to the bag. Now there are 18 balls in the bag. How many balls were there in the bag before nine balls were added? Worksheet 1 for average students: Each addition question will be given with the help of boxes with countable objects and same for answer box. The second word problem will not be given. Worksheet 1 for below average students: Same as the worksheet for average students. However, the sheet would be accepted if the students have counted the pictures and written correctly. Sample 3 Lesson plan EVS Lesson: Poonam s day out Class III Specific objectives: After the completion of this lesson the students will be able to: zlist animals from their environments zidentify animals from their pictures (complete or partial) zrecognize animals from their sound and habits. zclassify the animals as having wings, feet or tail. zidentify animals that can walk, crawl, hop or fly. 84 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

97 Introduction: The teacher asks the students: Has anybody seen any animal yesterday or the day before yesterday? The teacher writes the answers on the board, and thus we have a list of animals on the board prepared together by the teacher and the students. For example, the students say rat, sparrow, pigeon, squirrel, dog, cockroach, cat, crow, buffalo, cow, etc. The child with speech impairment will be made to participate in the discussion with the help of animal communication book (a scrap book with lots of animal pictures, prepared beforehand with the help of parents). A visually impaired child will be asked to tell the name of the animal whose voice was heard by them. Care should be taken that each child gives the name of only one animal so that the maximum number of children can be involved. Steps: 1. Ask the students to group the animals as they please. Since there is a visually impaired child in the class, this activity will be done in pairs. The teacher will give extra attention to the pair having a child with special needs. Give sufficient time for the grouping. Module 1 : Inclusive Education 2. Keep track of the pair finishing first. When everybody has finished, ask this pair to read out their grouping. For example, the child this pair has created following groups: zgroup 1: rat, sparrow and pigeon zgroup 2: squirrel, dog, cockroach zgroup 3: cat, crow, buffalo The pair has not included cow in any group. The teacher should ask this pair: zwhy have you not included the cow? zwhy have you grouped the dog and cockroach together? zhave you forgotten the cow? The children may reply that they wanted to make a group of three animals together without changing the order written on the blackboard/given by the teacher Accept whatever reason given by the children. Invite another pair to share their grouping and let s assume the children have made the groups as follows: zgroup 1: rat, dog, cat, cow zgroup 2: crow, cockroach zgroup 3: squirrel, sparrow zgroup 4: buffalo, pigeon Ask this pair why they have put four animals in one group and two in the rest. Also try to find out why they have grouped the buffalo and pigeon together. The children will probably say that group 1 has the names of the four animals whose names have three letters, while groups 2 and 3 have animals whose names begin with the same letter and group 4 has the leftover animals. 5. Invite another pair with their grouping: zgroup1: rat, cat, dog, cockroaches zgroup 2: squirrel, sparrow, buffalo, pigeon, cow, crow Annexures 85

98 Making Inclusion Work When asked the reason for these groupings, the children will say that all the animals in group 1 are found inside the house and that in group 2 are seen outside the house. 6. Let s call another pair: zgroup 1: buffalo, cow, dog zgroup 2: rat, cat, dog zgroup 3: squirrel, pigeon, crow, sparrow zgroup 4: cockroach Try to think of the logic the children might have for this grouping. The possibility is that all the big animals are together in group 1, and group 2 has the dog eating the cat, which in turn eats the rat. For group 3, the children may say all can be found in the garden near the trees. As for group 4, they weren t able to place cockroaches in the other groups. So far, we have taken the students experience and their daily context, i.e. made them ready for learning. This is done by using familiar objects and stimulating their thought process as well as simultaneously involving hands, paper and pencil. 7. After discussing few more groups, the teacher may find repeating patterns. At this point, the teacher may say, Can we think of any other way of making the groups so that each one of us has the same animals in their groups? We may need similar groups in order to facilitate communication with each other, or to simply have similarity in the answers, or this is the way scientist thinks, which helps them to study the animals, or any other reasons the teacher finds suitable. At this point, the teacher may say, Let s now think where each of the above animal lives, what it eats, how it walks and whether or not it can fly. The animals grouped on a common basis allows easy communication with each other, which is why we categorise animals as water animals, birds, pets, wild animals, etc. During the discussion, the teacher can make the following table on the board: Animal Lives Eats Walks Crawls Hops Runs Fly Tail Wings Nest Rat ground roti, fruit, grains Cat ground milk, bread, roti Dog ground milk, bread, roti, meat Cow ground grass Crow tree roti, grain, meat Sparrow tree grains, roti, insects Buffalo ground grass Cockroach tree small bits of everything Squirrel tree grains, nuts, fruits Pigeon tree grains, nuts, insects 86 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

99 8. The teacher can say, I have asked another class to group these animals and this is how they have grouped the animals: zgroup 1: pigeon, squirrel, buffalo, crow, cow, dog, cat, rat zgroup 2: sparrow zgroup 3: rat, cat, dog, cow, buffalo, cockroach, squirrel zgroup 4: crow, sparrow, cockroach, pigeon zgroup 5: rat, cat, dog, cow, buffalo, squirrel Now I am going to divide you into groups. You have to think why the animals are grouped in this manner. Now let s each do a worksheet. Name: Date: / / Module 1 : Inclusive Education Roll Number: 1. Circle the odd one from the following: i. pigeon, squirrel, cockroach, sparrow ii. rat, cat, dog, crow iii. squirrel, cow, buffalo, dog, crow iv. cat, rat, cow, buffalo, squirrel, sparrow 2. Name two animals which are found in the house. 3. Name two milk giving animals. 4. Subject: Please identify the animals with a tail from the following: squirrel, cow, buffalo, dog, crow The teacher will sit with the visually impaired child and help him/her finish the sheet, while the rest of the class is busy doing their individual sheets. Annexures 87

100 Making Inclusion Work Annexure 5: What is Universal Design? The concept of universal design is borrowed from architecture and it was defined as a means to create products and environments that were usable by all people, without the need for adaptation or specialised accommodations (Center for Universal Design, 2007). Universal design encourages designers to consider the needs of a wide range of people when designing something instead of adding accessible features after the fact. When something is designed with universal design features, people with all sorts of abilities and needs can access the space. For example, a ramp or level access into an apartment building allows a person who uses a wheelchair to easily access the building. It also allows a parent to move their child s stroller, a person to wheel their bicycle in and out, and a delivery person to bring in a heavy appliance. This concept was then extended to learning. Universal Design for Learning (UDL) is a systematic approach to designing environments, curricula content, learning activities, and materials to accommodate the needs of young children with the widest possible range of abilities. In the past, and to some extent even today, separate, deficits-oriented programmes serve to isolate and marginalise diverse learners. The traditional, one-size-fits-all curriculum necessarily resulted in a blame-the-victim perspective to explain school failure. The UDL provides a framework for planning how to present resources, provide opportunities for strategic learning, and arrange environments for maximum engagement. Fixed Accessible Features Wide, passable doors: Doors that provide at least an 81.5 centimetre/32 inches clear opening. An accessible route: A clear path (generally at least 91.5 centimetres/36 inches wide) connecting all accessible features and spaces. This requirement means there can be no steps or stairs at the entrance to the building or unit and that a complete set of living facilities must be on one level unless all levels are connected by a ramp, lift, or elevator. Clear floor spaces: Specified floor areas around fixtures, such as toilets, tubs, showers, and sinks must be clear to allow people using wheelchairs to manoeuvre. The clear floor areas can be partially covered by removable elements such as cabinets. Careful design can avoid major increases in room size. Controls within easy reach and easily operated: Light switches, thermostats, electrical receptacles, faucets, and other controls should be mounted between 122 centimetres/ 48 inches and 137 centimetres/54 inches above the floor (depending on the direction of approach) and be used with one hand. They should also not require treat force or grasping power. Visual alarms: If warning signals are provided, such as smoke and/or fire alarms, they must be both visual and auditory, or an outlet must be provided which will connect a portable visual signal device into the alarm system. Reinforcing for grab bars: Wood blocking or other reinforcing must be placed in specific locations in walls around showers, tubs and toilets to facilitate the simple addition of grab bars at a later time. Ramps: Wheelchair ramps should be built with no less than a 1:12 ratio. That is, for every 2.5 centimetres/1 inch of height, the ramp should be at least 30 centimetres/12 inches long. 88 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

101 Adjustable Features Segments of countertops over knee spaces at work surfaces and sinks should be adjustable in height from a standard height of 91.5 centimetres/36 inches to a low of 71 centimetres/ 28 inches to allow use by people who must sit down to prepare food. The kitchen sink should be included in the adjustable counter segment and its plumbing can be connected with flexible supply pipes and removable segments or slip joints in the drain pipe. Stoves and other appliances may also include adjustable features at the option of the owner, builder, or designer. Signs Placement of signs: Signs to destination zones, restrooms, and exit signs should be placed above eye level, and with appropriate lighting, taking care to avoid glare. It is also important to place signs at regular intervals, particularly at decision points. This is important in large buildings with long corridors, buildings with many visitors such as airports, hospitals, sports facilities, and other buildings where the layout is complicated. Module 1 : Inclusive Education Clarity of the signs: All signs should be easy to read under any condition. The letters of the sign should be large and easy to read, and the colour of the letters should stand out from the background colour. The signage should be carefully lit to prevent any glare that causes the sign to be unreadable. The text should be paired with a picture that is clearly understood a feature that is useful to non-readers. For emergency exit signs, in addition to signs that are mandated by code, exit signs should be placed on the wall low enough so that a person in a wheelchair can reach it, and it should contain raised images, text, and Braille, if possible. Additional exiting signs should be placed in consistent locations. Colour: Colour on signs should be used consistently. For example, if there is more than one destination zone, use signage that is paired with a graphic and reinforced with a colour such as orange. The orange colour should be obviously repeated in the destination zone as well as the accompanying exit. Communication Website accessibility standards: All websites should follow basic web accessibility standards. Plain language: All text and supporting documents should be available in clear and simple language. PDF accessibility: If PDF documents are provided, the same document should also be available in another format that is accessible to screen-readers such as HTML, Word, or plain text. Format: Alternate formats such as Braille or large print should be available for all printed materials. Annexures 89

102 Making Inclusion Work Annexure 6: Pre-reading and Pre-writing Skills Pre-reading Skills zletter-sound association: Using picture associations with the cards helps children to think of more words beginning with the same letter. In addition, associating sounds of the letter with the alphabet helps to associate the sounds when they read the words in print. This can be developed through games such as: 1 st game: Children are given a sound and alongside shown the letter and an object, e.g. b/ b. Next, children search in the class for objects that begin with the same sound. The teacher can beforehand place objects such as bus, balloon, bottle, bangle, book, etc. 2 nd game: Teacher places objects in a bag. She then asks children to come one at a time, pick an object, name it, and say the sound. 3 rd game: Each child says her/his name and gives the sound of the letter that their name begins with. 4 th game: Using a tray of sand, salt or dal to trace out the letters of the alphabet reinforces the form and shape of the letters. Worksheets can be prepared for: 1. Identifying beginning sounds 2. Identifying ending sounds 3. Identifying vowel sounds 4. Identifying rhyming sounds 5. Matching word to picture 6. Matching word to alphabet 7. Matching word to shape 8. Matching word to word These can be adapted based on the child s learning characteristics, e.g. for a child with autism only, picture cards with three items can be utilised after the child has mastered the concept of same. For a deaf-blind child, this may be done through concrete representations of the objects and letter cut-outs, which the child can feel. Match the identical forms shape, letters, numbers and words Which objects are the same as the one in the first column? 90 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

103 T L E T a 0 t a Match by association Module 1 : Inclusive Education Name the letter and match it to that sound letter Annexures 91

104 Making Inclusion Work Pre-writing skills zuses different writing tools such as crayon, colours, pen, paint, etc. zscribbles, draws, paints ztraces from left to right and from top to bottom zcopies shapes, patterns, strokes zdraws figures: simple house, flowers, tree znames letters and writes letters of the alphabet zwrites own name Activities for pre-writing are integrated with the gross and fine motor skills. The child in this stage shows a definite hand preference, develops a tripod grasp and is able make well regulated movements of the hand. He/she is able to scribble, copy shapes, draw a face with features, a house, flower, etc. Activities for pre-writing include: zthe room could have a blackboard along one wall of the room at the children s height so that they have free access to scribble and draw using large arm movements. zdepending on the resources available, craft activities could include colouring, cutting, pasting, and painting. zother than brushes, the children could use broom sticks, string brushes, old shaving brushes, old toothbrushes, etc. zstring could be provided to practice tying and untying. zmarbles, beading, puzzles, paper folding using newspaper. ztextured letter cards could be made for children to trace over the shape of the letters to feel the movement of the letters. Textures that can be used are sandpaper and dals. ztracing activities can be practiced in trays with sand, salt or dal. zfigures could be drawn on the floor for them to trace their fingers along the track. 92 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

105 Annexure 7: A Framework for Adapting the Curriculum 1. The Pupil A Framework for Adapting the Curriculum A child in my class has difficulties. How do these affect the pupil s learning? 2. The Classroom and School Environment What specialists (if any) can you get advice/help? Module 1 : Inclusive Education What changes might you make to the classroom or the school environment (buildings etc.) to make it easier for the child to come to school and to learn? What assistive aids may be needed? 3. School Subjects What changes do you need to make to the subject you teach the child both in terms of level and the expected outcomes? This covers the level you teach the subject to the child as well as the range of subjects taught. 4. Teaching Strategies What changes do you need to make to your teaching methods to suit the child s needs? You may find that some of the suggestions made earlier can apply to other difficulties. 5. Participation in Other School Activities (Sports, Clubs, School Chores etc.) What changes might you make to ensure the child s active participation? 6. Tests and Examinations What Changes do you need to make to assessing the pupil s learning? Annexures 93

106 Making Inclusion Work Annexure 8: Behaviour Observation and Data Collection Chart for Determining the Function of Behaviours When determining the function of inappropriate target behaviours in order to plan behaviour change interventions for students, schools need to observe the behaviour and collect information. It is important to documents the behaviour as factually possible. Rather than speculating on the function of behaviour in the absence of good data, it is important to gather facts that are observable and measurable: Antecedent: events in the environment that occur immediately prior to the target behaviour Behaviour: actual behaviour, described in specific terms (including duration and intensity) Consequence: events in the environment that occur directly after the behaviour A B C Chart Name of Student: Target Behaviour: Date: Time, Setting, Social Situation Antecedent Event(s) Behaviour Description Consequence Event(s) Source: adapted from Teaching Students with Autism and Development Disorders: A Guide for Staff Training and Development (1996) by Jo-Anne Siep, British Columbia. 94 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

107 References Ahuja, Anupam and ElsHeijnen. Understanding Inclusion: Resource Material for Teacher Educators. In Contemporary Trends in Education A Handbook for Educators, edited by Vandana Saxena, ed Delhi, Chennai, Chandigarh, India: Dorling Kindersley. Alur, Mithu, and Vianne Timmons, eds Inclusive Education across Cultures: Crossing Boundaries, Sharing Ideas.New Delhi: Sage Publications. Banerjee, R., A. Mehendale and M. Nanjundaiah, eds Understanding Inclusive Practices in School: Examples of Schools from India. Bangalore: Seva-in-Action and Disability and Development Partners, U.K. DSERT (Directorate of State Education Research and Training) Karnataka Position Paper for Inclusive Education Policy. SSA Karnataka Source Book for Student Teachers: Karnataka Elementary Teacher Education Curriculum DISE (District Information System for Education) Elementary Education in India: Flash Statistics, National University of Educational Planning and Administration, New Delhi. Eddy, Janet Learning Styles. Teaching Nuggets. Center for Excellence in Teaching. Los Angeles: University of Southern California. Johnson, D. W., and R. Johnson Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company. Ministry of Human Resource Development Sarva Shiksha Abhiyan: Framework for Implementation, Based on the Right of Children to Free & Compulsory Education Act, 2009, Department of School Education and Literacy, Government of India. National Trust Disability: Challenging Myths and presenting Realities, Ministry of Social Justice and Empowerment. O Malley, C.E., ed Computer Supported Collaborative Learning. Heidelberg: Springer-Verlag. Rocklage, LA, L. Peschong, Al Gillett and B.J. Delohery Good Junk + Creativity = Great Low-end Technology! In Positive Inclusion Experiences. E. Arselia, ed. Lansing: PAM Assistance Centre. References 95

108 Making Inclusion Work Roschelle, J. and Teasley, S The Construction of Shared Knowledge in Collaborative Problem Solving. In O Malley, C. E., (ed.), Computer Supported Collaborative Learning. Springer-Verlag, Heidelberg. Saxena, V., ed Contemporary Trends in Education A Handbook for Educators. Dorling Kindersley (India) Pvt. Ltd. Schmeck, R Learning Strategies and Learning Styles. New York: Plenum Press. Singh, R. (ed.) Gearing Up for Inclusive Education, New Delhi: State Council of Educational Research and Training. Sheets, L. and M. Wirkus Everyone s Classroom: An Environment Designed to Invite and Facilitate Active Participation. Closing the Gap. 16(1): 1-9. Singh, Renu Creating A Road Map for Inclusive Education in India. Confluenceno. 2 (2007): 2-7, Sarva Shiksha Abhiyaan, Government of India Meeting the Challenge of Inclusion- from Isolation to Collaboration, In Inclusive Education across Cultures, edited by M. Alur & V. Timmons. New Delhi: Sage Publications A Study of Elementary Schools of Delhi, India from an Equity and Access Perspective of Students with Disabilities, PhD Thesis submitted to Jamia Millia Islamia University. Tomlinson, C. A How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development How to Differentiate Instruction in Mixed-ability Classrooms, Association for Supervision and Curriculum Development. Tovani, C I read it, but I don t get it: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse Publishers. UNESCO Embracing Diversity: Toolkit for Creating Inclusive, Learning Friendly Environments, Bangkok, Thailand: UNESCO The Salamanca Statement and Framework on Special Needs Education. Paris: UNESCO. UNESCO/IBE Conclusions and Recommendations of the 48th Session of the International Conference on Education (ICE). Geneva: IBE Document ED/BIE/CONFINTED 48/5. UNICEF State of the World Children-Children with Disabilities. New York: UNICEF. Wilds, M Effective Use of Technology with Young Children. NICHCY News Digest. 13: 6-7. World Health Organisation International Classification of Functioning, Disability & Health. Accessed from: 96 Toolkit for Master Trainers in Preparing Teachers for Inclusive Education for Children with Special Needs

109 Online Resources Assistive Technology Categories. RESNA - Rehabilitation Engineering and Assistive Technology Society of North America Available at Embracing Diversity: The Inclusive Learner Friendly Environment. UNESCO Available at National Curriculum Framework. NCERT Available at Positive Discipline in the inclusive, learner friendly classroom: a guide for teachers and teacher educators. UNESCO Available at Principles of Universal Design. Center for Universal Design Available at design.edu/cud/about_ud.htm Universal Design for Learning Consortium Envisions Improved Outcomes for Children. CAST - Center for Applied Special Technology Available at CAST website or Karnataka Open Educational Resources Portal. Available at KOER/en/index.php/Portal:Inclusive_Education National Council of Educational Research and Training ( ) Sarva Shiksha Abhiyan (Educational for All program) ( ) Language and Learning Also see power point presentation on Reading and Equity by Dhir Jhingran available at pdfs/resources/reading-and-equity.pdf Learning Styles at Online Resources 97

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