International Journal of Advanced Education and Research

International Journal of Advanced Education and Research

ISSN: 2455-5746, Impact Factor: RJIF 5.34
www.alleducationjournal.com
Volume 2; Issue 3; May 2017; Page No. 167-169

Inclusive education for children with special needs: Developments and Practices
Ratan Sarkar
Ph.D. Research Scholar, (UGC-SRF), School of Education, Pondicherry University, (A Central University), Kalapet, Puducherry,
Tamil Nadu, India

Abstract
Inclusion refers to an emerging trend and philosophy which believes that all children regardless of their ability, disability, caste,
creed, religion, socio-economic background and so on should learn and can learn together in mainstream school. Globally as well
as in India, there is apparent consensus and shift towards inclusive education. The impetus is augmented by many legislations,
policies, acts, conventions, and recommendations at national and global levels, including UNCRPD (2006), which categorically
makes provision to ensure inclusive education. As a result, inclusive education comes to the fore front and supposed to be only
feasible means to achieve the goal of “Education for All”- India’s long cherished goal. Inclusive education is a worldwide
movement aiming to create one education system that values all children irrespective of their ability, disability, community
background, ethnic background etc. The present paper aims to conceptualise the term ‘inclusive education’ in Indian context. It also
talks about its development with regard to both international and national perspective and current practices that have been adopted
in India to promote inclusion of children with special needs in mainstream education system.

Keywords: children with special needs; inclusive education; developments; current practices

Introduction developed world is moving towards providing an inclusive system

Education of children with special needs has never of education, the developing countries like India are left with little
receivedsuch amount of consideration and special efforts by choice but to follow trail. Thus, he contends that inclusive
government agencies in the past as in the present days. Now education is not an alternative but is inevitable. On the other hand,
inclusive education is the most feasible plan of getting across Mani (2000, p. 9) [4] notes that he is the first proponent of
of education to each child. The meaning of inclusion has inclusive education in India, as it is he who had suggested such an
emerged as a result of social justice and human right approach in the 1980s, when referring to the concepts of ‘dual
movement in the field of disability which emphasizes that the teaching model’ and the ‘multi-skilled teacher plan’. ‘Dual
school should create an environment in which children with teaching model’ he elaborates as involving: regular classroom
special needs are seen as an active member of the social teachers with support instructional material and limited
community with competence and capability for making competency oriented training can usually look after children with
positive contribution. Inclusive education as a concept is a disabilities in addition to their regular classroom responsibility
notion that requires school to respond to the varying (Mani, 2000, p. 10) [4]. He also noted that a ‘token incentive’ may
competencies of all children (Sandil & Singh, 2004) [1]. be provided for the teachers for their additional work with
In this context of education, the restructuring of school on children with disabilities (p.7) (cited in Singal, 2005) [6]. The way
inclusive lines is a reflection of the social model in action inclusive education is defined and understood has tremendous
(Mittler, 2000) [3]. The fundamental principle of inclusive effect in the way it is conceived amongst schools and the idea is
school is that all children should learn together wherever propagated to the teachers, administrators, peers, families and
possible regardless of any difficulties or differences they may communities. In Indian context, however, Singal (2005) [6]
have. Inclusive school must recognize and respond to the perceived inclusive education as “a concept that has been adopted
diverse needs of their students, accommodating both different from the international discourse, but has not been engaged within
styles and rates of learning and ensuring quality education to the Indian scenario”. In India the concept of ‘inclusive’ and
all through appropriate curricula, organizational arrangements, ‘integrated’ education are used interchangeably (Julka, 2005) [5],
teaching strategies, resource use and partnership with their and has been applied to placement of children with disabilities in
communities (Lipsky & Gartner, 1999) [2]. the regular schools where there is a provision of aids and
appliances and teachers are trained to manage children with
Conceptualizing Inclusive Education in Indian Context The disabilities. There is little emphasis on connotations of school,
concept of inclusive education was introduced in India by Jangira curriculum and teachers flexibility for all children (ibid). Thus,
in 1997 [5] when he made reference to the Warnock Report. The Singal (2007) [8] contends that in India inclusive education is
credit of expanding the notion of special education was endowed
on the Warnock Committee Report which revolutionized the understood and practiced differently from the western world. In
earlier thought systems focusing on categorization and labelling. fact there is ‘‘a tendency to be ‘politically correct’ by taking on
This, he argued, had further ‘evolved into a broader and natural current trends in the west without a real or common understanding
concept of inclusive schooling in recent years’ (Jangira, 1997, p. of their meaning, resulting in dilution of service quality’’
496)[5[. As the (Kalyanpur, 2007

167
International Journal of Advanced Education and Research

quoted in Singal, 2007) [9]. Ideally, “inclusive education means productivity of the citizens and strengthening national and
attending the age appropriate class of the child’s local school, social integration.
with individually tailored support” (UNICEF, 2007) [10]. 3. The National Policy on Education (1968) [9] stressed the
Hence, it is difficult to find a suitable definition for the Indian need for promoting rapid Universalization of Education as
context where the concept is new and developing. However, well as prevention of wastage and stagnation. In order to
‘Inclusive Education’ is defined as a schooling system where implement it, the Integrated Education for Disabled
the children with disabilities study alongside their non-disabled Children (IEDC) scheme was launched in December, 1974
peers with some support mechanisms for continuing their for admitting children with disabilities in regular schools.
education. 4. Another policy on education called the National Policy on
Education (NPE, 1986, henceforth) supported
Development of Inclusive Education-International Scenario Universalization of Education.
Numbers of strides instigated worldwide under the leadership 5. In 1992, India launched the Programme of Action in order
of world bodies like UNO and World Bank fuelled the drive to practically implement the NPE (1986) in an effective
towards inclusion. A special mention can be made of the manner. Under the Programme of Action, 1992, the
following strides in this direction: Project Integrated Education for the Disabled (PIED) was
1. Based on the Universal Declaration of Human Rights launched in 1987 for encouraging schools to enrol
(1948) and the convention on the rights of the child children with disabilities in their neighbourhood.
(1989), UNESCO claimed that being included within 6. The principle of inclusion brought along a change in the
mainstream education is a basic human right. attitude towards the learning abilities of children with
2. The World Conference on Education for All held at disabilities. The difficulty that a child exhibited in learning
Jomtien, Thailand in March 1990 stated that children and was not to be attributed to the child but to the school
adults with disabilities do have the right to education and system. This attitude became the prime reason for the
have the right to be part of the mainstream education addition of inclusive education into the District Primary
system. Education Programme (DPEP) in 1997.
3. The UN standard rules on the equalization of opportunities 7. This further drew the attention of the Government to the
for persons with disabilities (1992) emphasized that states need for Universalization of Education which
should aim for the gradual integration of special education subsequently led to the birth of the Sarva Shiksha Abhiyan
services with mainstream education. (SSA, henceforth) in 2001.
4. Biwako Millennium Framework recommended for action 8. Following the successful implementation of Sarva Shiksha
by governments in the region and concerned stakeholders Abhiyan, a programme to universalise Secondary
to achieve an inclusive, barrier-free and rights-based Education has been launched under the name Rashtriya
society for persons with disabilities in the new decade, Madhyamik Shiksha Abhiyan (RMSA, henceforth) in
2003-2012. 2009. Under RMSA, a scheme was introduced to promote
5. The World Conference on special needs education held in inclusive education at secondary level known as Inclusive
Salamanca in June, 1994 declares that “Education policies Education for Disabled at Secondary Stage (IEDSS).
at all levels, from the national to the local, should stipulate 9. The latest development in the field of education is the
that a child with disability should attend the Right of Children to Free and Compulsory Education Act
neighbourhood school. It also says that regular schools or Right to Education Act (RTE) which was passed by the
with an inclusive ethos are the most effective way to Indian Parliament on 4th August 2009 and came into force
combat discriminatory attitudes, create welcoming and from 1st April 2010.
inclusive communities and achieve education for all.”
Current Practices of Inclusive Education in India
Development of Inclusive Education: Indian Scenario Inclusive education has been regarded as the most viable
The education of the children with special needs has surpassed strategy to ensure right of children with special needs to
many significant phases in its journey from the era of quality education in both developed and developing countries.
negligence and extermination to the present era of right based In India, the following practices are central towards attainment
inclusive education for bringing all types of children with of the goals of inclusive education for children with special
special needs into the mainstream schooling system in India. needs.
Listed below are the steps that have been taken by the 1. Peer tutoring approach
Government of India in order to promote education for all in 2. Individualized teaching
an inclusive and enabling setting: 3. Cross disability approach
1. There are several articles in the constitution referring to 4. Adapted physical education
measures to be taken towards improving accessibility of 5. Advocacy and legal support
education in India. For instance, article 29 states that no 6. Least restrictive environment
citizen shall be denied admission, article 45 talks of 7. Vocationalization of education
provision of free and compulsory education for all 8. Integration of ICT in education
children until they complete the age of 14 years and article 9. Cooperative and team teaching
46 deals with the promotion of educational and economic 10. Individualised Educational Plan (IEP)
interests of weaker sections states. 11. Universal Design for Learning (UDL)
2. Kothari commission report (1964-66) identified mass 12. Use of assistive technology and devices
illiteracy as one of the major problems that India was 13. Curriculum reform and curriculum adaptation
facing and gave many recommendations for increasing of 14. Reformation of traditional evaluation system
168
International Journal of Advanced Education and Research

15. Acknowledging and valuing individual difference http://www.unicef-irc.org/publications/pdf/digest13-

16. Continuous and Comprehensive Evaluation (CCE) disability.pdf. (Accessed on 18.11.2016) 2007.
17. Collaboration between parents, teachers and
administrators
18. Conception of learning as an individual and communal
process
19. Collaboration between government bodies; NCTE, RCI,
MCI etc.
20. Incorporating special education in curriculum of general
B.Ed. and M.Ed. programmes
21. Professional development for all teachers involved,
general and special educators alike
22. Introduction of various educational policies and schemes
to combat discrimination and ensure inclusive ethos in
education as well as in life at large
23. Conception of holistic developments with focus on both
scholastic and co-scholastic activities

Conclusion
In the view of above, it can be rightly concluded that inclusive
education has become a prime agenda for bringing children
with special needs into mainstream settings in both developed
and developing nations in including India. It is needless to
mention that the Government of India has taken numbers of
initiatives to implement inclusive set up, but still a long path is
remaining to walk on. Thus, an exalted attention should to be
given to reconnoitre proper strategies for ensuring
implementation of the inclusive education for children with
special needs in a pragmatic and systematic manner keeping in
mind the diverse need and varied confronting issues of the
country, India.

References
1. Sandil & Singh Practice in Inclusive education. Journal of
Childhood Disability Update, 2004; 1(3):26.
2. Lipsky & Garner A Inclusive education A requirement of
democratic society, cited in Garner Inclusive education:
supporting inclusion in education system. London Kogan
Publication. 1999.
3. Mittler Working towards inclusive education-social
context. London David Futter Publishers. 2000.
4. Mani M.N.G Inclusive education in Indian context.
Coimbatore: Ramakrishna Mission Vidyalaya Press, 2000.
5. Jangira NK. Special education Fifth survey of educational
research Trend reports. New Delhi: NCERT 1997, 1988-
1992.
6. Singal N. Mapping the field of inclusive education: A
review of the Indian literature. International Journal of
Inclusive Education. 2005; 9(4):331-350.
7. Julka A. Including children and youth with disabilities in
education: A guide for practitioners. Retrieved from:
http://ncert.nic.in/sites/inclusiveeducation/Draft%20manu
a lDEGSN.pdf. (Accessed on 18.11.2016). 2005,
8. Singal N. Working towards inclusion Reflections from the
classroom. Teaching and Teacher Education, 2007;
24:1516-1529.
9. Kalyanpur M. Equality, quality and quantity: Challenges
in inclusive education policy and service provision in
India. International Journal of Inclusive Education, 2007,
12(3).
10. UNICEF Promoting the Rights of Children with
Disabilities. Innocenti Research Centre. Retrieved from
169