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Inclusive education is a brilliant way of educating students with special educational needs and cognitive challenges alongside their classmates in the very same classroom. It aims to meet the educational requirements of all students, with a particular emphasis on those that are at risk of neglect.
It encompasses all students, both with and without impairments, ready to harmonise with each other in shared pre-school settings, schools, and community educational settings, as well as having access to an incredible system of support programmes.
This is solely achievable in a versatile education sector that takes into account the demands of a diverse range of people and modifies itself to meet these objectives.
At the “World Conference on Special Needs Education: Access and Quality” (Salamanca, Spain 1994), the concept of inclusive education was established, and it was re-affirmed at the World Education Forum (Dakar, Senegal 2000). The United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities Asserting Involvement and Equity, additionally support the concept of engagement.
Recently, an agreement between Indian thinkers and educators has come in favour of inclusive classrooms in mainstream institutions.
NEP 1986 recommended inclusive education as a “goal to integrate the handicapped with the general community at all levels as equal partners to prepare them for normal growth and to enable them to face life with courage and confidence”.
Inclusive education has indeed been completely implemented into the educational system, allowing children with special needs to adjust to normal education with ease.
At MREI, inclusive education intends to include a multi-modal technique of teaching and evaluation, by merging students into mainstream education through instrumental understanding, identifying improvements in classroom instruction, and therefore, most notably, cultivating the child’s self-esteem and personal characteristics.
Teachers frequently categorize students, although naming is not only bad for inclusivity, but also for character formation. In the case of a child requiring special care, a sense of incompetence has an adverse influence. It is necessary to employ well-trained instructors for the abatement of such issues.
Inclusive education is critical for shaping the nation’s future and ensuring that children with special needs are equally capable of making their mark in the world. The objective of educational reform is achieved by such inclusive education. It dismantles barriers and dispels apprehensions. When concerns and restrictions are eliminated, education’s prominence is elevated. The country progresses in several disciplines and fields.
In this, the teachers have a pivotal function. As they are properly equipped with knowledge and skills, it is the obligation of an educator to provide a favourable educational environment. Creating an effective learning atmosphere is the best way to make everybody feel engaged.
To summarise the above, inclusive education promotes the acceptance of all students in an educational institution, regardless of the obstacles or difficulties they face. A programme that caters to a specific age range of pupils should provide equal opportunity for all children, regardless of their shortcomings or limitations.
The National Education Policy (NEP) addresses issues of inclusion, with the NEP 2020 moving away from conventional sites of exclusion and widening the classifications of socio-economically disadvantaged groups (SEDGs) by including individuals and vital intersectional segments such as disabled children, migrant social groups, transgender people, tribal students, etc.
Practical and forward-thinking reforms will always be necessary to establish a society in which differently-abled children are loved and permitted to develop and flourish in the same manner as any other youngster. Overall, inclusive education is highly healthy and profitable for human evolution, which assures that special children have a bright future.
With such an inclusive education agenda, the promotion of social entrepreneurship will become the defining differentiator for providing post-education opportunities, and this needs to be handled collaboratively by the government and the education sector as a whole.
Let us embrace inclusivity as the new normal!
Article by: Dr Amit Bhalla, Vice President, Manav Rachna Educational Institutions
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