2 nd INTERNATIONAL Conference ‘Excellence in School Education ’

1. 2nd INTERNATIONAL Conference ‘Excellence in School Education’ INCLUSIVE EDUCATION Dept. of Management Studies IIT Delhi 26th- 28th Oct’ 2010 Mrs Ismat V Ahmed HeadMistress Delhi Public School Athwajan, Srinagar ahmedismat2000@gmail.com

2. INCLUSION EDUCATION • As defined by UNESCO-the "transformation of schools and other centers of learning to cater for all children. • The second meaning is still common but older and limits the scope of inclusive education to differently-abled persons. • The term "differently-abled persons" indicates that disability is not perceived as a deviation from the norm. The term "disabled persons" might be misinterpreted to imply that the ability of the individual to function as a person has been disabled. • Inclusion Edn : • When every child is welcomed and valued regardless of ability or disability. Giving every child the help s/he needs to learn. • Primary placement in age-appropriate grade level general education classroom • Receive supports and services necessary to receive an effective education

3. Children with Challenging Behavior • Few conditions that helps explain why children can be so unpredictable, uncooperative, angry and aggressive are: • SpLD – Specific Learning Difficulties • (Dyslexia, Dyspraxia, Dyscalculia ) • ASD – Autistic Spectrum Disorder • SEBD-Social, Emotional & Behavioral Difficulties • ADHD - Attention Deficit Hyperactivity Disorder • ODD - Oppositional Defiant Disorder • CD - Conduct Disorder

4. The Top Four reasons for Special Needs: 1) Make life more enjoyable and manageable 2) Find the best help so you can get a break 3) Include your child in many community activities 4) Advocate more effectively for your child

5. ANXIETIES : • Transform education systems: must provide a flexible curriculum responsive to differences among learners • develop a support system to provide continuous and competent guidance to stake holders- teachers, learners and parents. • Education should cater to diverse learners. • a challenge and enrichment, rather than a problem. • Strengthen capacity of existing services rather than invent new ones. • Improve co-ordination - encourage partnerships. • Need flexibility - different models in different settings .

6. Hurdles & Barriers • Readiness • Safety • Special care • Lack of programs • Lack of knowledge • Lack of commitment

7. Policies and Inclusion: RESOURCES ESSENTIAL • To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required, including: • Adequate supports and services for the student • Well-designed individualized education programs(IEP) • Professional development for teachers involved. • Teachers to plan, meet, create, and evaluate the students together • Reduced class size based on the severity of the student needs • Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum. • Collaboration between parents, teachers and administrators • Sufficient funding so that schools will be able to develop programs based on student’s need.

8. Classroom Strategies To Support Inclusive Education: • Multi-level instruction • Cooperative learning • Individualized learning modules • Activity-based learning • Peer tutoring

9. REASON OF UNRULY BEHAVIOR: THE CHILD • Specific Learning Difficulties- Dyslexia, for instance – do not necessarily lead to challenging behavior but they maybe a factor in contributing towards frustration and poor self esteem in school. • Similarly, level of intelligence might not be a direct cause of impropriate behavior but it can be contributory factor. • Students with poor levels of emotional intelligence, however, find it difficult for positive social interaction. They struggle to share & are often inflexible, especially under stress.

10. THE FAMILY: • Overt family conflict, Divorced parents. • Sibling rivalry • Death of close relative • Inconsistent and unclear discipline • Hostile relationship or dejection • Sexual or emotional abuse • Alcoholism • Personality disorder • Health of family member

11. THE COMMUNITY • Socio –Economic disadvantage • Constant changes of circumstances • Disaster • Discrimination • Homelessness • Other significant life events

12. ATTENTION DEFICIT HYPERACTIVITY DISORDER • CAN’T LEARN - ADHD: • Has trouble in paying attention • Fails to finish work he/she starts • Trouble in completing assigned work • Spacey/ daydreamer • Impulsive Actions & verbal responses • Difficulty in staying organized • Is restless/ overactive • Losing and forgetting equipment • Aggressive towards classmates • Unable to follow instructions

13. OPPOSITIONAL DEFIANT DISORDER • WON’T LEARN- ODD : • Argue with Adults • Refuse and Defy • Are Angry and Defensive • Are Spiteful and vindictive

14. CONDUCT DISORDER • DON’T CARE- CD : • Destruction of people’s property • Aggression to people / animals • Deceitful- may break into people’s house, car, building • Steal items, con others into giving goods or favours. • Often truants from school (age 13 onwards) • Stays out at night as defiance • Runs away from home in protest.

15. Special Education IS. . . …individualized supports that give kids with disabilities the : • extra help they need to learn from general curriculum. • Physical therapy • Language therapy • Behavior plan • Environmental accommodations • Speech therapy • Curriculum adaptations • Communication board

16. Each student has an IEP • learning goals and objectives for the coming year • the services and supports the student will receive • accommodations for the student (different ways of learning or responding) • if and to what extent the general curriculum will be modified for the student • if and why the student will be out of the general education classroom and away from non-disabled students.

17. Blend of Curriculum • There must be a connection between the general curriculum objectives and this student’s IEP goals and objectives. • What the student will learn about each subject the class is studying. • Which and how many general curriculum objectives are to be taught. • Must make general curriculum objectives functional and meaningful for this student.

18. FRIENDSHIP: the strengthening bond

19. Inclusion – Making it work • It’s not readiness • It’s not finding the right program • It’s not providing services • It’s about support ‘Special children are generally sensitive. They feel and understand that they are different’

20. Factors that determine the success of inclusive classrooms: • Family-school partnerships • Collaboration between general and special educators • Well-constructed plans that identify specific accommodations, modifications, and goals for each student • Coordinated planning and communication between "general" and "special needs" staff • Integrated service delivery • Ongoing training and staff development

21. 1. Same as all students, with accommodations • Listen to story and then respond to opinion questions using communication device • Create art project using adapted materials • Conduct science experiment using peer assistance

22. 2. Lower level objectives, same curriculum unit • During a lesson on responsibilities of the president • Identify the president’s picture and tell his name • During a lesson on telling time to the 1/4 hour • Use a digital clock to tell time to the hour • During a lesson on budgeting • Match coins (rupee, coin) to a sample • During history lesson on Stone Age people • Match key concepts to visuals to show understanding of the shelters, food, and activities of Stone Age People During math activity worksheet to practice multiple digit addition • Use manipulatives to group items together and then count the sum • During science activity on whale identification • Sort pictures of whales from other animals • During science activity on rock formation • Sort rocks by color

23. 3. Alternate skills • During a science activity • Interact appropriately with others, use mobility skills, and use one-to-one correspondence (count out materials) • During an Indian history discussion • Maintain an upright position and answer questions using a communication device • During classroom reading • Use adapted book to match and place pictures on the page • During science class on recycling • Pick up and place recycled item in appropriate bin • During social studies group activity to develop presentation on racism • Walk to front of class using walker, operate computer to change slides using switch.

24. Simplify texts Add representational objects Use photos or visuals Use technology for access (slant boards, page turners, digital books) Taped reading materials Embed preferences Offer choices Use technology- computer program Adapt response expectations Peer partner reads Use interactive strategies to support participation – place visual, turn pages, record response. Provide objects connected to content material to support the reading experience – read with your hands. Mount symbols, pictures or tactile objects that represent concepts being taught through a textbook. Reading

25. Alternatives to a pencil Stamps Stickers Magnetic letters Markers Tape recorder for dictation Keyboard On-screen keyboard Touch screen selection Arrange pictures, cards Use objects or manipulatives connected to content material to describe an event, give information, use non-slip matting to keep them in place. Use objects or manipulatives to “write” words or numbers – place the objects in order to “tell” the story, or give information about the concept being taught. Collect the items in a bag or basket to represent a collection of information. Take a digital picture. Pair the objects with words, symbols, or numbers. Have a peer scribe to record the event. Provide a choice of two objects to give a “written” answer to a question – accept direct selection, gesture, eye gaze or other mode of student communication. Mark answer, select answer from cards, point to answer, select using AAC or digital display Writing

26. Let’s Talk • Sharing concerns, experiences, hopes, fears, and dreams • Working together to change the opportunities for achieving inclusion ‘The child is not a pail to be filled but a fire to be lit.’

27. Turn a Life around… “Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around”