6th International Young Scientist Congress (IYSC-2020) will be Postponed to 8th and 9th May 2021 Due to COVID-19. 10th International Science Congress (ISC-2020).  International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Teacher education program for enhancing inclusive education in India: an overview

Author Affiliations

  • 1Dept. of Human Development and Family Studies, PAU, Ludhiana, India

Res. J. Recent Sci., Volume 9, Issue (1), Pages 42-45, January,2 (2020)

Abstract

Inclusive education is globally recognised philosophy of attaining justice, equity and quality education for all children including the children with disability who are traditionally excluded from mainstreaming education. Numerous policies have been formulated for promoting education in India and as fundamental rights, inclusive education is considered and affirmed in Indian constitution, Part IX, Article 45. Teachers are essential component to ensure quality environment for inclusive classroom. National Curriculum Framework for Teacher Education (2009) emphasized on equality and learners′ achievements are determined by teacher competence, skills and knowledge. With increased complexity in educational environment, teachers are facing various challenges which require theoretical and practical knowledge of teachers to shape potential behaviour of learners. Teachers with experience of teacher training program should be skilled in teaching learner with or without disability in same classroom environment. But still, inclusive education is not a compulsory component of teachers′ education curriculum due to which they lack in opportunity of dealing with multiple disabilities. As inclusive education is inadequately addressed in teachers′ educational program, the pre- service training also provide only theoretical knowledge of inclusive education but not the practical skills related to handling special needs children within inclusive set up. The recent trend of special education is integrated as well as inclusive education which indicated a need to reorient the common teacher training programme. The New Education Policy (2016) also focused on reviewing the B.Ed. regular programs related to inclusive education in order to have quality education. So in order to have effective inclusive classroom, there is a need to change the current approaches in theoretical educational curriculum for teachers and more focus should be given to practical part of inclusive education.

References

  1. UNESCO (1994)., The Salamanca Statement and Framework for Action on Special Needs Education., Paris: UNESCO.
  2. Singh Y.P. and Aggarwal A. (2015)., Problem and prospects of inclusive education in India., https://www.researchgate.net/publication/ 273456327 (Accessed 2019-04-02).
  3. RPWD Act (2016)., Rights of Persons with Disabilities (RPWD) Act., 2016.fromhttp://www.ncpedp.org/RPWDact2016 (Accessed on 2019-02-18).
  4. NCERT (2006)., Including Children and Youth with disabilities in Education, a Guide for Practitioners., Department of Education of Groups with Special Needs. New Delhi: National Council of Educational Research and Training.
  5. UNICEF (2007)., Promoting the Rights of Children with Disabilities., Innocenti Research Centre. http://www.unicef-irc.org/publications/pdf/digest13-disability.pdf (Accessed on 2019-02-04).
  6. IEDC (1987)., Inclusive Education of the Disabled at Secondary Stage., Department of school education and literacy, Ministry of Human Resource Development. Government of India. (Accessed on 2019-02-15).
  7. Singh J.D. (2016)., Inclusive education in India–concept, need and challenges., Scholarly Research Journal for Humanity Science & English Language, 3, 3222-3232.
  8. National Policy on Education (1986)., National Policy on Education. Department of Education., New Delhi: Ministry of Human Resource Development Government of India.
  9. Programme of Action (1992)., National Policy on Education. Department of Education., New Delhi: Ministry of Human Resource Development Government of India.
  10. DPEP (1994)., District Primary Education Programme., https://archieve.india.gov.in/sectors/education/index.php (Accessed on 2019-01-29).
  11. NCF (2005)., National Curriculum Framework., National Council of Educational Research and Training. https//www.ncert.nic.in (Accessed on 2019-02-10).
  12. Gupta R.K. (2016)., Preparing teacher for Inclusive Education., International Journal of Education and Applied Research, 6(1), 167-169.
  13. Ainscow M. (2003)., Using teacher development to foster inclusive classroom practices., In: T. Booth, K. Nes & M. Stromstad (eds.) Developing inclusive teacher education, 212-246. RoutledgeFalmer, London.
  14. UNESCO (1995)., Review of the Present Situation in Special Education., https://www.unwsco.org (Accessed on 2019-02-05).
  15. Myreddi V. and Narayan J. (1999)., Preparation of special education teachers: present status and future trends., Asia Pacific Disability Rehabilation Journal, 10(1), 1-11.
  16. Maheswar A.N. (2009)., Assessment and Accreditation in Determination and Maintenance of Norms and Standards for Teacher Education., Quality Enhancement in Teacher Education, 3(1), 1-5.
  17. Sarva Shiksha Abhiyan (2011)., SarvaShikshaAbhiyan: framework for implementation Department of School Education and Literacy., Ministry of Human Resource and Development.Govt.of India.
  18. Yadav S. (2013)., Inclusive Education: Challenges and Prospects in India., Educationia Confab, 2(4), 40-46.
  19. Valvi N. and Sonawane S. (2016)., Analysis of teacher education curriculum with respect to inclusive education., Scholarly Research Journal for Humanity Science & English Language, 3(16), 3821-31.
  20. Bansal S. (2016)., Teacher Education Programme Preparing Teachers for Inclusive Classrooms: A North India Context., Journal of Disability Management and Rehabilitation, 2(2), 82-89.
  21. Jangira N.K., Singh A. and Yadav S.K. (1995)., Teacher policy, training needs & perceived status of teacher., Indian Educational Review, 30(1), 113-122.
  22. Avramidas E. and Norwich B. (2002)., Teachers′ attitudes toward integration/ inclusion: A review of the literature., European Journal of Special Needs Education, 17(2), 129-147.
  23. Das A.K., Kuyini A.B. and Desai I.P. (2013)., Inclusive education in India: are the teachers prepared?., International Journal of Special Education, 28(1), 27-36.
  24. National Knowledge Commission (2009)., National Knowledge Commission: Report to the Nation 2006-2009., New Delhi, Government of India.