Learning Resource Center ...
The fundamental principle of inclusive education is the valuing of diversity within the human community.... When inclusive education is fully embraced, we abandon the idea that children have to become "normal" in order to contribute to the world....
We begin to look beyond typical ways of becoming valued members of the community,and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging. (Kunc 1992, pp. 38-39). Inclusion in school requires a shift in the paradigm, instead of getting the child ready for the regular class, the regular class gets ready for the child.
The regular class is not looked at as how it is, but how it "can be". Adaptations are made to the materials, the curriculum and/or the expectations of the activities for the individual child, maintaining achievement of all individual and academic goals.
The purpose isn't simply social or academic, but to meet all of a child's needs together where ever possible.
Aims & Objectives
Through inclusive education children with learning difficulties remain on a path that leads to an adult life as a participating member of society.
Meeting all their needs together increases their ability to achieve academic and physical growth to their potential, and it enhances their overall quality of life.
Inclusive education teaches all children team work and how to interrelate and function together with others.
Process
Child with a learning difficulty is identified
Teacher refers the child after classroom observation.
Resource teachers observe the child in the classroom when a teaching session in progress.
Assessment of the child to find out the areas of difficulty
Writing a report on the child mentioning his strengths and challenges
Discussion with the teacher based on the report regarding instructional adaptations and strategies to be adopted.
Teacher writes the Individualized Education Programme for the child (IEP)
Holding a meeting with the parents to discuss about the child, sensitize them and the implementation of the Home School
Programme
Implementation of strategies and monitoring the child's progress.
In case the child does not progress to the expected level, he/she could be referred to a specialist for standardized assessment and interventions by medical professionals.
Home Programme
Based on the Strategies developed in the Individual Education programme, home programme is implemented wherein
One notebook is be sent between home and school.
Teacher sends this book daily with the child's home program for the day- based on IEP and what the teacher is working on; samples of work done in school or after-school session & teacher's comments.
Parents will work on the home program and return the book (as well as other samples of work done) for teacher to check. Parents will add their comments too.
Support Teacher
After a considerable period of time the children who show marginal or no improvement are referred to a support teacher associated with the school.
The support teacher works with the pilot group of children on a one to one basis.
Medical Team
In case the child does not progress to the expected level, he/she could be referred to a specialist for standardized assessment and interventions by medical professionals.
Based on the report of the medical team , the school in consent with the parent/guardian decides upon the future course of intervention within the rules of the council.