1. Beyond Rhetoric: Shared Responsibility for All Stakeholders in Making Inclusion a Reality Dr. Saroj Thapa Head, Teacher Development, Universal Learn Today, New Delhi

2. Inclusive Education Its not just about including children with disability or disadvantages Its about teaching all children

3. UNESCO Policy Guidelines on Inclusion in Education (2009) Educational Justification: Teaching that responds to individual differences and benefits all children Social Justification: Inclusive schools can change attitude towards diversity and form the basis for a just, non- discriminatory society Economic Justification: It costs less to set up schools that educate all children together than to set up complex systems of different schools ‘specialising’ in different groups of children

4. The School Leadership can take policy decisions Initiatives and best practices to accomplish inclusion can include: o trans-disciplinary team-teaching, o block scheduling, o multi-age student grouping promoting peer learning and mentorship among students, o school-wide positive behavior support and reflective discipline approaches, o groups of students with teachers for better pastoral care o Barrier-free environment

5. The School Leadership can take policy decisions The school leadership can decide on flexibility in the syllabus, strategies and assessment for individuals who need to learn differently Or in other words – Differentiate the Content, Process and Product - Tomlinson

6. School Leadership can support the teachers by putting progressive systems in place Systems that provide opportunities for professional development Encourage professional learning communities Support peer learning and mentorship Create support structures of experts, assistants etc. Promote school culture that believes in inclusion for all, through practice of empathy, respect, fairness and equity Create positive synergy among all stake holders through effective communication

7. The school leadership sets the tone for inclusion A study of 32 inclusive schools in five states in the US and one Canadian province found that the degree of administrative support and vision was the most powerful predictor of general educators' attitudes toward inclusion - Villa et al., 1996

8. For improved learner outcome a coherent policy framework is necessary but not sufficient All effective heads of inclusive schools with improved learner outcomes possessed: a common repertoire of broad educational values, personal and interpersonal qualities, dispositions, competences, decision-making processes and a range of skills and also a clearly articulated set of values focussing on promoting individual and social well-being and raising standards of achievement for all learners - Day et al.,2009

9. To involve all stakeholders to make inclusion a reality There needs to be a democratic process of consultation and dialogue A school culture that encourages stake holders to voice their opinion and take initiatives because they all have a sense of ownership A school climate where everyone feels valued Where everyone has a sense of ownership and can take leadership in one’s own area of responsibility 9

10. How students take leadership in making inclusion a reality Taking opportunities to be Peer leader Peer mentor Peer helper Taking initatives to create awareness in the community advocate for inclusion be the student voice collaborate with peers and adults learn to the best of one’s abilities tidy up one’s classroom 10

11. How students take leadership in making inclusion a reality Taking opportunities to Collaborate with peers and adults Learn to the best of one’s abilities Taking initatives To create awareness in the community To advocate for inclusion To be the student voice 11

12. How teachers can contribute to making inclusion a reality By using pedagogy that respects people’s different learning styles, Multiple intelligences, and individual’s unique needs By taking trouble to understand each child By encouraging students to compete to better one’s own records rather than with each other By using language of inclusion By being a good role model 12

13. How teachers create enriched environments for inclusion Student centered, open-ended discussions and explorations Opportunities for individual, peer, and group learning experiences Active learning or discovery opportunities Multisensory stimulation Encouraging activities at different work-stations throughout the room Using lesson-appropriate manipulatives 13

14. How teachers create enriched environments for success of all students Using Visual organizers and getting organised Metacognitive practices to become better learners Prompt feedback to help improve one’s work - Judy Willis, Success for all students in Inclusion Classroom, pp109-110 14

15. How can teachers create enriched environments for inclusion A variety of culminating projects (art, writing, model- building, for example) Varied sitting configurations Inviting classroom displays of children’s work Developmentally and academically appropriate challenges to suit the needs, gifts, and goals of each student Structure and planning to support students’ increasing responsibility for their own learning and goal achievement - Judy Willis, Success for all students in Inclusion Classroom, pp109-110 15

16. How can teachers contribute to making inclusion a reality When you teach basic skills within the context of meaningful lessons, all students can achieve higher level learning. Such lessons stimulate critical thinking and motivate students to make personal connections with the material. - Judy Willis, Success for all students in Inclusion Classroom, p13 16

17. How can teachers contribute to making inclusion a reality Development of a culture of inclusion, in which diversity is valued, is crucial, not simply the implementation of an inclusive curriculum - Review of Disability Standards for Education, 2012 17