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Inclusive Education: A distant dream in India

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1 Inclusive Education: A distant dream in India
By Dr. Mithu Alur Teacher Challenges for Education for All, New Delhi 3oth May, 2012

2 Malini Chib Author, Writer, Librarian.

3 The First Phase: 1972 – A Holistic Service Combining Special Education, Treatment and Training Manpower Services 3

4 ADAPT (Formerly The Spastics Society of India), founded by Mithu Alur in Mumbai, in 1972 at a time when very little was known in India about the complicated disorder called cerebral palsy. The then Prime Minister of India Late Shrimati Indira Gandhi helped to find the first premises. Our first Patron was the Late Smt. Nargis Dutt. 4

5 Technical Aspects It has early infant clinics where high risk babies are assessed A special context specific evaluation has been developed over the years.

6 Extra Curricular Activities
Art and Craft Exhibition Sports Koli Dance Annual Show 2010 6

7 Macro Level Outcome Cerebral palsy became recognised as one of the 11 classifications of the Government. Over the next twenty five years more than 5,000, babies, children and young people have come for assessment and remedial programmes over the last 35 years. With a slight modification in the curriculum and with skilled teachers, the students demonstrated that it was perfectly possible to be educated. Educational reforms took place allowing children to have writers and get extra time for their school and University exams. Teacher Training Courses decentralized the ideology and spread it around 18 of the 31 States. 7

8 Neenu Kewlani Former Secretary to HRD Director, KPMG, Mumbai

9 Dr. Vipasha Mehta Ph.d. In Philosophy

10 Assistant Librarian at ADAPT, Bandra
Ruma Kirtikar Assistant Librarian at ADAPT, Bandra

11 Vijay Bisht Accounts Executive TATA Motors, Lucknow

12 Master in English Literature,
Nilesh Singit Master in English Literature, Worked with the Human Rights Law Network, at present on the Amendments to the Persons with Disabilities Act

13 There are now education and therapy services for children with cerebral palsy in 18 out of the 31 states. Andhra Pradesh Assam Delhi Goa Gujarat Haryana Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Meghalaya Orissa Punjab Rajasthan Tamil Nadu Uttar Pradesh West Bengal 13

14 Transforming Pedagogy and Training: Where there was no teacher

15 Transforming Pedagogy
National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to Mumbai University National Level Therapists Training Course Management in Cerebral Palsy [MCP] Community Initiatives in Inclusion: An Asia pacific Course for Master Trainers Early Childhood Care and Education Training for ICDS Personnel Orientation for Parents, Volunteers and Staff. Courses reviewed and the philosophy of inclusion is now a part of the revised curriculum in all the courses.

16 National Level Outcome: Over 400 teachers trained
Andhra Pradesh Assam Delhi Goa Gujarat Haryana Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Meghalaya Orissa Rajasthan Punjab Tamil Nadu Uttar Pradesh West Bengal 16

17 Community Initiatives in Inclusion
17

18 Shifts in Thinking about Disability a new approach
The Medical and Social Model of Disability Rights not Charity Human Rights Model The Medical and Social Model of Disability Medical Model The medical model perceives a disabled person within a dysfunctioning perspective. It assumes that disability is caused by a mental or physical impairment and therefore the impairment becomes the focus of attention. Medicine, professionals are available to correct or fix disabled people so that they can come upto the standards of normality and able bodied. Doctors are people who are trained to cure, or alleviate the effects of such impairments therefore disability becomes a medical problem. It is understood that if you can cure the patient, i.e. get rid of the impairment, then you have succeeded in curing the disability and all is well in the world. The medical model of disability: ·        sees disability as specialised, medical condition requiring the intervention of suitably skilled and qualified professionals; ·        further implies that it is the duty of both disabled persons and their families to seek ‘normalisation’ through a striving after cures (medical and miraculous) and rehabilitation programmes no matter how laborious, time consuming expensive or futile these may be; ·        does not advocate a change in social structures but a seeking after ad hoc solutions for the individuals, often involving the exercises of charity. the impairment becomes the defining feature of the disabled person’s self-identity and expectations.’ [Barnes, Mercer, Shakespeare, p ]

19 Language of Disability
Need to eliminate barriers arising for inappropriate nomenclature. Language of Disability One of the key ways in which people can be excluded is through language. Labels of difference, whether coated in professional jargon, or insults in the street, let people know they are not valued. It is important working in a human rights model to use language that values people and to be aware of our “unconscious” habits of labeling. People with disabilities prefer to be addressed as people with disabilities. The negative terms most frequently used to describe people with disability have been crippled, handicapped, less fortunate, the word, ‘in valid’ impaired, etc., As people have said that all these words accent our apartness, our dislocation from the common herd. At best they have ‘special’ needs and, for their own good, they have to be cared for by trained specialists and kept in segregated environments: at home, in special schools, in day care centers, in institutions.

20 Peoples Attitude “Normal is what everyone else is and you are not."
Dr. Soran, to Geordi in Star Trek

21 Society prefers to label us so we are segregated

22 People don’t ask a disabled person.

23 Physical and Architectural Barriers

24 Segregation Segregation, Isolation from Society into special schools, Homes for the Disabled, asylums etc.

25 What is Inclusion ? Inclusive means all castes, religions, races, gender, abilities learning and working together. Schools and communities which welcome all children and adults A Process A Journey Responsibility of all Building a community

26 Disability and Policy in India
Policy Research Disability and Policy in India The Status of Disabled Children in India A Ph.D. study of policy for the disabled in India (Alur 1999) examining a government policy revealed… 4-5 million children, under the age of 5 were without services. 90% of the disabled in the country living in socially disadvantaged areas in rural, tribal and urban slums received no services at all. 26

27 Distortion of policy resulting in the non-inclusion of disabled children
LACK OF A CONCEPTUAL FRAMEWORK POLICY AMBIGUITY EXCLUSION ON A MACRO-SCALE NO POLITICAL WILL AND NO EFA WITHOUT INCLUSION NOT A STATE RESPONSIBITY FRAGMENTATION OF STATE POLICY SILENCE ON THE SUBJECT BY INTERNATIONAL AGENCIES AND POLICY MAKER AN NGO DEPENDENCY VALUE: A SOCIAL CULTURAL AND IDEOLOGICAL ENTRENCHMENT POLITICAL WEAKNESS AND DEPOLITICI- ZATION CONFLICT OF RESOURCES 27

28 Violation of Human Rights
Findings: A Systemic Failure 90% out of any service 10% covered (Source- GOI 1994) Violation of Human Rights 28

29 Model 2: Shift in Ideology: From Segregation Education to Inclusive Education: micro, mezzo and macro strategies 29

30 National Resource Centre for Inclusion
The micro level was the level of classroom and school values, culture. It examined two key areas of: School Development and Training. This has been called the Whole School Approach Micro Mezzo The mezzo level was the level of the community. Based on an action research, we developed inclusive services within the community which we called the Whole Community Approach. The macro level looked at policy, legislation, at the local, state, national, international level which we called the Whole Policy Approach which examined existing policies, their impact on practice and the changes needed. The Whole Rights Approach: describes the Rights Group that focused on moving away from service delivery to the matter of rights and entitlements. Macro Micro Level Working within this frame of reference, the Society narrowed down to alert the country about the needs of a group of children who were acutely misunderstood, and who did not have any school to go to. The training received in the UK was for special schools at that time. In the years that followed other Spastics Societies were launched based on our model with some help from us. In 1974, The Spastics Society of Eastern India was opened in Calcutta; in 1978, The Spastics Society of Northern India was launched in New Delhi and in 1982 and in 1985, the Spastics Society of India, Bombay opened two branches in Bangalore and Madras. Each of the Societies is today independent and well known for their innovative work for disabled people. This was in keeping with our idealogy … to let a hundred flowers bloom… we were not concerned with achieving power but with the spread of services … The Society has also been able to create a cost effective and sustainable model. Major part of the costs are met by fund raising activities, funds from private national and international donors such as the Government of India, Sweden, Britain, Europe, The United States, and now Canada. This paradigm of a social educational model set up by the Spastics Society Bombay has been replicated in over 16 of the 29 states. 30

31 Shift in Ideology Inclusion means not only disabled children but also other children in our context amongst the poorer segments of society who face barriers to learning. The girl child The socially and economically disadvantaged child The child with disabilities 31

32 Making Special Schools Inclusive
Learning together 32

33 A helping hand in a school run by Municipal Corporation
Municipal School, Dharavi A helping hand in a school run by Municipal Corporation 33

34 Making ordinary schools inclusive

35 Transforming the Community

36 The whole community approach

37 Key Principles An Ecological inventory is designed by listing all the common activities, materials used by children in a particular environment….What they touch, smell, feel, see, what are the activities they are attracted to…. From this a context specific curriculum is drawn up which is culture specific to their social mores. From this emerges an ecologically appropriate curriculum.  An ecological appropriate curriculum provides a holistic approach within the framework of connecting knowledge to life outside the school. Differentiated curriculum… which allows content, activity and products to be differentiated according to each child’s needs, bearing in mind that each child learns at a different pace. Each child learns at a different pace by keeping pace with his or her ability. Differentiation of each child’s needs makes the learning and teaching flexible.

38 Key Principles Multiple ability teaching… which means teaching of groups of children with different abilities. This kind of teaching is especially advantageous for children at risk of dropping out as well as children with special needs. Multiple intelligence… There is increasing understanding on the part of educators and researchers of the importance of all of these intelligences for a child’s development and academic success. Opportunities for children to express themselves in multiple media – visual art, music, drama, dance – this is particularly important for children from linguistically and culturally diverse backgrounds.

39 Key Principles Learning styles… perhaps the most vital development in education today. Learning styles definitely calls for learner centered approach to teaching. We all may need different strategies, and bring different gifts to the table of learning, but the quality and the style of our learning is not less because we learn differently than does someone else. Community involvement… creating a community of learners, in which all members see themselves as both teachers, and learners, enables children, teachers, and parents to develop shared understandings about what is important to know and why it is important.

40 Key Principles Cooperative and Collaborative Learning… collaboration with other teachers and relevant staff for support to meet the individual needs of the students is important. Teachers, parents, and others can collaborate in determining and meeting the needs of any student. Least Restrictive Environment… students with special needs spend their leisure time in heterogeneous environments in the community. If they are to develop skills to function in that community, they may need to spend as much time as possible in regular school setting

41 The success of inclusion depends on providing attention to the three forms of integration which are locational, social and functional. Locational Factors: All spaces in school, which are used by students, must be fully accessible to disabled students. This means that disabled students should be able to avail of the common facilities such as toilets, playground, laboratories, library, etc. independently. Social Factors: Inclusion means equal opportunities in social activities. Children with disabilities must be provided full access to extra curricular activities, social functions, competitions, sports, picnics, and other non-academic school activities. This helps in ending segregation and builds healthy inter personal relationships between disabled students and their peer groups. Functional: Children with disabilities must be able to participate fully in all functional activities. Curriculum must be specially adapted for them. Suitable aids and appliances must be provided to facilitate full participation.

42 Inclusive Education Requires Reculturation of schools through:
Creating Inclusive Cultures, Producing Inclusive Policies and Evolving Inclusive Practices 42

43 The Three D’s developed
Demystification of disability was carried out through sharing of information and techniques with parents, families and teachers. Deinstitutionalisation involved moving away from specialised settings to community settings. Decentralisation of services was possible due to training programmes and alliances.

44 The 3 new ‘Rs’ for Deprofessionlization
Retraining …. .into a new context and culture of the Community. Relocation ….. away from the Institututional-base to the Community meant developing more community based initiatives. Redeployment of time … several jobs were changed and another set of priorities was introduced

45 ‘I am the Professional’: a deprofessionalisation exercise
‘I know the problem of the special child’ ‘I am the professional’ ‘I will tell you how to go about it’.

46 Deinstitutionalisation
Resource Support to the Parents 46

47 Mithu Alur & Jennifer Evans at one of our Anganwadis
Demystification Mithu Alur & Jennifer Evans at one of our Anganwadis

48 Demolish a few myths Myth that Anganwadi workers will not be able take proper care of disabled children Myth that Inclusion has to have a continuous support of well-resourced specialist services Myth that inclusion is only for rich countries Myth that disabled children are infectious 48

49 Entrenchment… you need special schools only for disabled children
Therefore we broke the Entrenchment… that it needs vast resources for inclusion to happen and that there are vast numbers of disabled children hidden out there waiting to consume all the resources. Entrenchment… you need special schools only for disabled children Entrenchment… teachers have to have a highly technical programme for inclusive education to happen

50 Culturally Appropriate Policy and Practice (CAPP)
50

51 Culturally Appropriate Policy and Practice (CAPP) – III The Whole School Approach
School Head Supporting Staff Teachers Supporting Teacher Children Supporting Children Families Supporting Families

52 Barriers Looking at barriers that still exist...
A major barrier coming in the way of inclusion on a macro level is structural and has got institutionalized. There are still two ministries addressing school needs of disabled children, the Ministry of SJE and the Ministry of HRD. The different agenda of these two Ministries causes a systems’ failure. The entire failure in the delivery system leaving millions out. The NGOs remain fragmented due to various factors. A sense of insecurity about their funding position: a NGO/Government nexus since Government gives them the grants to continue their work.

53 Barriers… Looking at general teacher training courses, both Ministries run courses causing confusion. The Social Justice Ministry tinkers with teacher training through creating a cadre of people who are creating institutional barriers. Some amount of specialization is required but the technical mystification being perpetuated is detrimental. We have failed our children until special education is removed from Ministry of Social Justice to Ministry of Human Resource Development. Lack of adequate number of training centers – There are very few training centers that teach students about disability and how disabled students can be included into mainstream education. Lack of appropriate courses – There is also a severe dearth of appropriate courses for training on “How” to include all children into mainstream schools.

54 Recommendations Pedagogy and Training – Putting Inclusive Principles in Teacher Training
Pedagogy and training especially of the regular teachers are imperative for Inclusive Education to happen. This has to be with a resource support team from the special education to ensure retention of children in schools. NGO’s and special schools could play an important role as Resource Support Teams. The Teacher Training Courses at all levels also need to emphasize the study of disability and not let it be treated as an optional subject. The Principles of Inclusive Education need to be put into all training.

55 Recommendations ICDS: Every training programme for pre –school education should have a component on inclusive education. The duration of the training programme for Anganwadi workers should be increased from the present 28 days as disability is given short shrift. Refresher courses also to be held. “Students of today are the ‘teachers’ of tomorrow” – so the curriculum of all levels should have a component on disability. The curriculum should include information on all disabilities to enable teachers to teach all children. Not less than 10% of the curriculum should deal with disabilities. All levels of teachers training should include a paper on disability and sensitization.

56 Recommendations What is required is the Reculturation of schools through: Creating Inclusive Cultures, Producing Inclusive Policies and Evolving Inclusive Practices The Ministry of Social Justice and Empowerment needs to play a critical role in transformation of existing Ministries. National Institutes Special Schools. Since they have the much needed expertise about children and youth with special needs, it is important for them in playing a key role in the process of change. A valuable role can be played by them in areas of treatment and rehabilitation and support in aids and devices. RCI approved course for registered teachers need to be revised and included in the Ministry of HRD.

57 Recommendations Special schools can become Resource Centres as well as Model Demonstration Hubs to actually demonstrate inclusive within each context engaging with Government’s existing programmes. These Model Demonstrative Centres of Inclusive Education can be scaled out all over the country. Higher Education should like other countries across the world include a special subject of Disability Studies which should move away from the current medical entrenchment of dysfunctioning individual to the social model of an enabling environment. The MHRD’s findings on integrated education in 25 polytechnics across the country needs to be disseminated to all of the concerned institutions and the lessons learnt therein should be incorporated in the new initiatives to be taken.


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