B.Ed.
Two Year Programme
F.6: The Inclusive School
Maximum Marks: 50
This course encompasses the nature and needs of children with diverse needs in an inclusive
educational set up - social, academic and emotional; and the role of teachers in addressing these
needs. But, the thrust of the course is on the needs of children with disabilities as the socially,
linguistically and economically marginalised children and their needs are covered in the other
core papers of the programme.
Aim of the Course
This course is designed to enable the students to:
demonstrate knowledge of different perspectives in the area of education of children with
disabilities
develop sensitivity and positive attitudes towards children with special needs identify
the needs of children with diversities
appreciate the significance of special schools and regular schools in the education of
children with disabilities
plan need-based programmes for all children with varied abilities in the classroom
use human and material resources in the classroom
use specific strategies involving skills in teaching special needs children in inclusive
classrooms
modify appropriate learner-friendly evaluation procedures
incorporate innovative practices to respond to education of children with special
needs
critique policies and contribute to the formulation of policy
critique implementation of policies and contribute to implementation of laws pertaining
to education of children with special needs.
UNIT I: Concept of special needs and inclusion with reference to children with disabilities
1. Understanding diversities: concept, types (disability as a dimension of diversity)
2. Disability as a social construct, classification of disability and its educational
implications:
a. Sensory Impairment (Hearing Impairment, Visual Impairment and Deaf Blind)
b. Cognitive Disabilities: (Autism Spectrum Disorder, Intellectual Disability and
Specific Learning Disability)
c. Physical Disabilities: (cerebral palsy and loco motor)
3. Philosophy of inclusion with special reference to children with disabilities
1
(Discussion on Inclusive education as the best alternative across all levels and categories
of disabilities)
The significance of the positioning of special schools and inclusive schools in the
education of children with disabilities
The language of inclusion- putting people first rather than the disability a person may
have)
4. Process of inclusion: Concerns and issues across disabilities
5. Contextualization of inclusion for diverse learners
6. Modification of curriculum including assessment
7. Universal design for teaching learning process
8. Reasonable accommodations
9. Instructional adaptations
UNIT II: Towards inclusion: Paradigm and policy perspective with reference to children
with disabilities
1. Historical perspective and contemporary trends:
2. Journey from charity , medical, social towards human rights based model
3. Succession from segregation, integration and inclusion
4. Constitutional provisions: PwD Act (1995), RTE (2006), NPE of Students with
Disabilities (1986), and NPE (2006)
5. Salamanca Statement (1994) and UNCRPD (2006), IEDSS (2000),
6. Special role of institutions for education of Children with Disabilities: RCI (2002),
7. National Institutes of disabilities (Indian), National Trust (1999) and NGO’s
UNIT III: Inclusive practices in classrooms: Position of teacher, support structures and
networks
1. School readiness (infrastructural including technologies, pedagogical and attitudinal)
for addressing the diverse needs of children with disabilities
2. Role of Teachers (both regular and special)
3. Pedagogical strategies: cooperative learning strategies in the classroom, peer tutoring,
social learning, buddy system, reflective teaching, multisensory and multidisciplinary
approach
4. Supportive services required for meeting special needs in school and collaboration
required for meeting special needs in the classroom: general teacher, special teacher,
speech therapist, occupational therapist, child and clinical psychologist and other
outsourced experts, family, multi disciplinary team (along with child in the decision
making process)
5. Collaboration between teacher and special educator, parents, outsourced experts,
students and others as a continuous process
2
Practicum
Visits to inclusive/special school with an objective of observing and understanding the
transactional processes, school ethos and student-teacher relationships. Report of the
visits to be submitted and presented.
Preparation of individualised learning materials to meet the needs of a child with any of
the disabilities discussed with a report on how it/they can be effectively used.
Carry out case study of a child with any of the disabilities discussed, with a presentation
in the class.
Taking any topic of your interest from the school curriculum, chalk out the process of
teaching it along with teaching aids, in an inclusive classroom. The inclusive classroom
should have at least 2 students with disability.
Suggested Reading List
Julie Alan, 2010 The sociology of disability and the struggle for inclusive education. British
Journal of Sociology of Education, Vol. 31, No. 5, THE SOCIOLOGY OF DISABILITY AND
EDUCATION (September 2010), pp. 603-619
Nidhi Singal. An ecosystemic approach for understanding inclusive education: An Indian case
study. European Journal of Psychology of Education. Vol. 21, No. 3 (September 2006), pp. 239-
252
SRIKALA NARAIAN. Dis/ability, Agency, and Context: A Differential Consciousness for
Doing Inclusive Education. Curriculum Inquiry, Vol. 43, No. 3 (JUNE 2013), pp. 360-387
Rebecca Bond and Elizabeth Castagnera. Peer Supports and Inclusive Education: An
Underutilized Resource. Theory into Practice. Vol. 45, No. 3, Inclusive Schooling Practices:
From Why to How (Summer, 2006), pp. 224-229
Roger Slee .Inclusive Education? This Must Signify 'New Times' in Educational Research
British Journal of Educational Studies Vol. 46, No. 4 (Dec., 1998), pp. 440-454
Leslie C. Soodak. Classroom Management in Inclusive Settings. Theory into Practice Vol. 42,
No. 4, Classroom Management in a Diverse Society (Autumn, 2003), pp. 327-333
A. K. Mishra and Ruchika Gupta. Disability Index: A Measure of Deprivation among Disabled.
Economic and Political Weekly.Vol. 41, No. 38 (Sep. 23-29, 2006), pp. 4026-4029
Dianna L. Stone and Adrienne Colella. A Model of Factors Affecting the Treatment of Disabled
Individuals in Organizations. The Academy of Management Review Vol. 21, No. 2 (Apr., 1996),
pp. 352-401
Katherine Corbett, Susan Shurberg Klein and Jennifer Luna Bregante. The Role of Sexuality and
Sex Equity in the Education of Disabled Women. Peabody Journal of Education. Vol. 64, No. 4,
Sex Equity and Sexuality in Education (Summer, 1987), pp. 198-212
Anita Ghai. Disabled Women: An Excluded Agenda of Indian Feminism. Hypatia
Vol. 17, No. 3, Feminism and Disability, Part 2 (Summer, 2002), pp. 49-66
3
Todd Lekan. Disabilities and Educational Opportunity: A Deweyan Approach Transactions of
the Charles S. Peirce Society. Vol. 45, No. 2 (Spring 2009) (pp. 214-230)
Sheila Riddell, Teresa Tinklin and Alastair Wilson. New Labour, Social Justice and Disabled
Students in Higher Education. British Educational Research Journal Vol. 31, No. 5, Education
Policy and Social Justice (Oct., 2005), pp. 623-643
India Moves Towards Equal Rights For Disabled People. BMJ: British Medical Journal Vol.
310, No. 6994 (Jun. 17, 1995), p. 1556
