Syllabus | B. Ed. | PE 6: Creating an Inclusive School

PE 6: Creating an Inclusive School

S. No Topic Domain Hours
Unit – I
  • Concept of Exceptionality and Children with Special Needs
    • Understanding diversities / differences- concept, characteristics and types of various disabilities (Visual, Hearing , Mental Retardation, locomotor and Neurological Disorders, Learning Disability and Multiple Disability)
  • Concept, meaning and need of Inclusive Education
    • Principles of Inclusive Education
  • Transition from Segregation to Inclusion
    • Models of Inclusion
  • Concept of an Inclusive School- Infrastructure and Accessibility, Awareness and Positive Attitude towards Disability, Human Resources, Whole School Approach
  

Must Know

 

 16
Unit – II
  • Legal and Policy Perspectives

International Declarations and Conventions:

    • Salamanca Statement and Framework of Action, 1994
    • Educational provisions in the UN convention on the rights of persons with disabilities (UNCRPD), 2006
  • Constitutional Provisions
    • Education of students with disabilities in NPE 1968, 1986, POA(1992)
    • PWD Act (1995), RCI Act (1992), RTE Act (2009)
    • Education in the National Policy on Disability, 2006
  • Role of Organizations for Education of Children with Disabilities
    • Rehabilitation Council of India (RCI)
    • National Institute of Different Disabilities
    • Composite Regional Centers (CRCs)
    • District Disability Rehabilitation Centers (DDRCs)
    • Non Voluntary Govt. Organizations (NGOs)
  • Pedagogical Strategies to respond to individual needs of learners in classroom: Peer Tutoring, Cooperative Learning Strategy, Social Learning, Buddy System, Reflective Teaching, Multisensory Teaching
 Desirable to Know

 

 

Must Know

 16

 

Tasks & Assignments: Any Two Activities

  • Prepare a Report on a particular school’s readiness for addressing Children with special needs.
  • Record Keeping & Maintenance of Education of Children with Special Needs
  • Adapt at least two pedagogical practices studied in the pedagogy course and suggest ways to make it appropriate for addressing the needs of all learners in the class.
  • Visit a nearby special, inclusive and regular school. Make observations in terms of Time Table, Teaching Learning Activities, Infrastructure, Child to Child Interaction and Parental Support. Compare the practices.

 

Suggested Readings:

  • Adrian, A. and John, E. (1998). Educating children with Special Needs. New Delhi: Prentice Hall.
  • Alur, M. and Buch, M. (2010). The Journey for Inclusive Education in the Indian Subcontinent. New York: Routledge.
  • Baquer, A. and Sharma, A. (1997). Disability: Challenges Vs Responses. Can Publishing.
  • Bartlett, L. D., Weisentein, G.R. (2003). Successful Inclusion for Educational Leaders. New Jersey: Prentice Hall.
  • Chaote, J.S. (1991). Successful Mainstreaming. New York: Allyn & Bacon.
  • Daniels, H. (1999). Inclusive Education. London: Kagan.
  • Deiner, P.L. (2000). Resource for Teaching Children with Diverse Abilities. Florida: Harcourd Brace & Company.
  • Dessent, P. (1987). Making Ordinary School Special. Jessica Kingsley Publishing.
  • Gargiulo, R.N. (1987). Special Education in Contemporary Society: An Introduction to Exceptionalities. Belmont: Wadswort Publication.
  • Gathoo, V. (2004). Curriculum Strategies & Adaptations for Children with Hearing Impairement. New Delhi: Kanishka Publishing.
  • Giuliani, G.A. and A.M. (2002). Education of Children with Special Needs: From Segregation to Inclusion. New Delhi: Sage Publications.
  • Mathew, S. (2004). Education of Children with Hearing Impairment. RCI, New Delhi: Kanishka Publications.
  • Mangal, S.K. (2011). Educating Exceptional Children. New Delhi. PHI Learning Private Limited