Inclusive education is a new approach towards education. As defined by UNESCO, Inclusive Education means that schools can provide education to all the pupils irrespective of their different abilities with ensured equal opportunities to learn together. It is an ongoing process.
Brief History of Inclusive Education:
In India Inclusive Education started as a result of two different acts, Right to Education Act, 2009 and Rights of Persons with Disability Act, 2016.
In 2007, India signed on the United Nations’ Convention for persons with disabilities. In effect of this convention Rights of Persons with disabilities act came into existence in 2016 and came into force in 2017.
This act grants equal opportunities for people with disabilities.(Rights of Persons with Disabilities Act, 2016). Before this step, persons with disabilities were always seen with sympathy, this act has given a new vision of empathy.
Giving opportunities to persons with disabilities is seen everywhere, in musical reality shows, in athletic games they are honored, given opportunities. We all know about Deepa Malik, the first Indian woman to win gold medal in Paralympics games held in Dubai.
Efforts for including persons with disabilities in main force of living have been done worldwide, the reason behind this is- all of us have certain rights. All human beings are born free and equal in dignity and rights. They are endowed with reason and conscious and should act towards one another in a spirit of brotherhood, (article-1, Universal rights of humans, 1948).
Education is also one of the fundamental rights of human beings. Right of persons with disabilities act, 1995 gave right of education to persons with disabilities. This was replaced in 2016, which widened the doors of normal schooling for persons with disabilities.
In India, many national leaders have promoted education in pre-independence era, to name few of them, Mahatma Gandhi, Raja Ram Mohan Roy, Gurudev Rabindranath Tagore, Mahatma Jyotirao Phule. These great persons realized importance of education. They realized it as a key to freedom.
After Independence, Government of India was convinced that education is needed for cultural and economic development of country. The first Educational policy, 1968 has made education free and compulsory for everyone. In 1974, integrated education for disabled children was introduced. Educational policy was reviewed in 1986. In 1986, education was made available for women, adult, scheduled castes and tribes. As stated in this policy, all students irrespective of their castes, creeds have access to education, (Education Policy, 1986). District Primary education program has been launched in 1994.
Right to Education Act, 2009 has made many changes in education. It was for them who are lagging in studies due to different abilities. It has given chance to students to learn with equity. It was believed that some students lag because they don’t get facilities. Persons with disabilities, intellectual disabilities were given a chance to develop themselves. It’s an ideal approach of education. As stated by Mahatma Gandhijee, “Genuine Education doesn’t mean cramming a lot of information or numbers in mind. Nor it means passing an examination by reading a number of books. But it means developing a character. Real education means inculcating internal values in human beings.”(mkgandhi.org)
All-inclusive education is a step taken forward towards this type of education.
Literature on inclusive education
As stated by educational activist, Ken Robinson, ‘there are two purposes of education. First is to help people develop their inner talent and other is to make their way around the world’, (Ken, 2019).
When we talk about education its mere purpose is not just to earn a particular degree, or not just to get employment somewhere but it means to develop your inner element. (Ken Robinson, 2009).
Our education system till now was focused on examination, grades, and ranks. Those who get good marks are always considered as intellectuals and those who get less, tend to fall behind in this ladder. These students who lagged face many problems.
It has been found that low achiever students face social adjustment problems.(Shrivastava Premshankar, 2017) (Pratap Singh, 2017).
It has also been found that children with learning disabilities face emotional problems. They are often stigmatized for failure. They struggle for social acceptance (Westwood, 2004)
Inclusive education can give these children a chance to flourish. However, inclusive education in India has many hurdles. As pointed out by J.D. Singh (2016), poor economic backgrounds, large population size, lack of training to teachers and lack of facilities operate as challenges for effective implementation of inclusive education. (JD, 2016)
If we want to include students with disabilities in education system, we need to provide them unconditional acceptance. It has been proven that students who are unconditionally accepted by teachers enjoy study by learning challenging tasks (Makri-Botsari, 2001). We need to use flexible teaching methods; we must look for their potentials. Stigmatization of students should be avoided.
Teachers play an essential role in inclusive education, (Mastropieri Margo A and Scruggs Thomas, 2010) Teachers positive attitude influence inclusive education (Shade & Stewart, 2010).Teachers positive attitude depends on many factors- experience, training and teaching environment. Success of Inclusive education depends on effective leadership by teachers, (William et al, 2002).
In Inclusive Education, parents play an equally important role. When families get involved in students’ education, students do better and stay in schools for longer period. (Henderson & Map, 2002) It was found in a study that parental involvement is necessary for the process of inclusion (Role of family in inclusive education , 2017; Monika, 2017)
When all students are taught in the same class there are some drawbacks too. Children with special needs need extra care and attention. It is not possible when there are many students in a classroom. If teachers are not well trained, they misdiagnose a student, sometimes student gets excluded. Effective teaching strategies may not be used if teacher is unaware about needs of children. (S, Siveska, & Runceva)
It has been observed that in many schools in Maharashtra, classrooms are overcrowded, teachers are overburdened and parents are ignorant. This situation makes one skeptical about implementation of inclusive education. This study explores challenges while implementation of inclusive education.
A study was conducted to explore challenges faced while implantation of inclusive education in Maharashtra.
Methodology-
Data were collected randomly from Ahmednagar district. Ahmednagar is a small town and not a metro city. Data were collected from four schools. Two of the selected schools are from rural area, whereas two of them are located in Ahmednagar.
Survey questionnaire was administered on 50 teachers from the schools mentioned above. Names of schools and teachers are kept confidential in order to make them comfortable. Survey questionnaire was followed up by discussions with teachers.
Survey questionnaire was administered on parents, because parenting is one of the essential part of implementation of inclusive education. Issues were discussed with parents too. Name of parents have also kept confidential. Data of 50 parents have been collected. Parents’ were selected randomly. Their children go to different schools.
The conditions necessary for effective inclusive education were kept in mind while making up a survey and conducting discussions. The survey questionnaire and discussions for parents as well as teachers include questions based on following factors-
- Number of students in the class,
- Teaching methods used by teachers,
- How teachers recognize disabilities, (efforts taken for early detection of disability)
- Whether child is given personal attention by teachers,
- Methods used for teaching children with disabilities
- Involvement of parents.
- Facilities provided by schools.
Data Analysis
Analysis of Survey Questionnaire-
Data was analyzed considering each question. Percentage of total data has been calculated, in order to give a fair idea of conditions. Discussions with teachers and parents have been analyzed qualitatively. Table-1 gives an idea about data.
Table-1
| Sr. No. | Criteria | Percentage of parents | Percentage of teachers |
| 1 | More than 20 students in the class | 90.48% | 80% |
| 2 | Innovative methods used by teachers | 27.90% | 33% |
| 3 | teachers training for recognizing disabilities | —- | 21% |
| 4 | Personal attention is given | 25% | 44% |
| 5 | Methods used for teaching a child with disability | 28.57% | 4% |
| 6 | Involvement of parents | 100% | 32% |
| 7 | Facilities provided by school | 33% | 42.8% |
Discussions with teachers and parents
Discussions with teachers and parents were conducted separately. In the discussion questions mentioned in the survey were asked in depth. Opinions of teachers regarding inclusive education were noted down. They were encouraged to share their experiences and problems faced by them while implementing inclusive education.
Discussions with teachers
- Which method do you use for teaching?
Table-2
| Reading the lesson and question-answers | 7% |
| Teaching according to exams | 7% |
| Practical based | 64% |
| Something different | 2% |
| Multiple methods | 14% |
| Not answered. | 5% |
64% teachers reported that they use practical based methods. There are 14% teachers who use multiple methods such as practical, question-answers and exam oriented teaching.
- What changes are made in the classroom, in order to help Children with Special Needs?
32% of teachers who said changes have been made in the classroom. They reported that classroom has been shifted on the ground floor.
- Which assessment method is used?
Table-3
| Examination method | 24% |
| Observation | 48% |
| Projects | 12% |
| Different plan for different child | 12% |
| Other than this | —- |
- Reasons of not paying personal attention to children?
56% of teachers reported that they want to give personal attention but they can’t. They reported reasons, too many students in a class, other duties assigned to them.
While interviewing teachers the questions were asked in depth, the first question was asked to them was, what do they know about disability?”
I realized that Learning disability was confused with slow learning. Those who cannot answer questions in exams are called students with learning disabilities. From the sample collected 68% had this doubt.
After explaining what is learning disability, one of the teachers, gave immediate reaction, “There was a movie called Taare Zameen Par on this issue; but Amir Khan could run behind that student. If we start running behind one student what will happen to other students in the class?” It gives an idea of how overcrowded classrooms are! And how overburdened teachers are!
While talking about Autism,, teachers had misconceptions. One of the teachers felt that it develops according to age. These kinds of doubts of teachers pointed out to ignorance and lack of training provided to them.
In Zilla Parishad Schools, special educator visits, once in a week. But it was told that there are nearly 20 schools they visit every week. Whatever has been taught by them is forgotten by the next week. Teachers reported that there’s no individualized plan made for children with disabilities.
School visits have given idea about structural changes made in the schools for persons with disabilities.
While speaking about challenges in all-inclusive education, almost all of them pointed out parents’ involvement. There are other issues too, e.g. lack of knowledge and training, no support given for intellectual disabilities and learning disabilities, overburden of work; they have to work for election duties, census, etc. Many teachers have reported that it is affecting adversely for normal students, because many times students with disabilities disturb the whole class. (See the table-4)
Table-4
Overall reaction about all-inclusive education-
| It’s good | 11.% |
| It’s good but lacks practicality | 64% |
| It is helpful | ….. |
| It is affecting adversely | 14% |
When teachers were whether children are learning whatever has been taught, they are skeptical. Two of them gave examples, till the class 7th one student was unable to write and read. He came to school and sit at one place, doesn’t talk, doesn’t listen. Parents are ok that he is going to school and at least they don’t have to worry about him.
Another deaf and dumb child had a similar case, he was not able to write anything till 7th; and left the education in class 9th. According to teachers they are coming to school but not learning anything. This point was also supported by parents.
Many teachers reported that it is helping in socializing differently able child, it is enhancing helpfulness, acceptance in normal child, but considering academic education no positive results have seen.
Discussions with Parents
Parents were asked, “Does your child face any of the following difficulties? What measures have been taken by teachers for these difficulties?”
Table-5
| Reading difficulty | 10% |
| Slow writing and incomplete books | 20% |
| Spelling and grammatical mistake | 40% |
| Mirror writing | 6.67% |
| Unable to grasp the text while reading | 23.33% |
| Confusion in mathematical signs | 16.67% |
| Unable to learn multiplication tables | 10% |
| None of the above | 16.67% |
83.33% Parents reported that their children face difficulty in one or many subjects. (Table-5) But there are 72.5 % of teachers don’t take any efforts to increase their interest in studies. It has been observed that when children are fewer teachers try to explain them differently.
While interviewing parents the questions asked were how important child’s grade is. For parents who are well educated, getting A+, A grades are very important. When child fails in exams, they get anxious and ready to do anything to gain marks.
While talking to parents it has been that 90% of the times questions and answers are given by the teachers while projects are completed by parents. Exams are very much important to them.
Parents are not aware of the concept of learning disability for them it is slow learning. They are unaware of the fact that these children should be taught differently. 90% of parents are ignorant about inclusive education.
Efforts taken by parents include making child memorize the answers, essays, completing their notebooks, home works, etc.
Parents from the working class are not aware of why they are sending their child to school. They don’t know whether child is able to perform well or not, because they themselves are not able to read and write properly. Many of them rely on private tuitions.
In the rural area parents face economic problems, family problems, illiteracy. For them, sending a disabled child to school is a way of gaining income.
They are unaware of the fact that child needs time. He needs to be taught. Many times parents need to travel from one place to another in search of bread and butter. In such cases children need to leave schools in between. For them children are means of earning money.
Discussions
After introduction of Inclusive Education, schools and culture of schools have started to change. But this change has been a forceful change for schools and teachers.
School visits have shown that schools don’t have proper resources to teach children with special needs. Classrooms are not adoptive, schools are not well equipped with technology, aids such as pencil grip, communication tools to help and accommodate children with disability. It is observed that teachers are not well trained. They are bothered with many other duties. Inclusive education might not be successful if teacher is unable to understand students’ needs. Teachers play an essential role in inclusive education. (Mastropieri Margo A and Scruggs Thomas, 2010)
Inclusive education requires unconditional support from teachers, which seems difficult when classrooms are overcrowded.
Teachers look at inclusive education as an extra duty given to them. When there’s physical disability it can be seen, but considering learning disabilities, slow learning, teachers don’t know how to recognize these problems. The procedure of providing certificate is slow and difficult. Many teachers are trying to change, when there are fewer students in class teachers can look after them personally. They try to use different methods. But due to lack of training, they cannot go further. When a child is having ASD or mental retardation they cannot go beyond certain level.
Parents don’t know about inclusive education and what is this all about. They are reluctant to accept learning disability too. Parents are concerned with grades of students, most of the times they rely on tuition classes than trying to teach basic skills to read, write, etc. Parents’ support is an influencing factor in inclusive education.
It is observed that rather than working collaboratively, there’s a wall between parents and teachers.
Conclusion and Recommendations
To sum up, it should be noted that, in Maharashtra, majority schools are overpopulated. Those schools which have fewer students have fewer resources too.
Teachers don’t have training to handle person with disabilities. Lack of training may result into lack of empathy towards these children.
Both of these factors work as hurdle for using innovative teaching methods to cater different needs of students.
Parents are busy in earning bread and butter. The collaborative efforts needed for success of inclusive education by teachers and parents are lacking.
Inclusive education is surely a great step in reforming or we can say transforming education. However, to implement this successfully we need to limit students in one classroom, provide training to teachers and parents, and provide resources to schools.
Number of special educators, remedial educators can be increased. These classes can be made mandatory for schools. The procedure for diagnosing and certifying can be made easier.
As correctly pointed out by Abhijeet Bannerjee, ‘the poor levels of learning that Indian schoolchildren exhibit owes primarily to the teachers’ focus on somehow “completing” the syllabus rather than ensuring that every pupil has understood the parts already covered.’ Teachers should come out of textbooks and curriculum and focus on child. There are some schools which follow different techniques, child focused approach. Such type of schools can be encouraged, so that each child can learn.
This research shows silver lining to the cloud. Teachers are changing, schools are trying to include students but they still face some challenges. There are many such schools in Maharashtra which are implementing inclusive education successfully. However, there’s still a long way to go.
