Course Coordinator and Team:                   SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites:                                               No

 

Course Description:

This course seeks to orient student teachers to the approaches to inclusion at all levels of school education. The course will provide orientation to the strategies pursued and required to improve participation and learning levels of children from diverse backgrounds. It will lay special emphasis on orienting student-teachers to the approaches to ensuring inclusion and equal participation in education of children with disabilities in the regular schooling process that allows students with and without disabilities learn together, ensuring their retention in the school system, and enabling them to achieve the defined learning outcomes.

Course Objectives:

• Map the relationship between social category gaps with participation rates and student learning levels
• Develop awareness 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.
• Become familiar with policies related to inclusion of children with disabilities in inclusive education programmes.
• Plan individualized programmes for all children with varied abilities in the classroom.
• Understand the need to modify curriculum and assessment for children with disabilities.

Course Outcomes:

• Ensure inclusion and equal participation in education of children with disabilities in the regular schooling process that allows students with and without disabilities learn together, ensuring their retention in the school system, and enabling them to achieve the defined learning outcomes.
• Adapt teaching and learning process to meet the learning needs of different students with disabilities, including providing education and opportunities for participating in arts, sports, and vocation-related activities, making school buildings and compounds as well as other facilities barrier free and accessible for children with disabilities,
• Support activities that help the provision of individualized learning environment and learning activities/resources, making available assistive devices and appropriate technology-based tools, as well as adequate and language-appropriate teaching-learning materials to help children with disabilities integrate more easily into classrooms and engage with teachers and their peers, using appropriate modes and means of communication,
• Detect specific learning disabilities in children at the earliest and take appropriate measures to overcome them, monitoring completion of education and learning levels of students with disabilities, etc.

Brief description of the modules:

Module 1: Inclusion and Education

This unit introduces students to different perspectives to understand the phenomenon of disability. It provides an overview of the international and national policies related to inclusion of children with disabilities.

Module 2:  Children with Disabilities and Marginalized Groups

This unit provides students a glimpse of the nature of diversity among students with disabilities. They will be introduced to some of the high incidence disabilities. Provides students a lens to understand strengths and needs of individual learners to create meaningful learning experiences.

Module 3: Pedagogical Issues

This unit introduces students to some of the key concepts related to creating inclusive classrooms. Students will have the opportunity to explore concepts such as differentiated teaching, universal designs of learning and assistive technology.

Assessment Plan

Assessment	Weightage
Assignment 1: Group presentation on different types of disabilities	30%
Assignment 2: Individual paper on synthesis of two readings for the presentation	20%
Assignment 3: End-term	50%

Readings:

• Alan, J. (2010).  The sociology of disability and the struggle for inclusive education, British Journal of Sociology of Education, Vol. 31, No. 5, pp. 603-619
• Mehrotra, N. (2011). Disability Rights Movements in India: Politics and Practice. Economic and Political Weekly, 46(6), 65–72. 
• National Council for Educational Research and Teaching (NCERT). (2006). Position Paper
• National Focus Group on Education of Children with Special Needs.http://14.139.60.153/bitstream/123456789/232/1/NCERT-national%20focus%20group-special_ed_final1.pdf
• Government of India. (2020). National Education PolicyThe Rights of Persons with Disabilities Act, 2016
• UNESCO (1994). The Salamanca statement and framework for action on special needs education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF on 31/7/2015
• Batshaw, M.L., Roizen, N.J., Pellegrino, L. (2019). Children with disabilities. Brookes Publishing. Chapter 14: Intellectual disability
• CDC (2024). Child Development Specific Conditions. https://www.cdc.gov/ncbddd/childdevelopment/conditions.html
• Desai, S., & Kulkarni, V. (2008). Changing educational inequalities in India in the context of  affirmative action. Demography, 45, 245-270.
• Pramanik, R., & Bag, M. (2013). Free and Compulsory Education Does it Includes the Marginalized People of India?. The Oriental Anthropologist, 13(2), 403-424.
• Salend, S. J. (2016). Creating Inclusive Classrooms: Effective, Differentiated, and Reflective Practices. Pearsons. Chapter 3: Understanding the Educational Strengths and Challenges of Children with Disabilities
• Singh, U. N., Singh, R., & Banerjee, P. (2022). 10. India: Learning Challenges for the Marginalized. Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 293.
• Mukherjee, M. (2017). Global design and local histories: Culturally embedded meaning-making for inclusive education. International Education Journal: Comparative Perspectives, 16(3), 32-48.
• Salend, S. J. (2016). Creating Inclusive Classrooms: Effective, Differentiated, and Reflective Practices. Pearsons. Chapter 8: Differentiating Instruction for Diverse Learners
• Sokal, L., & Katz, J. (2015). Effects of the three-block model of universal design for learning on early and late middle school students’ engagement. Middle Grades Research Journal, 10(2), 65–82.
• WHO. (2024). Assistive Technology Fact Sheet. https://www.who.int/news-room/fact-sheets/detail/assistive-technology