Inclusion

If innocence had an animation video writ on every frame, Bhimsain's 1974 classic Ek Anek Ekta wins hands down as far as two generations of Indians are concerned.

"I am handicapped but it hasn’t stopped me from succeeding and I am glad that I can inspire other disabled people in India. I have developed a lot of innovative work in ICT for my poor children and I am glad it has been recognised,” said Mr. Pradeep Negi, who was physically disabled at the age of two due to polio.

English

These videos are produced by TESS-India to support school leaders in enhancing the quality of teaching and learning in their primary or secondary school. We are sharing the 2nd part of the series.

The article looks at the element of inclusion in children's literature. But it makes the strong point that ALL children must have access to reading good books. It also explores the different equalising aspects in children's books where children from all backgrounds meet amidst the pages of a 'darn good story'!

“There is always one moment in childhood when the door opens and lets the future in.”- Graham Greene.

The article presents the need for the resource room as a step towards inclusion of children with learning disorders. It explains the purpose of the resource room and the external support it requires in order to be a success. This article analyses some of the practical difficulties faced by resource rooms as well as some of the attitudinal barriers of teachers and management that create obstacles in its endeavour to serve its purpose.

Inclusive practice in  the early years classroom is about collaborative partnership between mainstream teachers and special needs teachers. A flexible, creative problem solving approach helps to foster a dialogue that leads to innovation and fun for all involved.

This article analyses class eight science (NCERT) textbooks and finds that the texts assumes middle class, urban male students as learners. It is not inclusive of various social groups and does not present multiple perspectives.

The article considers the dilemma that a teacher may face in teaching the theme of marginalisation as part of Social Science to students who come from marginalised backgrounds. The existence of good quality teaching learning material such as Social and Political Life III, textbook for Class VIII (Delhi, NCERT, 2008) encourages teachers and students to raise a range of difficult questions that would need serious engagement. This delineates the political and ethical role that teachers are bound to play.

The article is based on my reflections about how inclusion and exclusion are experienced through day to day interactions amongst students and between students and teachers. I also share about certain practices in school that form the school culture and the  role of school leadership in shaping the school; leading to experiences of inclusion. The article shares micro level observations about interactions in school which indicate the dynamic nature of inclusion and exclusion.

While inclusive education is the desired practice that we plan towards, one needs to consider the possible barriers to its successful running. Barriers that exist at the school and community levels, that exist due to the inadequate training of teachers, that exist due to cultural beliefs and practices and those that come about from unequal socio economic circumstances. Attitudinal changes leading to changes in current practices are necessary for real inclusion.

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