learning difficulty

Teachers and children are the two most important links in the chain related to a school. They may be looked upon in any of these two sequential ways – first the teacher, then the children; first the children, then the teacher. This is so because till a few years ago, education was teacher-centred; now it is considered to be child-centred. New facts are coming to the fore with regard to how children learn and it is also claimed now that children construct their own knowledge.

Ever since Kate Currawalla learnt that her two sons were dyslexic she wanted to do something to help children with learning disabilities. In 1996 she founded the Maharashtra Dyslexia Association, of which she is also the President, with the aim of promoting the rights of children with learning disabilities. The Association trains teachers in administering a multisensory, structured language programme to a child with problems in the area of language development.

Can teachers and parents control and ensure complete inclusion in schools? Are we an inclusion-ready society? What is better - inclusive schools leading to exclusion or special schools being exclusive? Here are two true stories that make you think of the nuances children with special needs go through when put in inclusive settings. Who decides whether these CWSN should be in inclusive classrooms or special schools?

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