B.Ed. (Full Time) Creating an Inclusive School Syllabus - Mumbai University

Objectives

• To discuss basic understanding of key concepts: diversity, disability and inclusion;
• To gain insight into models of inclusion
• To understand the diversities of abilities, classification and characteristics of students
• To describe the national and international framework with reference to disability and inclusion;
• To understand the curriculum and assessment adaptations for inclusive classrooms.
• To describe the role general teachers, resource teachers and NGOs.
• To identify and implement actions areas to make schools and classrooms more diversity friendly.

Module 1: Towards Nurturing Inclusion 2 credits

Unit 1: Understanding Inclusion

• a) Difference between diversity, disability and inclusion
• b) Meaning and Need of Inclusion. (Educational, Social, Economic, Humanitarian, Democratic and legal perspectives)
• c) Models of Inclusion (Charity Model, Functional Model and Human Rights Model).

Unit 2: Nurturing Inclusion

• a) Concept of children with special needs and their types
• b) Characteristics of disabilities-sensory, neuro-developmental, loco-motor and multiple disabilities.
• c) Catering to Special Needs: Sensory, neuro-developmental, loco-motor and multiple disabilities.

Unit 3: Policies Promoting Inclusion

• a) International Policies and Significance of the policies: Salamanca 1994, UNCRPD, EFA (MDG)
• b) National Policies and Significance of the policies: Constitutional obligations for education of diverse groups, Rehabilitation Council Act,1992 , National Policy for Persons with Disability 2006, Right to Education Act, 2009..
• c) Educational concessions, facilities and provisions for CWSN.

Module 2: Addressing Learners’ Diversity 2 credits

Unit 4: Curricular Issues

• a) Curriculum adaptation/ modifications- Disability wise curricular adaptations / modifications in Instructions.
• b) Strategies for differentiating content in an inclusive classroom.
• c) Alternative means for assessment and evaluation in an inclusive classroom.

Unit 5: Inclusion in Classrooms

• a) Barriers and Facilitators of Inclusion: Attitudinal, Social and Infrastructural.
• b) Use of ICT in Inclusive classrooms.
• c) Individualised Educational Plan: Concept, steps and significance.

Unit 6: Functionaries in Inclusive Settings

• a) Profile and Role of teacher: General teacher and Resource teacher.
• b) Role of NGO in supporting inclusive school.
• c) Pre-support and pre-vocational training programme for children with special needs.

Module 3: Internal Assessment 2 credits

• Any two of the following tasks:
• a) Case study of a Learner with Special needs
• b) Making a Report of Visit to a resource room
• c) Interviewing a teacher working in a mainstream school promoting inclusion.
• d) Prepare a scrap book showing different ICT technologies to cater to needs of children with special needs. (Pictures and Information).
• e) Seminar presentation on ‘Seven pillars of support for inclusive education: Moving from “Why?” to “How’ (2007) by Tim Loreman http://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/3- 2%20Loreman.pdf

References

• Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications.
• Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage Publications.
• King-Sears, M. (1994) Curriculum-Based Assessment in Special Edcuation. California, Singular Publications.
• Lewis, R. B. & Doorlag, D. (1995) Teaching Special Students in the Mainstream. 4th Ed. New Jersey, Pearson
• Mathew, S. (2004) Education of Children with Hearing Impairment. RCI, New Delhi: Kanishka Publications.
• McCormick, Sandra.(1999)Instructing Students who Have Literacy Problems. 3rd Ed. New Jersey, Pearson
• Panda, K. C. (1997). Education of Exceptional Children. New Delhi: Vikas Publications.
• Rangasayee, R.& Gathoo, V. (2007). Towards Inclusive Education of Children with Hearing Impairment, A Hand Book For Regular School Teachers. AYJNIHH Publishers.
• Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
• Deshprabhu, Suchitra (2014) Inclusive education in India. New Delhi: Kaniksha Publishers
• Jha, M. M. (2002). School without Walls: Inclusive Education for All, Oxford: Heinemann Education.
• Manivannan, M. (2013) Perspectives on special education. Hyderabad: Neelkamal Publishers
• Mohapatra, Damodar. (2006) Impact of family environment on early childhood education. Hyderabad: Neelkamal Pub.
• Naomi, G Victoria, Optical devices for low vision reading , 2014, Hyderabad, Neelkamal Publishers.
• Rana, Nishta. (2013) Children with special needs.Hyderabad: Neelkamal Publishers.
• Ranganathan, Snehlata. (2014) Guidelines for children with special educational needs. New Delhi:Kaniksha Publishers
• Rao, Alla Appa, (2010) Learning Disabilities. Neelkamal Publishers. Hyderabad
• RCI (2013) Status of disability in India 2012. New Delhi:RCI Publishers
• Renuka, P. (2014) Children with Disabilities Hyderabad. Neelkamal Publishers
• Sharma, Yogendra K. (2014) Inclusive education. New Delhi: Kaniksha Publishers
• Umadevi, M R. (2010) Special education. Hyderabad: Neelkamal Publishers
• Weblinks:
• RTE and disadvantaged children http://www.ncert.nic.in/departments/nie/dee/publication/pdf/StatusreportRTE2013.pdf
• THE REHABILITATION COUNCIL OF INDIA ACT, 1992 http://www.svayam.com/pdf/the_rci_act-1992&amendement_act_2000.pdf
• Teachers in inclusion http://www.inclusive-education-in- action.org/iea/index.php?menuid=25&downloadid=87&reporeid=247
• Universal Design for learning http://inclusive.tki.org.nz/guides/universal-design-for-learning/ https://www.uvm.edu/~cdci/universaldesign/?Page=about-udl/guidelines- principles.php&SM=about-udl/submenu.html