Inclusive Education

Unit – 1

Concept of Inclusive Education

1.1 Meaning Definition & Importance of Inclusive Education

1.2 Concept of Impairment, Disability & Handicap

1.3 Concepts of Special Education, Integrated Education, Main Streaming & Inclusive Education

1.3.1 Concept of Special Education

1.3.2 Concept of Integrated Education

1.3.3 Concept of Main Streaming

1.3.4 Concept of Inclusive Education

1.4 Need for Inclusive Education in India for Children with Special Needs

UNIT – 2

Types & Characteristics of Children with Special Needs

2.1 Concept, Types & Characteristics of Different Types of Children with Special Learning Needs

2.1.1 Meaning of Special Education

2.2 Children with Physical Challenges – Visual, Hearing, Locomotor & Neurological

2.2.1 Introduction

A. Visual Impairment

B. Hearing Impairment

C. Loco-Motor Disabilities

D. Children with Neurological Disorder

2.3 Children with intellectual Challenges Gifted, Mentally Challenged, Autism(ASD) & Learning Difficulties (LD)

2.3.1 Children with intellectual Challenges

1. Gifted Children

2. Mentally Challenged Children

3. Autism-Autism Spectrum Disorder

4. Learning Difficulties

2.4 Children with Emotional & Behavioral with Special Reference to ADHD and Juvenile Delinquency

1. Children with Behavioral & Emotional Deviations

2. Juvenile Delinquency

2.5 Children with Socio Cultural Deviations (SC, ST, Minorities) & Linguistic Minorities

2.5.1 Children with Socio Cultural Deviations (SC, ST, Minorities) & Linguistic Minorities

UNIT – 3

Identification, Assessment & Educational Provisions

3.1 Identification, Assessment and Education of Children with Physical Challenges Visual Thearning, Locomotor and Neurological

1. Visual Impairment

2. Assessment of Visual Impaired Children

3.2 Identification, Assessment and Education of Children with intellectual Challenges-gifted, Mentally Challenged, Autism, Learning Difficulties (LD)

1. Gifted Children

2. Mentally Challenged (or) Mental Retarded Children

3. Autism

4. Learning Difficulties (LD)

3.3 Identification, Assessment and Education of Children with Emotional and Behavioral Deviations with Special Reference to ADHD and Juvenile Delinquency

3.4 Identification Assessment and Education of Children with Socio-cultural Deviations & Linguistic Minorities

3.5 Challenges & Prospects in identification & Assessment of Children in inclusive Education

UNIT – 4

Policy Perspectives For Children With Special Needs

4.1 International Legislations – Salamanca Declaration, UNESCAP, UNCRPD

1. International Legislations

2. Salamanca Declaration

3. United Nations Economic & Social Commission for Asia & Pacific (UNESCAP)

4. United Nations Convention of Rights of Persons with Disabilities (UNCRPD) – 2006

4.2 National Legislations: NPE – 1986 POA – 1992, RCI Act-1992, PWD Act-1995 with Latest Amendments, National Trust Act-1999, RTE Act-2009

1. National Policy of Education (NPE) – 1986

2. Program of Action (POA) – 1992

3. Rehabilitation Council of India (RCI Act) – 1992

4. Persons With Disabilities (PWD Act) – 1995

5. National Trust Act – 1999

6. Right To Education Act (RTE Act) – 2009

4.3 Government Schemes And Provisions SSA, RMSA With Special Reference to The Provisions And Activities Aimed at Meeting The Needs of Children With Special Learning Needs

4.3.1 SSA (2000) Sarva Shiksha Abhiyan

4.3.2 Rashtriya Madhyamika Siksha Abhiyan (RMSA) – 2009

UNIT – 5

Educating Children in Inclusive Classrooms

5.1 Need For Creation of Physical, Psychological, Sociological Barriers Free Environment with in And Outside The Classroom

5.2 Assistive Devices And Technologies Required For Education of Children with Special Needs in Inclusive Classroom

5.3 Need for Parent And Community involvement to primate positive Behaviours And Social Competence in Children with Special Learning Needs

5.4 Need for Multidisciplinary Approach To Address The Educational Needs of Children with Special Learning Needs.

5.4.1 Multidisciplinary Approach

5.5 Challenges And Prospects in Providing Education in Inclusive Classroom