National and International Perspectives on Inclusive Education: New Trends and Changing role of Special Education.

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National and International Perspectives on
Inclusive Education New Trends and Changing role
of Special Education.

• Prof. Anita Julka
• NCERT , NEW DELHI

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Inclusive Education is a process of increasing
the participation of all students in school,
including those with disabilities
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INTERNATIONAL INITIATIVES

• Second Wave of Reform beginning in 1970s The
  Community Living Movement.
• Vision People with disabilities integrated into
  communities.
• Third Wave of Reform beginning in 1990s The
  Self-Determination Movement
• Vision People with disabilities as valued,
  contributing citizens of their communities

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• The UN Declaration on the Rights of Disabled
  Persons(1975)- deficiency-integration in normal
  life
• World Programme of Action(1982)- Whenever
  possible education should take place in an
  ordinary school system
• Convention on the Rights of the Child (1989-90)
  Disabled children have a right to access and
  integration subject to available resources
  appropriate to the childs condition
• Jometien World Declaration of Education for All
  (1990)
• UN Standard Rules on the Equalization of
  Opportunities for Persons with Disabilities(1993)
  Moved forward towards a social model in Rule 6 on
  education but emphasis on access and equality
  not quality
• The Salamanca Statement and Framework for Action
  on Special Needs Education (1994)- inclusive
  education as athe means by which education for
  all may be achieved

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• Daker World Education Forum (2000) Daker
  Framework of Action
• Millennium Declaration (2000)- Goal 2 Achieve
  universal primary education by 2015
• International Classification of Functioning and
  Disability (WHO,2001)-TWO DIMENSIONS- functioning
  and disability (body functions/structures,
  activities /participation) contextual factors
  (Envt., personal)
• The Biwako Millenium Framework for Action
  (2002)-inclusive, barrier-free and rights-based
  society for persons with disabilities
• The Convention on the Rights of Persons with
  Disabilities (2006)- equal access to primary and
  secondary education

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National Initiatives

• The Indian Education Commission (1882-83)
• The Wardha Scheme or the Zakhir Hussain
  Committee Report (1938)
• Sargent Report, 1944
• Constitution of India (1950)
• Kothari Commission, (1964-66)

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2006 National Policy for Persons with Disability
Important Milestones



2005 Comprehensive Action Plan


2005 National Curriculum Framework
1997 2000 Inclusion of IE in DPEP SSA
1994 The Salamanca Statement Framework of Action
1986 National Policy on Education
1974 Scheme of IEDC
1968 National Policy on Education
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The Constitution (Eighty-sixth Amendment) Act
2002
Legislative Frameworks
1999 National Trust for the Welfare of Persons
with Autism, Cerebral Palsy, Mental Retardation
and Multiple Disabilities
1995 The Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full
Participation ) Act
1992 Rehabilitation Council Of India Act
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Changing Role of Special Education
The International Standard Classification of
Education replaced the term special education as
special needs education (1997)-educational
intervention and support designed to address
special educational needs irrespective of place
of intervention
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Present Scenario
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• The Programme of Action (1992) PWD Act (1995)
  while promoting integrated education had also
  suggested a Pragmatic Placement Principle
• The Salamance Statement (1995)- the special
  schools in their new found identity would become
  a much more flexible resource by working in
  partnership and creating a response to special
  needs, not only in alternative form of provision
  and intervention but within the mainstream
  classrooms, curricula and pedagogies themselves.
  Special and general education, in other words,
  are gearing to move a significant step closer
  together.

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Changing Scenario
Inclusive Education
Integrated Education
Special Education
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Present Areas of Partnerships

• Resource Support
• Teacher Training
• Additional Teaching
• Early Intervention
• Parental Guidance Counseling

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Three things to be Considered for changing the
nature of Special Education

• The right to education- Differentiating Education
  as a human right from education as a means of
  achieving human rights eg. Economic and
  development rights
• Challenging deterministic beliefs about ability-
  Conveying the anti deterministic (biological
  determinism) stand in teacher education
  programmes
• Researching teaching practice- teachers need to
  persist in tinkering for expanding their
  repertoire of responses research on
  difficulties students face may result in
  pedagogical practices that are inclusive for all
  learners