Learning Disability and Beyond

INCLUSIVE EDUCATION

It was a beautiful December winter’s morning, just right to be outdoors neither too warm or too cold. In fact, due to my medical profession, during the last nine to ten months of the challenging Covid Pandemic it was the first time I had been in a public gathering of any nature. Within the safe parameter’s of Covid Protocol I had the pleasure of interacting with the teachers of the junior section upto the 7th Standard of Royal Global School, Guwahati for an interactive session on “Sensitisation and Awareness Of Learning Disability in the early years”, moderated by Consultant Psychologist Meenakshi
Borthakur ,Counsellor, RGS. It was very encouraging to see that the teachers had put in sincere efforts to help the children with Learning Difficulties and learning Disabilities and was like witnessing the seeds of “Inclusive Education” germinate.
A few of the concessions given to such children in accordance to their abilities were : preference to oral examinations rather than written ones, simplified and direct question paper’s in mathematics and science. During the course of the normal school routine they had sessions with one of the teacher’s who had been trained as a special educator.
On a different occasion, I was also very fortunate to interact with Ms Manobi Deka, Founder Director & Principal SPARSH, Guwahati a primary schooling center from the pre school age of 2yrs to 5th Standard. They have been teaching regular children and those with special needs in consultation with the Special Educator of NIPCCD ( National Institute of Public Co Operation and Child Development ) and the Clinical Psychologist. So, here also we can see the pattern of Inclusive Education evolving. Tremendous work is yet left to stream line such educative practices but it is heart warming to see a concerted effort in the right direction.
This brings me to the concept of, “Inclusive Education”,
Inclusion in education is based on the belief that every child can learn and realise his or her potential if provided equal opportunities to participate in school, supported with resources required as per his or her needs. This means that general education is the placement of first choice for all wherein a child with disabilities is with his/her peers without disabilities to the maximum degree possible. Children studying in an Inclusive School develop confidence and imbibe values of sharing and participation. Of most importance is that “Inclusion”, is a basic human right and not a privilege. For Inclusion to become a reality the educative system has to both flexible and innovative.
Inclusion is defined in the United Nations General Comment No(GC4) as:
A process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age, range, with an equitable and participatory learning experiences and environment that best corresponds to their requirements and preference.
*All teachers should be teachers of students with disability.
*Equitable does not mean equal. It refers to compensation by giving more to those who have less to equalize opportuniti and redress disadvantage.
*Participatory refers to discussion with parents and students and considering their opinions in discussion making.
*Requirements, is a rights based term that replaces the word “needs”.
An important point to note is that, The Rights Of Persons with Disabilities Act, 2016 in its clause 2 (m) defines inclusive education by emphasizing on the condition that all students ( except severe cases) should learn together in the same school and teaching there should be appropriately adapted to meet the needs of different types of special children.
In short, the Inclusive School should cater to the needs of its students “ With Special Needs” rather than the children’s parents having to organize their own special educators.
For a greater insight into Inclusive Education readers may refer to the book, “HANDBOOK of INCLUSIVE EDUCATION”, a publication of the Central Board Of Secondary Education which in the present changing scenario of education is a must for all teachers.

A few glimpses of December 16th 2020 at Royal Global school.