C) ROLE OF CLASSROOM TEACHER IN THE CONTEXT OF ROLES OF VARIOUS AGENCIES, FUNCTIONARIES AND
REHABILITATION PROFESSIONALS
D) INVOLVING EXTERNAL AGENCIES FOR NETWORKING INCLUDING NGOS
Unit 4C and 4D
The teachers can play the following roles in the context of roles of various
agencies, functionaries and
rehabilitation professionals -
1. Formulation and implementation of the government policies
2. Organization of workshops and training courses 3. Initiating intervention strategies
4. Procuring resources through various agencies 5. Assistance to cover the uncovered areas
6. Develop linkages with rehabilitation centres
7. Create awareness about the contribution of international and national agencies in inclusive education
1. Formulation and implementation of
the government policies
Participation in policy making
Teachers can participate in development of comprehensive policies and legislation on education for children with disabilities, including regulation of objectives, content, methods and evaluation of education for children with disabilities;
teachers can help various agencies in framing policies with reference to organization of training programmes providing guidance of schemes, policies, infrastructure and equipment for the education of children with disabilities.
Implementation of the government policies
Teachers can help other stakeholders to acknowledge the right to education of children with disabilities.
Teachers can promote belief of the disable children and their parents that they must be identified specifically in all policy documents and action plans.
Knowledge about the measures need to be given to them to make sure that they have access to education of good quality that is appropriate to their differing needs.
Role of teachers towards implementation of SSA
The Indian government is spending a
huge amount to popularize awareness
for the compulsory elementary
education through advertisement in
mass media. But the virtual medium of
success for SSA are the teachers. The
teachers should be prepared to own
responsibility with dedication and
commitment. This could be an
economical and better option for the
success of the programme.
Cooperation in implementation of progressive five year action
plans
It is very important that national policy has clearly defined five year action plans that progressively move towards the goal of full inclusion to avoid a situation where schools and others feel overwhelmed by the tasks.
Teachers can help the government to
proceed slowly, taking into account the
current situation and the readiness of the
school system for change, but with very
clear guidelines for action at each stage of
the process.
Bring uniformity in
implementation of inclusive education
The ‘Integrated Education for Disable Children’ (IEDC) implemented by NGOs uses a different pattern in comparison to IEDC implemented by the government.
Discrepancies in teacher preparation are certainly an area of major concern.
There is a need for uniform and adequate preparation of general teachers, textbooks, and learning materials based on inclusive education principles.
The teachers can play a major role in bringing uniformity in the pattern of teacher preparation and implementation of education as per the principles of IEDC.
2. Organization of workshops and
training courses
Organization of workshops in the school
The training of general teachers at pre-service and in- service levels should address the issue of education of children with disabilities so that teachers are better equipped to work in an inclusive environment.
Workshops can be conducted with a special focus on inclusive set up. Issues like identification of the challenged learners, classroom management, adaptation of curriculum, development of multisensory learning material, etc. can be taken as theme for the workshops.
Since rapport with the parents and the community is an important component for bringing inclusion, workshops can be organized for the parents in the local schools.
Organize workshops to create inclusive schools
The United Nations, the World Bank and other international and donor agencies can assist in the process of reforming national education systems to make them more inclusive by providing support, expertise and assistance, and by helping countries share information and experiences.
The teachers and the school authority can make systematic efforts to avail of this assistance and expertise for the benefit of the challenged learners.
Participate in the courses in
organized by the government agencies
If inclusive education is to become a reality in India, then the training of teachers has to become a top priority. The government agencies and educational authorities in India may adopt a policy of training one teacher from each school or a cluster of schools.
The teacher would need to be provided with intensive training to work with various disabilities and could then act as an integration specialist or an inclusion facilitator for one or a number of schools located in close proximity. Also in-service teachers would need continued training to update their skills and knowledge of integrated education strategies.
The principal can depute the teachers for the training courses. The teachers need to implement the skills to create and sustain inclusive culture.
Organize courses in
collaboration with the government agencies
Teachers can opt for the courses organized for trainers. For example IGNOU, in association with Rehabilitation Council of India, is offering various courses to the trainers of children with disabilities, including teachers.
It is expected that such training, accompanied with ongoing in-service training, would prove very useful for school educators. It would, however, be important that practical aspects of implementing inclusive education form a key part of any such course.
To participate in School- university partnership
programme
The multilingual, multi-cultural and multi- religious nature of India is often cited as a challenge in implementing any educational reforms. Local universities in each of the States and Union Territories may play a significant role in overcoming this challenge.
Teachers can participate in pilot projects run for local schools initiated by universities to explore strategies that may be appropriate for each region. Also, books on practical strategies can be developed in the common language spoken by educators in each of the States.
3. Initiating intervention strategies
Timely referral of the challenged learners
School teachers can refer students to the government agencies to make them avail of the benefits provided by
‘National Policy for persons with disabilities’ in early detection and Implementation of intervention strategies.
Information regarding availability of
such facilities can be disseminated to
people especially in rural areas.
Collaborate the government agencies in counselling and medical rehabilitation
Counselling measures can be adopted for strengthening capabilities of the
disabled and their families.
Medical intervention can be adopted through physiotherapy, occupational therapy, psychotherapy and surgical correction.
The teachers can collaborate with the state government, local level
institutions and NGOs
4. Procuring resources through various
agencies
Assistance in procuring Assistive devices
Teachers can take lead role in organizing camps for provision of special resources to the disable learners.
The devices such as orthoses, tricycle, wheel- chairs, surgical footwear and learning equipments like Braille books are provided by National Institutes, state governments and NGOs.
As per the provision of ‘Persons With Disabilities Act’ durable and scientifically manufactured modern aids and appliances of ISI standard are provided to reduce the effects of disabilities and to make their routine activities convenient.
To acquire benefit of resource teachers
School teachers can communicate with the national agencies to avail resource teachers as per the need of the students.
For example, communication with National Association for Blind (NAB), Ali Yavar Jung National Institute for Hearing Handicapped, Spastic Society of India, etc, is essential to get the expertise of resource teachers.
Regular teachers and parents can learn some basic skills of reading and writing from the resource teachers to support the challenged learners.
Acquisition of teaching learning material
There should be a focus on quality education with support systems for teachers and appropriate and accessible teaching materials, equipment and devices so that children with disabilities can achieve positive learning outcomes.
Multisensory resources – Audio visuals, videos, movie clips etc.
Material to use V-A-K-T technique
(Visual, Auditory, Kinesthetic, Tactile) – for
example tactile maps and geometry box,
books in big prints, Braille material etc.
Seek funding for inclusive set
up
To renovate infrastructure and build resources for education of children with disabilities teachers can apply for financial assistance from the government agencies and NGOs The government agencies also provide help for setting of resource room equipped with various learning resources in school for the disable learners.
Inclusion implies that the system has to adapt to facilitate learners needs. Financial aid can be sought for structural modifications like building up ramps, railings, modified toilets and assertive devices like mobility aids.
5. Assistance to cover the uncovered
areas
Assistance to cover the uncovered areas
Since 75 percent of the disabled persons live in rural areas, so with the help of services of professionals the un-covered and un-served areas can be covered.
The existing handful of teacher trainers cannot reach the vast number of teachers working with children with disabilities in rural/remote areas.
Teachers can play the role of para
teachers as per the guidelines of
government agencies and NGOs
Focus on finding out-of-school children
There is evidence from many countries that the majority of children with disabilities continue to be systematically excluded from the regular local community schools unless a real commitment is made to include them in formal national policy, with strategies and action plans specifically designed to find and include them.
A strategy for finding out-of-school children should be part of national policy. A close relationship with NGO partners, schools and the community will facilitate this process.
Assistance in survey
To develop accurate statistics on children with disabilities school teachers can provide help in data collection
The statistical information is needed
to locate the disable children who
are out of school in order to increase
the percentage enrolment of children
with disabilities in primary schools
6. Develop linkages with government
agencies
Develop Linkages with primary health care centre
Early Childhood Care and Education (ECCE) will be possible only when there are strong linkages with the primary health care system. At present, experiments such as district rehabilitation centres, which work separately from primary health care, have not achieved much progress in ECCE. This is mainly because primary health care personnel lack of knowledge and skills on ECCE.
Components on early identification and intervention of children with disabilities are limited in the curriculum of health workers training programmes, as well as in primary health care personnel training programmes. It is a requirement that curriculum should go beyond mere awareness building and lead to development of practical skills.
Liaison between educational institutions and NGO
There is lack of clarity at different levels in understanding regarding inclusive education in the Indian context, and an urgent need to evolve operational frameworks for the planning and management of inclusive education.
Recent efforts have been made by NCERT to evolve a framework in collaboration with NGOs who have initiated successful practices in inclusive education. Schools and teachers can play a role of liaisons between NCERT and NGOs
To build and promote partnership of stakeholders
Decisions on policy and practices for
the education of children with
disabilities should be made in
collaboration with education officials,
schools, parents, communities,
families and organizations of people
with disabilities.
7. Create awareness about the
contribution of international and
national agencies in inclusive
education
Awareness about international and
national agencies and their contribution towards inclusive education
Teachers can take initiative to conduct seminars and workshops to promote awareness about the contribution of leading international and national
institutions.
(Some examples are provided below)
Community School Program me- UN
The Community School Programme is a unique multi-state, multi-agency initiative.
The focus is on addressing the educational needs of working children, children with disabilities, and adolescent girls.
The UN-supported project clearly advocates an inclusive education strategy based on the Salamanca principles and UNESCO guidelines.
The states participating in this programme include Andhra Pradesh, Chattisgarh, Jharkhand, Karnataka, Maharashtra, Madhya Pradesh, Orissa, Rajasthan and Uttar Pradesh.
UNESCO
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth, and adults.
The movement was launched at the World Conference on Education for All in 1990, when agreed to universalize primary education and massively reduce illiteracy by the end of the decade.
Ten years later, with many countries far from having reached this goal, the international community met again in Dakar, Senegal, and affirmed their commitment to achieving Education for All by the year 2015.
Mobility International USA
The mission of Mobility International USA (MIUSA) is to empower people with disabilities around the world to achieve their human rights through international exchange and international development. MIUSA works in four main areas to provide international programs and services including: the National Clearinghouse on Disability and Exchange, International Development and Disability, MIUSA International Exchange Programs and Women, Disability and Development.
Royal Commonwealth
Society for the Blind
Certain international agencies like
Royal Commonwealth Society for the Blind and Christopher Blind
Mission began experimenting the integration of visually impaired
children and other children. Around 1970,
the success of international
experiment in placing CWSN in
regular schools began to be noticed.
Inclusive Education in Viet Nam
Viet Nam was the first Asian country to receive Fast Track Funding from the World Bank in response to its development actions towards achieving universal primary education, its credible national EFA plan and poverty reduction strategies.
In Viet Nam, the education of children with disabilities has received attention for more than a decade. This has been stimulated by programmes of inclusive education developed in partnership with the Ministry of Education and Training by Save the Children, Sweden.
NCERT
Publish research based low cost books
Title -Education of children with special needs
Rs. 100
Data – about the children pursuing
inclusive education at various levels, primary secondary etc.
Rural and urban
Types of impairments- VI, HI, OI
NCERT
Case studies of ‘Inclusive primary school’- a neighbourhood school started by a local teacher for slum dewllers. Principle “education for all”. Help from special institutions
Benefits of early intervention
Readers are motivated for inclusion,
to change attitudes
d) Involving external
agencies for networking
including NGOs
Involve NGO's in implementing inclusive education
programs: There are more than one
million NGO's working in India (Canadian International Development Agency, 2003).
Although not all of them are working in the education sector, a large number still
provide educational services to children with disabilities. These organizations can play a significant role in implementing
integrated education because they are
widely located in India and can serve both urban and rural school communities.
Assistance in Inclusion by NGO
The key role of NGOs is in mobilizing community participation. The NGOs have made a significant contribution in the area of inclusion through
the activities of early intervention, assessment, therapeutic
services, parents’ education, formation of self- help groups. Their objectives also cover
organizing training
programmes for rural rehabilitation workers, special and other educators, teachers and parents, CWSN and the community.
Adoption of innovative strategies
A number of NGOs have adopted innovative philosophies and strategies for educating children with disabilities, primarily through encouraging the use of an integrated and inclusive approach.
The National Association for the Blind working in various states, Ramakrishna Vidyalaya in Tamil Nadu, and the Blind People Association in Ahemedabad have developed teacher training programmes and learning materials.
promotion of Inclusion by NGO
