COURSE SUMMARY
Course Title: 
Inclusive School
Course Code: 
18EDU212
Year Taught: 
2019
Semester: 
4
Degree: 
Integrated Degree
School: 
School of Arts and Sciences
Campus: 
Mysuru

'Inclusive School' is a course offered at the School of Arts and Sciences, Amrita Vishwa Vidyapeetham, Mysuru campus.

On completion of the course, the student teacher will;

  1. Trace the historical perspective of Inclusive Education. 
  2. Distinguish the concepts of special education, integrated education and inclusive education.
  3. Justify the need for Inclusive Education.
  4. Analyze critically the needs, problems, causes and educational provisions meant for challenged children.
  5. Critically review issues and challenges in inclusive education.
  6. Interpret the policies and procedures for inclusive education.

Unit I: Introduction to Inclusive Education

1.1 Historical perspective.
1.2 Concepts of Inclusion- Special Education, Integrated Education and Inclusive Education.
1.3 Inclusive Education-need, objectives and scope.

Unit II: Inclusive school

2.1 Inclusive School – concept, need and planning -barriers free school.
2.2 Factors responsible for successful inclusion in the mainstream – future vision.
2.3 Issues and challenges in creating an inclusive environment in schools.

Unit III: Differently - abled children in Inclusive system

3.1 Concept, Identification, classification, causes and characteristics of children with orthopaedical, visual, auditory, speech , mental ,learning challenges, and social disadvantages.
3.2 Educational provisions for children with orthopaedical, visual, auditory, speech, mental , learning challenges, and social disadvantages.

Unit IV: Policies and Provisions for Inclusion

4.1 National and State Policies – Disability Act 1995, Convention of Right of Act 1992, Rehabilitation Council of India 1992 and International Policies.
4.2 Constitutional provisions and RTE Act.

Unit V: Management of Inclusive School

5.1 Role of functionaries -Parents, Peers, Teachers, Administrators, Community, Government and Private Organizations.
5.1 Class room management -Teacher skills and competencies.

  1. Identification of children with orthopaedical, visual, auditory, speech , mental, learning challenges, and social disadvantages.
  2. International Policies of Inclusive Education.
  3. Case studies-individual/families/institution.
  4. Visit to special schools.
  5. Visit to inclusive schools.
  6. Sociometry of a small group.
  7. Visit to National institutes, Government organizations and NGO’s.
  8. Interview – Parents, Peers and Teachers.
  9. Diagnosis and remedial measures – Procedures to be undertaken.
  10. Clinical and Psychological tests required.
  11. Designing evaluation tools - Preparing an Anecdote of an inclusive child.
References:
  1. Dhawan, M.L. (2007). Education of children with special needs, Isha books.
  2. Reddy Likanandha (2005) Education of children with special needs, New Delhi: Discovery publishing House.
  3. Guha, Aloka (1955), Compilation of Reading in Special Education, Tamil Nadu: The Spastics Society.
  4. Hegarty Seamus&AlurMithu (2002) Education and Children with Special Needs, Sage Publications.
  5. KarChintamani (1996) Exceptional children, New Delhi: Sterling Publishers Private Ltd.
  6. MaitraKrihna&SazenaVandana (2008), Inclusion Issues and Perspectives, New Delhi :Kanishka Publishers.
  7. Pandey R.S. &Advani L. (1955), Perspectives in Disability and Rehabilitation, New Delhi; Vikas Publications.
  8. Prasad Lakshman (1994), Rehabilitation of the physically handicapped, Hyderabad: Konark Publishes Pvt. Ltd.
  9. Purimadhumitha& Abraham George (2004). Handbook of Inclusive Education for educators, administrators and planners, New Delhi: Sage publications Ltd.
  10. Rajkumri. N.Alice, D. Rita Suguna Sundari et.al. (2006) Special Education, New Delhi: Discovery publishing House.