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Strategies for Effective Implementation of Inclusive Education

The time is here for inclusion. India cannot attain its goal of “a compulsory education for all children up to the age of 14” without adhering to the inclusionary policy because of the large number of exceptional and handicapped children dispersed throughout its territory. There has been harsh criticism of inclusion. It can prove to be the most successful tool for serving the interests of all sorts of students, whether exceptional or non-exceptional, by giving the least restrictive atmosphere and the most cost-efficient education within their grasp and at their doorstep, if planned and carried out appropriately.

strategies for inclusive education

Full inclusion should be regarded as a broad-based strategy for the education of all students, free from any kind of discrimination, in government schools as well as supported non-government institutions.

For the time being, special schools that care for a few well-known categories of impaired children may remain open. However, the government, NGOs, and charity individuals involved in such endeavours should concentrate on offering incentives to the schools, which require assistance for inclusion to be a success.
The pre-service and in-service training of classroom and subject teachers, as well as other school staff members involved with the kids, should be given top attention in order to provide them with the information, abilities, and attitudes needed to operate in an inclusive environment.
The teachers and students working in an inclusive environment should have access to essential support services like those provided by special education teachers, and experts, resource room facilities, aids and equipment, environmental modifications to meet the needs of children with disabilities, and guidance and counselling services. The necessary resources may be kept in a district- or a block-specific pool for use in providing such support to the schools.

The emphasis should now be on providing appropriate, personalised curriculum and instruction rather than some shared educational goals as commonly addressed in a regular non-inclusive set-up because there are too many differences and the inclusive class setup provides a heterogeneous bunch.
Teachers should thoroughly learn and put into practice the appropriate techniques and strategies that are suitable for the inclusive set-up, such as the collaborative team approach, activity-based learning, cooperative learning and experiences, data-based instruction, creative problem-solving, and peer-to-peer support. Simply because fundamental teaching and learning concepts are the same for all children of a given age group regardless of their normalcy or exceptionality, the same tactics and strategies are critically needed for use with non-exceptional children.
We shouldn’t place too much emphasis on or hold the kids in an inclusive educational environment to the same standard of learning results. In such a system, all children simply engage in a process of learning as much as they can about a given subject; how much and precisely what they learn will depend on their background, interests, and talents.

If necessary, exceptional/disabled students may receive special education services, such as resource room accommodations, specialized instruction, and support from specialists, to assist them to stay on track while moving through an inclusive environment.

In this sense, the inclusion policy might prove to be extremely beneficial and practical for accomplishing the national goals of “education for all” and “equal educational opportunity” if we endeavour to develop and implement it with the utmost sincerity and commitment.

In addition to advancing the interests of all children within the country’s constrained resources and means, opportunities”