By Peerzada Aarif
Recently, I had the opportunity to attend an orientation program on various aspects of inclusive education, organized by the District Institute of Education and Trainings (DIET) Baramulla. This program underscored the need and importance of inclusive education in our schools. Resource persons, through detailed presentations, discussed how to create truly inclusive heterogeneous classrooms, acknowledging and addressing existing diversities and differences. The Department of Education, in collaboration with SCERT, has been conducting such capacity-building programs for teachers, aligning with the provisions of NEP 2020.
Inclusivity is paramount for addressing the diverse needs and aspirations of children within heterogeneous groups. No classroom is homogenous. Classrooms inherently include children from varied socioeconomic backgrounds, diverse caste groups, different religious groups, different genders, children with disabilities (also known as children with special needs or CWSN), children with specific learning disabilities, socially and economically disadvantaged groups (SEDGs), and other forms of diversity.
To address these diversities and ensure the inclusion of all groups, the National Education Policy (NEP) 2020 emphasizes the concept of inclusive education in our schools.
Inclusive education, as advocated by prominent educationists and philosophers, aims to cultivate a positive and supportive classroom atmosphere, ensuring a fair and equitable learning environment for all children. It seeks to prevent exclusion and discrimination in all its forms.
Inclusive education refers to a teaching and learning environment that supports all students, regardless of their abilities, learning styles, or disabilities. It is founded on the principle that all children have the right to learn together in mainstream classrooms within the same schools.
The National Education Policy (NEP) 2020 strongly emphasizes inclusive education, with the objective of ensuring that all students, irrespective of disability or ability, have access to high-quality education. The policy also prioritizes equity and social justice.
According to the United Nations Children’s Fund (UNICEF), “Inclusive education means all children in the same classrooms, in the same schools.” It entails providing meaningful learning opportunities for groups that have been traditionally marginalized, including not only children with disabilities but also speakers of minority languages.
The core principles of inclusive education centre around ensuring equitable access, participation, and a supportive environment for all learners, regardless of their background or abilities. It is about fostering a sense of belonging and celebrating diversity.
Despite notable advancements in global education, millions of children from marginalized communities remain excluded from quality education. They encounter barriers such as poverty, discrimination, inadequate infrastructure, and insufficient teaching resources, which impede their access to learning opportunities. UNESCO reports that approximately 258 million children and youth are out of school globally, with marginalized groups being disproportionately affected. The absence of inclusive education perpetuates cycles of poverty and inequality and hinders the potential of these individuals to contribute fully to their communities and society.
In Jammu and Kashmir, there is a substantial population of children belonging to various marginalized, disabled (CWSN), and other disadvantaged groups. The 2011 Census reported approximately 4 lakh people in Jammu and Kashmir living with various disabilities. While this data needs updating, it’s acknowledged that the number of individuals with disabilities, including conditions like autism and learning disabilities, has been increasing. Like other regions, the Union Territory of Jammu and Kashmir has a significant population of children with special needs.
In Jammu and Kashmir, the estimated population of children with special needs (CWSN) is around 30,273, representing 0.8% of the 5-18 year old child population, with a slightly higher percentage of boys (53.3%) than girls (46.7%).
The concept of fostering inclusivity within the classroom and treating all children with equality and equity is rooted in the idea of eliminating discrimination and creating inclusive schools where all children, despite their differences, receive education in a supportive and positive learning environment.
The Department of Education and SCERT JK have undertaken various initiatives to address the needs of Children With Special Needs (CWSN) or children with disabilities, with the aim of integrating them into the educational mainstream. However, more concerted efforts are necessary in this direction.
The concept of inclusive education represents a paradigm shift from traditional teaching methods to more progressive and active pedagogies. It facilitates the removal of barriers and obstacles, enabling the realization of universal education and the development of a well-structured nation. Every child possesses the capacity to integrate into their community and develop a sense of belonging. Teachers play a crucial role in identifying students’ strengths and weaknesses and tailoring instructional programs accordingly.
Teachers, as key stakeholders, must equip themselves with new and advanced learning techniques, adhering to the guidelines of NEP 2020, to ensure the effective implementation of inclusive education principles at the grassroots level. Our schools should be inclusive spaces for all forms of diversity. Embracing diversity will pave the way for education for all, ultimately fostering the progress and development of our future human resources, who are being shaped within our classrooms.
At the administrative level, the government needs to upgrade existing infrastructure to better cater to the needs of children from disadvantaged groups, including CWSN. Regular teacher training programs and the appointment of special educators are vital for creating safe and supportive learning environments in our schools. Providing specialized facilities in schools for CWSN children and addressing the specific needs of different genders are also crucial considerations.
In conclusion, fostering inclusivity within our schools will contribute to building a social structure founded on social justice and equity.
- The author is a teacher and a freelancer.He can be reached at aarifpeerzada1@gmail.com
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