Inclusive Education : Needs Practices and Prospects
Contents: Preface. 1. Inclusion: theoretical perspectives. 2. International and national scenario. 3. Research focus. 4. Educational needs of the sensorially impaired children. 5. Why reform in teacher education curriculum? 6. How to enrich the existing curriculum? 7. Present status and future prospects. Bibliography. Index.
Inclusion is a recent step in special education. Even though, it remains a complex and controversial issue, it has been accepted and interpreted innumerably. The present work is based on research on inclusive education for sensorially impaired children and teacher education that focuses the linkages between the two as a mean of achieving the goal of education for all and solution to the problems encountered in getting the desired and fruitful results. Lack of training input to teachers in disability is a challenge for inclusion of children with special needs in mainstream education.
It is essential to keep an eye on the status of existing practices, research efforts and responses of the beneficiaries on inclusive education. Are the beneficiaries satisfied with the current set of situations or they have some other opinion? What is the position of actual practitioners i.e. teachers? Are they competent enough to deal children with special needs in inclusive setting? Do they have sufficient input for completion of work at satisfactory level? What is their opinion or attitude about the task given to them by the competent authorities? Confronting the above questions will set the stage for future agenda for further improvements. Do the existing teacher training courses at elementary level fulfill the requirements of teaches to teach in inclusive setting? If not, then how to enrich or reform the pre-service elementary teacher education programme for promoting inclusion of children with sensorial impairment in mainstream education. (jacket)
Inclusion is a recent step in special education. Even though, it remains a complex and controversial issue, it has been accepted and interpreted innumerably. The present work is based on research on inclusive education for sensorially impaired children and teacher education that focuses the linkages between the two as a mean of achieving the goal of education for all and solution to the problems encountered in getting the desired and fruitful results. Lack of training input to teachers in disability is a challenge for inclusion of children with special needs in mainstream education.
It is essential to keep an eye on the status of existing practices, research efforts and responses of the beneficiaries on inclusive education. Are the beneficiaries satisfied with the current set of situations or they have some other opinion? What is the position of actual practitioners i.e. teachers? Are they competent enough to deal children with special needs in inclusive setting? Do they have sufficient input for completion of work at satisfactory level? What is their opinion or attitude about the task given to them by the competent authorities? Confronting the above questions will set the stage for future agenda for further improvements. Do the existing teacher training courses at elementary level fulfill the requirements of teaches to teach in inclusive setting? If not, then how to enrich or reform the pre-service elementary teacher education programme for promoting inclusion of children with sensorial impairment in mainstream education. (jacket)
