COLLABORATIVE AND CO-OPERATIVE LEARNING

COLLABORATIVE  AND  CO-OPERATIVE   LEARNING

Collaborative learning

Collaborative learning is an educational approach that involves groups of learners working together to solve a problem, complete a task, or create a product. It is based on the idea that learning is a naturally social act. Learning occurs though active engagement among peers, either face-to-face or online.

The main characteristics of collaborative learning are: a common task or activity; small group learning, co-operative behaviour; interdependence; and individual responsibility and accountability (Lejeune, 1999).
Collaborative learning is similar to, but not the same as, cooperative learning. In cooperative learning the task is divided vertically (i.e., members work more or less concurrently on different aspects of a project), whereas in collaborative learning the task is divided horizontally (i.e., members work together more or less sequentially on different aspects of a project) (Dillenbourg, 1999).

Cooperative learning

Learning work in a group and share idea is a great strength, one which began in a young age and is carried through in to adult life and the work place. Social Development Theory suggests that community and collaboration play a central role in the learning process as well as social interaction and behaviour.

Sharing idea however, is not easy for everyone as specially when there is a complex interplay of differing personality type – shy, extrovert, chatty or an un willingness to speak in front of the group, or individuals with stronger personalities who can don’t allow others to participate. Through collaborative learning, individuals can learn to develop more tolerance towards one another and through cooperative and encouragement, all members can successfully learn to share ideas.

Meaning collaborative learning

Collaborative learning is a situation in which two or more people learn or attempt to learn something together unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.). More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles put differently, collaborative learning refers to methodologies and environment in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis

Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artefact or product of their learning. Furthermore, collaborative learning redefines the traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful. Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.

Strategy of Collaborative learning (Learning Techniques)

Think/Write, Pair, Share:

The think/write, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions using three distinct steps:

 1. Think/Write: Students think independently about a question that has been posed, forming ideas of their own and write them down.

 2. Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.

3. Share: Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.

Round Table:

Round Table is a collaborative learning technique that allows students to assess prior knowledge, recall information and practice communication skills. The steps are:

1. Write: Each student writes one (or two or 3) sentences about a given topic (or this could be an answer to a question) on a piece of paper.

 2. Share: The paper is passed around to one group member at a time. Each group member responds in writing.

3. Summarize: When the original is returned, the student reads the comments from the group and shares what the collective sense of what was said in the group about the topic (or question)

Jigsaw:

Jigsaw is a collaborative learning technique that gives students practice in the acquisition and presentation of new material, in review, and in informed debate. Interdependence and status equalisation are developed.

The method is:

1. Each student on the team becomes an “expert” on one topic

 2. “Experts” group with members from other teams assigned the corresponding expert topic.

 3. Upon returning to their teams, each one, in turn, teaches the group.

4. Students are all assessed on all aspects of the topic.

Concept Mapping:

 Concept mapping is a collaborative learning technique that allows students working in groups a way of illustrating the connections that exist between terms or concepts covered in course material.

The method is:

 1. Students write terms from the course on a large piece of paper

 2. Lines are drawn connecting individual terms to indicate the relationships between terms. Most of the terms in a concept map have multiple connections.

3. Developing a concept map requires the students to identify and organize information and to establish meaningful relationships between the pieces of information.

Meaning of Cooperative learning

Cooperative learning is a teaching method where small groups of learners work collaboratively towards a goal. It can be a very effective teaching model that allows students to interact with each other and be an active participant in their learning. Not all situations warrant a cooperative learning model though, so we’ll explore the advantages and disadvantages of this teaching method.

Advantages to Cooperative Learning

·        Students actively participate in their education by exploring and learning from each other. They are able to experience a wide range of thoughts and opinions on a subject from working with their peers. More importantly, they arrive at their own conclusions after having done research or exploring a topic thoroughly.

·        Students are able to practice and hone social skills such as working in a group, resolving conflict, problem solving, and taking directions from a peer leader to name a few. These important, life long skills are needed in the workplace but are rarely practiced in a typical lecture style classroom.

·        Cooperative learning is a teaching model that is heavily supported by research as being very effective. It can be used along with a variety of other teaching strategies, which we’ll address in a later post.

·        The teacher becomes a facilitator instead of a lecturer. They can work with the small groups individually, assisting and intervening when needed.

·        A deeper level of understanding can take place within groups as students delve into subjects they are interested in.

·        Groups can be assigned topics based on skill level or difficulty. This form of differentiation enables students of all abilities to be successful, even if their subjects or products may be different from their peers’.

Disadvantages to Cooperative Learning

Not all students work well with others, and may cause conflict within a group. This can potentially sabotage a cooperative learning environment.

• Not all lessons are ideal for group work. Easy or straightforward concepts may not be as interesting or successful in a cooperative learning assignment.
• Groups will finish at different times. This can add a layer of classroom management complexity for the instructor.
• Cooperative learning groups can create a level of noise within the classroom that the teacher might not be comfortable with, or know how to manage well.
• Some students may not do their fair share of work, or certain students may monopolise the task. This can lead to challenging grading situations for the teacher.

We will address many of these disadvantages in the coming series of posts, and discuss how to work around these challenging aspects. We’ll also look at which class situations are most suitable for cooperative learning methods. Stay tuned!

Benefits of Cooperative Learning

 How can cooperative learning benefit you and your group?

Cooperative Learning helps to:

• Raise achievement of students.
• Build positive relationships among students - important for creating a learning community that values diversity.
• Provide experiences that develop both good learning skills and social skills.

 Research shows cooperative learning helps to produce:

• Higher achievement.
• Increased retention.
• More positive relationships and a wider circle of friends.
• Greater intrinsic motivation.
• Higher self-esteem.
• Greater social support.
• More on-task behaviour.
• Better attitudes toward teachers.
• Better attitudes toward school.

Hopefully you have already had some successful experiences with cooperative learning and you can relate to many of the benefits listed above. If you haven't had any experiences with team or group work, or if you have only had bad experiences, don't worry! Becoming skilled in cooperative learning takes time, patience, and persistence. The more you learn about cooperative learning and the more you practice your skills, the better you will become and the more benefits you will experience. It takes time.

Five Basic Elements of Cooperative Learning

There are five fundamental elements involved in cooperative learning. In fact, these five elements distinguish cooperative learning from other forms of group learning. These elements can be thought of as pieces in a puzzle. When all of these elements are present in a learning situation, the result is a cooperative learning group. The five basic elements of cooperative learning are:

• Positive interdependence
• Individual and group accountability
• Interpersonal and small group skills
• Face-to-face primitives interaction
• Group processing

Positive interdependence :

This means the group has a clear task or goal so everyone knows they sink or swim together. The efforts of each person benefit not only the individual, but also everyone else in the group. The key to positive interdependence is committing to personal success as well as the success of every member of the group.

Individual And Group Accountability:

The group is accountable for achieving its goals, and each member must be accountable for contributing a fair share of the work toward the group goal. No one can "hitchhike" on the work of others. The performance of each individual must be assessed and the results given back to the group.

Inter personal and small group skills:

Interpersonal and small group skills are required to function as part of a group. These are basic teamwork skills. Group members must know how to - and be motivated to - provide effective leadership, make decisions, build trust, communicate, and manage conflict. 

• Completing tasks
• Communicating
• Decision making
• Managing conflict
• Appreciating group members

Face to Face primitives Interaction:

This means that students promote each other's success by sharing resources. They help, support, encourage, and praise each other's efforts to learn. Both academic and personal support are part of this mutual goal. 

Group processing:

Group members need to feel free to communicate openly with each other to express concerns as well as to celebrate accomplishments. They should discuss how well they are achieving their goals and maintaining effective working relationships.

To help you understand cooperative learning a little better, here are some ideas and activities that could help team members develop better skills in each of the areas listed above.

Ways to Ensure Positive Interdependence:

• The group has only one pencil, paper, book, or other resource.
• One paper is written by the group.
• A task is divided into jobs and can't be finished unless all help.
• Pass one paper around the group on which each member must write a section.
• Each person learns a topic and then teaches it to the group (Jigsaw method).
• Offer a reward (e.g. bonus points) if everyone in the group succeeds.

 Ways To Ensure Individual and Group Accountability:

• Students do the work before bringing it to the group.
• One student is chosen at random and questioned on the material the group has studied.
• Everyone writes a paper; the group certifies the accuracy of all their papers; the instructor chooses only one paper to grade.
• Students receive bonus points if all do well individually.
• Instructor observes students taking turns orally rehearsing information.

 Ways to Ensure Interpersonal and Small Group Skills:

• Be on time for group meetings and start them on time.
• Listen to others. Don't be so busy rehearsing what you are going to say that you miss other group members' points and ideas.
• Don't close the road to mutual learning by interrupting or using language that can be regarded as a personal attack.
• Make sure everyone has the opportunity to speak.
• Don't suppress conflict, but do control and discipline it.

 Ways to Ensure Face-to-Face Primitives Interaction:

• A student orally explains how to solve a problem.
• One group member discusses a concept with others.
• A group member teaches classmates about a topic.
• Students help each other connect present and past learning.

 Ways To Ensure Group Processing:

• Group members describe each other's helpful and unhelpful behaviours and actions.
• As a group, make decisions about which behaviours to continue and which behaviours to change.

Additional Elements of Effective Groups

Although team dynamics (how the individual team members work together) can differ from team to team, effective teams share the following characteristics:

Full participation - All team members contribute their time and energy to the project. More importantly, all team members participate in the decision making process.

Trust - Members trust that each member will add value to the project, and members work to ensure that everybody contributes and that appreciation is expressed for different contributions.

Open communication - Communication is the glue that holds a team together. Communication is effective when all members:

• Contribute ideas.
• Provide feedback constructively.
• Ask for clarification on anything that might be confusing.
• Provide frequent updates.
• Listen to each other carefully.

Social/business balance - Although teams shouldn't socialize 100% of the time, it shouldn't be all business either. Casual conversation allows members to know each other better, leading to better working relations.

Reference:

Dr. Spencer Kagan (1999) , Cooperative Learning: Seventeen Pros and Seventeen Cons plus Ten Tips for Success, Kagan Online Magazine. Retrieved from: https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK06.php

https://clt.curtin.edu.au/teaching_learning_practice/student_centred/collaborative.cfm

http://www.masterofartsinteaching.net/best/online/

Unit :1 Government Policies and practice in Inclusive education

Historical Developments of Special and Inclusive Education in the Education of Students with Disabilities in India :

               The UN General Assembly's declaration of 1981 as the international Year of Disabled Persons; proclamation of 1983-1992 as the Decade of  the Disabled by UN; followed by the UNESCAP Decade of the Disabled Persons from 1993-2002; and subsequently the World Conference on Special Needs Education in Salamanca in June 1994, have all played an important role in bringing the spotlight on to people with disabilities, especially on education as a vehicle for integration and empowerment. Not surprisingly, many of these mandates have shaped new national legislation and policies, undertaking an analysis of two Government reports, nearly two decades apart - the Sargent Report produce in 1944 and written prior to independence (Central Advisory Board of Education, 1944) and the Kothari Commission (Education Commission 1966) - highlights the government's approach towards the education of children with disabilities. Both these reports recommended the adoption of a "dual approach" to meet the educational needs of these children. These reports suggested that children with disabilities should not be segregated from normal children;  rather, integrated education should be adopted. The Kothari Commission observed that "many handicapped children find it psychologically disturbing to be placed in an ordinary school"  ( Education Commission, 1966, p.109 )  and in such cases they should be sent to special schools. The Sargent Report also endorsed similar recommendations.

            Thus both these reports stressed the need to expand special and integrated facilities. This dual approach continued for the next 20 years and was reaffirmed in the National Policy of Education (MHRD, 1986).  Section IV of the National Policy of Education entitled "Education for Equality" state that" states that "where feasible children with motor handicaps and other mild handicaps will be provided for in special residential schools" )MHRD, 1986; 6).  A similar focus is articulated in the Persons with Disabilities Act, 1995 (Ministry of Law and Justice, 1996), which notes that, "it [the Act] endeavours to promote the integration of students with disabilities in the normal schools" (p 12 ) and also promotes the "establishment and availability of special school across the nation" (p 12) in both Government and Private sector.

      Over the years, the government has launched various programmes and schemes to meet its commitments towards the education of children with disabilities. Among the first of these efforts was the Project integrated Education of the Disabled Children (PIED) launched in 1987 in collaboration with UNICEF, in 10 blocks in 10 States and Union Territories across the nation. Taking note of the outcomes and recommendations of PIED, the integrated  Education for Disabled Children (IEDC) scheme, which was initially launched in 1974, was subsequently revised in 1992.  This scheme was shifted from the Ministry of Welfare to the Department of Education and greater assistance was provided to children with disabilities in mainstream schools. The IEDC is currently operative and offeres financial assistance towards the salary of teachers, assessment and provision of aids and appliances training of special teachers, removal of architectural barriers, provision of instruction materials, community mobilisation, early detection and resource support (MHRD, 1992). It covers 15,000 schools and has enrolled a  total of 60.000 children (RCI,2000).

         With India becoming signatory to the Salamanca Statement (UNESCO,1994), the 1990s saw the rapid incorporation of the term 'inclusive education' in various official documents, reports published by institutions such as the NCERT and media. The background  paper of workshop organised by the RCI stated: while special education began in India with the establishment of special schools, It was in 1960s-1970s that integrated education began to be advocated; however, after 1994, inclusive education is strongly recommended'(RCI, 2001: 2). This focus on inclusive education is evident in the approach adopted by the District Primary Education Programme (DPEP). At a national workshop organized to discuss the role of inclusive education, the Director of Elementary Education and Literacy argued;\:

               Zero rejecation policy had to be adopted as every disabled child had to be educated. But multiple option could be used.... [thes] include inclusive education, distance education, home-based education, itinerant model and even alternative schooling (DPEP, 2001: 3)

                The Sarva Siksha Abhiyan, SSA ( into which DPEP was incorporated) thus extends the dual approach historically adopted towards the education of children with disabilities, by propagating a "multi-optional delivery system".  It categorically brings the concerns of children with disabilities, or those it terms as  "children with special needs  (CWSN)"  under the framework of "inclusive education" (IE):

                SSA will ensure that every child with special needs, irrespective of the kind, category and degree of disability, is provided education in an appropriate environment.  SSA will adopt 'zero rejection' policy so that no child is lift out of the education system. (SSA, 2007:1)

                SSA further extends the range of options from special and mainstream/ 'regular' schools to Education Guarantee Scheme /Alternative and innovative Education ( EGS/AIE) and  Home Based Education  (HBE).  Therefore the implicit assumption that inclusion should strengthen or enable mainstream educational participation of children with disabilities does not necessarily hold true in the model proposed by SSA.  Rather it seems to advocate a stance that education should be imparted in an environment that is most suited to the child's needs and there should be flexibility in planning, While the SSA objectives are expressed  nationally, it is expected that various states and districts will endeavour to achieve universalization in their own respective contexts and by 2010. It therefore offers each district, flexibility to plan for activities aimed at educating CWSN, depending on the number of children identified and the resources available to effectively implement the IE programmer. While such flexibility might be regards  as a positive step. It is not surprising that this has resulted in many different models of inclusive education operative across the country - raising concerns about the quality and effectiveness of provision.

Reference:

John Beattie, LuAnn Jordan, Robert Algozzine,(2006). Making Inclusion Work: Effective Practices for All Teachers. SAGE Publication, California Retrieved from https://books.google.co.in/books?id=TqD3a5LTAjYC&pg=PA250&dq=approaches+of+inclusion&hl=en&sa=X&ved=0ahUKEwiu8uL79cLjAhXq4HMBHQ-zBuQ4FBDoAQgpMAA#v=onepage&q=approaches%20of%20inclusion&f=true

Rita Cheminais (2002). Inclusion and School Improvement: A Practical Guide. David Faltin Publisher, USA. Retrieved from https://books.google.co.in/books?id=IttkAgAAQBAJ&pg=PT74&dq=approaches+of+inclusion&hl=en&sa=X&ved=0ahUKEwiu8uL79cLjAhXq4HMBHQ-zBuQ4FBDoAQhMMAU#v=onepage&q&f=false

Inclusive Education in India: Policy and Practices

Unit 1 Topic : Inclusive Education in India: Policy and Practices

HISTORICAL DEVELOPMENT

• Separate education for disabled 1880’s

• Teacher Training for VI in 1960

• The Integrated education for disabled children scheme in 1974.

• National Policy on education 1986.

• Project Integrated Education For disabled 1987.

• Rehabilitation Council India Act 1992.

• Programme of Action 1992.

• PWD ACT 1995.

• DPEP 1997.

• Nation Trust Act 1999.

• SSA 2000. • Making all school disabled friendly by 2020(2005).

National policies, programmes and legislation

            School education in India is a joint responsibility of the state and the central government. While the

organization and structure of education are largely the concern of the state, central government is primarily responsible for quality of education (Department of Education, 2004). There are slight variations in howschool education is organised across different states in India (Singal, 2006).Schooling across most states (despite some variations) consists of three stages: primary, upper primary or middle, and secondary education. Children aged from6 to 11 years attend primary school (Grades 1–V), those aged from 11 to 14 years attend upper primary or middle school (Grade VI–VII) and those aged from 15 to18 attend secondary school (Singal, 2006). Children, including those with adisability, up to the age of 14 years have a fundamental right to education in India. However, a large number of children with disabilities remain outside the school system. In order to understand the context, it is critical to shed light on government initiatives that have influenced educational programmes for individuals with a disability.  It is important to note that most of the work in this regard was undertaken during the past four decades.                            

            One of the earliest formal initiatives undertaken                   by the GOI was the Integrated Education for Disabled Children (IEDC) scheme of 1974 (NCERT, 2011). The objectives of this scheme included the retention of children with disabilities in the regular school system, pre-school training for children with disabilities and 100% financial assistance as per pre-scribed norms for education of children with disabilities. This implied that the scheme would provide financial assistance to schools to cover expenses relating to educating students with disabilities in their mainstream classrooms. In addition to IEDC, in its Sixth Five-Year Plan (1980–1985), the GOI consideredintegrated education of children with disabilities a priority (NCERT, 2011).

            Subsequent increased funding for integrated education and supplementary policies, legislation and programmes indicated the government’s commitment in this regard. In particular, the provision of integrated education as an integral part of the education system was reflected in the National Policy of Action (NPA, 1981), the National Policy on Education/Programme of Action (NPE/POA, 1986–1992) and the Project Integrated Education Development (PIED, 1987; see NCERT, 2011 formore details). The National Policy on Education (1986) specifically recom-mended a goal to integrate ‘the handicapped’[sic] within the general community, at all levels, as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence (Ministry of Human Resource Development, 1986).These early efforts brought the issue of inclusive education to the forefront of national discourse in the 1990s.They also called for much needed resources to aid inclusion. While structural changes were taking place on the national level in terms of policy formulation, changes were slowly becoming evident at the school and classroom level. Azad (1996) reported that PIED resulted in both regularschool teachers and students becoming more receptive toward students withdisabilities.The             Government of India implemented the District Primary Education Project(DPEP) in 1994–5. This programme laid special emphasis on the integration of children with mild to moderate disabilities, in line with world trends, and became one of the GOI’s largest programmes of the time in terms of funding. Approxi-mately 40,000 million rupees (approximately 740 million US dollars) werebudgeted to fund this program in 149 districts across 14 states (NCERT, 2011).In 1996, the Persons with Disabilities (PWD) Act was passed by the Indian parliament (GOI, 2005). This legislation became the hallmark of a new era for the education of students with disabilities in India. An essential aspect of the legislations was the emphasis it placed on the integration of students with disabilities into regular schools (Das, 2001). For the first time, the integration of students with disabilities into regular schools entered the realm of Indian jurisdiction. One of the key features of this Act was that any kind of discrimination against persons with disabilities now came under the purview of law through grievance redress machinery established at the central and state levels. At the time of the passage of the legislation, it was recognized as a historical milestone in the provision of educational and other services to individuals with a disability.

            A number of other policy initiatives have been taken by the Government of Indiasince the passage of the PWD Act in 1996. Sarva Shiksha Abhiyan (SSA),launched in 2001, is one such initiative (GOI, 2005). SSA had a policy of ‘zero rejection’ and mandated that no child with special needs could be neglected or denied enrolment on the basis of a disability. In 2005, the Ministry of Human Resource Development implemented a National Action Plan for the inclusion in education of children and youth with disabilities. Furthermore, in 2009 IEDC was revised and named ‘Inclusive Education of the Disabled at the Secondary Stage’(IEDSS). The IEDSS scheme provided the opportunity to all students with dis-abilities who had completed eight years of elementary schooling to complete four years of secondary schooling in an inclusive environment. Evaluation of IEDSS has shown an increase in student enrolment in 11 states from 2010 to 2012. In2010, ‘India implemented the Right to Education Act (RTE) to legally support inclusive education’ (Bhan and Rodricks, 2012, p. 367). In addition, a working draft of the PWD Act 2011 was prepared by the Centre for Disability Studies, University of Hyderabad and was due to pass in 2012 (Deccan Herald, 2012). The Act is a significant shift in the way disability is conceptualized by law-makers(Centre for Disability Studies, 2011), as is evident in the committee report that was responsible for reviewing the amended Act. The committee reported: ‘The new paradigm is based on the presumption of legal capacity, equality and dignity. . . .This statute recognizes that persons with disabilities are an integral part of human diversity, enriching it with their vision, their experience & their creativity. The statute seeks to provide a vehicle that ensures participation in society on an equal basis with others and seeks an equality of outcome by recognizing multiple discrimination faced by women and children’ (p. 5).Although the amended law has not yet been passed by the Indian parliament, it shows the government’s commitment regarding the implementation of policy initiatives for PWD emphasizing inclusive education. It is likely to be debated in parliament in 2015.

            The Government of India has demonstrated that it is committed to equalisingeducational opportunities for all children, including those with disabilities.Finding out how much of that commitment has translated into reality warrants careful examination of the extent to which the needs of students with disabilities are being met in inclusive classrooms. Our literature review yielded a dismal picture of the outcomes that the policy initiatives had aimed to achieve. For example, Mani (2003) argued that not even 5% of children with disabilities have been provided with educational services in inclusive classrooms, although the implementation of an integrated system of education began in 1975. Gopinathan(2003) contended that the percentage of students with disabilities attendingregular schools is even lower: only 750,000 students with disabilities receive educational services in regular schools, and the total population of students with disabilities stands at 30–35 million nationwide (Mitchell and Desai, 2005; Singh,2001).According to data provided by the Ministry of Human Resource Development(2007), the number of students with disabilities served under various inclusive education schemes/programmes is 5,800 through PIED; 203,146 through IEDC;621,760 through DPEP; and 1.6 million through SSA. It is clear from thesefigures that the number of students with disabilities receiving services underinclusive education has been constantly growing.

            However, it can also be said that the efforts made by the government have only been able to touch the fringeof the problem, considering the number of students with disabilities in thecountry.In order to understand why progress toward the goal of educational inclusion in India is so poor, we have identified some of the key challenges that we believe may have contributed. We discuss these challenges under two headings: challenges at macro level (or at the system level) and challenges at micro level (or at the school level).

Reference:

Sharma, U. and Das , A.( 2015). Inclusive education in India: past, present and future. Support for Learning · Vol. 30 (1). Retrieved from: https://www.academia.edu/11799252/Inclusive_Education_in_India_Past_Present_and_Future

MED 306 Inclusive Education

Unit:1 Introduction to Inclusive Education

Concept of Inclusive education

            What is “inclusive education”? According to UNESCO, inclusive education is seen as “a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion from education and from within education.” The goal is that the whole education system will facilitate learning environments where teachers and learners embrace and welcome the challenge and benefits of diversity. Within an inclusive education approach, learning environments are fostered where individual needs are met and every student has an opportunity to succeed.

Concept of Inclusive Education

            The principle of inclusive education was adopted at the “World Conference on Special Needs Education: Access and Quality” (Salamanca Statement, Spain 1994) and was restated at the World Education Forum (Dakar, Senegal 2000). The Statement solicits governments to give the highest priority to making education systems inclusive and adopt the principle of inclusive education as a matter of policy. The idea of inclusion is further supported by the United Nation’s Standard Rules on Equalization of Opportunities for Person with Disability Proclaiming Participation and equality for all. Inclusive Education (IE) is defined as a process of addressing the diverse needs of all learners by reducing barriers to, and within the learning environment. It means attending the age appropriate class of the child’s local school, with individually tailored support (UNICEF 2007).

            Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners. At the Jometin World Conference (1990) in Thailand, the goals for 'Education for All' were set and it was proclaimed that every person (child, youth and adult) shall be able to benefit from educational opportunities which would meet their basic learning needs. Inclusion is an educational approach and philosophy that provides all students greater opportunities for academic and social achievement. This includes opportunities to participate in the full range of social, recreational, arts, sports, music, day care and afterschool care, extra-curricular, faith based, and all other activities. In India, National Council of Educational Research and Training (NCERT) joined hands with UNICEF and launched Project Integrated Education for Disabled Children (PIED) in the year 1987, to strengthen the integration of learners with disabilities into regular schools. In recent years, the concept of inclusive education has been broadened to encompass not only students with disabilities, but also all students who may be disadvantaged. This broader understanding of curriculum has paved the way for developing the National Curriculum Framework (NCF-2005) that reiterates the importance of including and retaining all children in Main-stream Education.

Defining Inclusive Education

Inclusive education means students with diverse and different learning and physical abilities staying in the same classroom to learn side by side.  It is the act of placing students in age-appropriate general education classes in schools available in their immediate environment that gives access to high-quality instructions, interventions and assistance to meet up primary academic curriculum irrespective of any challenges they may have. Educators need to recognise the fact that children with disabilities have equal capacities to learn and perform optimally as their age-mates that are without limitations. These children are therefore supposed to be part of all educational activities in their classrooms and within the neighbourhood.  Such activities include excursions, academic debates, student government, sports and other related activities.

Recognising the values in the diversity and unique contribution of each student in the classroom is one of the key drivers of an inclusive education system. Every child feels safe and develops a sense of belonging. The students along with their parents are involved in setting academic goals and making decisions that determine the success of their learning and education. A lot of schools claim to be inclusive, but this is often not the case. Sharing the same physical space and performing different activities is not inclusive. Most educational institutions in Nigeria do not operate an inclusive setting, the reason for this could be inadequate funding, cultural beliefs, negative perception and teacher qualification.  However, this is an area they should look into and take seriously. The country can join forces with other progressive nations to advocate for the right of learners with disabilities.

NEED AND IMPORTANCE

Self reliant

For social equality

For the use of modern technology

Developing feeling of self respect

For achieving the universalisation

For the development of healthy citizenship

To enable children to stay with their families

To fulfill the constitutional responsibilities

Need of Inclusive education

There have  been efforts internationally to  include children with disabilities in the educational mainstream. In order to achieve truly inclusive education, we need to think about and incorporate children with special needs into regular schools. Especially, because these kids face some sort of barriers to learning and participation in the classroom. As general education classrooms include more  and  more  diverse  students,  teachers  realize  the  value  of  accepting  each  student  as unique.

 All children have equal access to education.

 All children learn alongside their same-age peers.

The focus of education is on the child's abilities, not disabilities.

Children become accepting and understanding of one another's abilities, talents, personalities and needs.

Meaningful relationships and friendships develop as students spend quality time with one another.

Students develop confidence in their ability to interact with one another and the world around them.

Teachers in inclusive schools are highly trained and skilled at delivering appropriate, student-centered curriculum through differentiated activities according to ability level.

In addition to the classroom teacher, children with special needs are supported by special education teachers, paraprofessionals, and specialists such as Speech/Language Therapists.

Various resources and assistive technologies are available to students in inclusive schools in an effort to reach and teach all learners.

Inclusive schools value input and participation from the whole community, not just students.

Why inclusion?
Research has shown that:
• Children do better academically when in inclusive settings;
• Developing peers gain in understanding about disability, tolerance and support;
• Inclusion provides models for normal and age appropriate behaviour;
• Inclusion provides opportunities to develop relationships;
• Inclusive education is the key step towards inclusion in life;

Experience shows:
• One of the most important ingredients for successful inclusion is the will to make it succeed / a positive attitude;
• Most teachers have the skills to understand the individual needs of a child with Down syndrome;
• Most teachers have the skills to teach children with Down syndrome effectively and sensitively;

Specific learning profile of a child with Down syndrome:
• Child is not just developmentally delayed in his whole development;
• No need for a diluted curriculum in all learning areas;
• Learning profile goes hand in hand with a learning style;
• Certain factors influencing learning are typical of many children with Down syndrome;
• Strengths that facilitate learning;

Strong visual awareness and visual learning skill are:
• Learnt by using signing;
• Learnt by using the written word;
• Learnt by modelling behaviour and attitudes;
• Learning by way of practical material and hands-on activities
• Weaknesses that inhibit learning;

Importance of inclusive education

Many schools have inclusion classrooms. In part, that’s because the Individuals with Disabilities in Education Act (IDEA) says that kids who receive special education services should learn in what’s called the “least restrictive environment” (LRE). That means they should spend as much time as possible with students who don’t receive special education services.

At its core, inclusive education is about appreciating each individual’s differences and unique set of strengths and limitations. It’s not just an education philosophy; it’s an important life skill. Children grow into adults who live in a world filled with people different from themselves; learning how to interact and work with these people is a key accomplishment of childhood, as integral as academic proficiency. An inclusive school is a perfect training ground for real life, because daily social, physical and academic interaction between kids who are typically developing and their special needs peers means students develop:

Greater sensitivity. Children who develop in a typical manner become more sensitive by learning side-by-side with special needs children. They understand how words can hurt, they practice patience, and they learn empathy.

Better understanding of strengths/weaknesses. Kids in inclusive schools learn that everyone has strengths and weaknesses. They learn to appreciate these differences and how to collaborate in order to accomplish something.

More tolerance. Inclusive schooling teaches kids the value of another human being—no matter what that person looks or sounds like. Physical and mental differences do not equate to a lesser value.

Inclusive classes are set up in a number of ways. Some use a collaborative team teaching (or co-teaching) model. With co-teaching, there’s a special education teacher in the room all day.

Other inclusive classes have special education teachers “push in” at specific times during the day to teach (instead of pulling kids out of class to a separate room). In either case, both teachers are available to help all students.

Studies show that inclusion is beneficial for all students—not just those who receive special education services.

1: Differentiated Instruction

All students learn differently. This is a principal of inclusive education. One key teaching strategy is to break students into small groups. By using small groups, teaching can be tailored to the way each student learns best. This is known as differentiated instruction.

Teachers meet everyone’s needs by presenting lessons in different ways and using Universal Design for Learning (UDL). For example, they may use multisensory instruction. In math, that may mean using visual aids and manipulatives like cubes or colored chips to help kids learn new concepts. (See more examples of multisensory math techniques.)

Some classrooms may have an interactive whiteboard. On it, kids can use their fingers to write, erase and move images around on the large screen. This teaching tool can also be used to turn students’ work into a video, which can be exciting for kids and help keep them engaged.

2: Supportive Teaching Strategies

In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress. Kids may be given opportunities to move around or use fidgets. And teachers often put positive behavioral interventions and supports(PBIS) in place.

These strategies are helpful for all students—not only for students with learning and attention issues.

3: Reduced Stigma

Inclusive classrooms are filled with diverse learners. That lets kids talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in reducing stigma for kids with learning and attention issues. It can also help kids build and maintain friendships.

4: Effective Use of Resources

In more traditional special education settings, many kids are “pulled out” for related services, like speech therapy or for other specialized instruction. An inclusion class often brings speech therapists, reading specialists and other service providers into the classroom.

These professionals can provide information and suggestions to help all students. If your child isn’t eligible for special education, but still needs some extra support, it can provide him with some informal support.

5: High Expectations for All

If your child has an Individualized Education Program (IEP), his goals should be based on the academic standards for your state. Those standards lay out what all students are expected to learn in math, reading, science and other subjects by the end of the school year.

Differentiated instruction and co-teaching in a general education classroom make it easier for students with standards-based IEPs to be taught the same material as their classmates.

In some schools, only certain classrooms are inclusion classes. In that case, schools may assign general education students randomly to inclusive or non-inclusive classes. Other schools may choose students who benefit from the emphasis on meeting the needs of all learners at all ability levels.

Talk to your child’s school about the supports and services that might be available in an inclusion classroom. Learn more about teaching strategies that work well for students with learning and attention issues. And read about the various models of collaborative 

The Importance of Inclusive Education In The Classroom

There are several benefits of including special need students in the classroom with other students.  Research-based evidence on the importance of Inclusive education has become significant over the years, and it has, therefore, become a vital system that should be included in the classroom.  Below are eight Importance of Inclusive Education; 

·        Development of a positive perception of themselves and others

Attending classroom settings that depict the true nature of the similarities and differences that exist in the world helps children appreciate diversity. It is essential that a child’s education introduces him/her to the reality of the world out there beyond the walls of just an academic environment. Playing and learning alongside with other children of different cultures and abilities assist children to grow in understanding people that are unique in skills due to physical, social or other challenges. The culture of respect for one another also grows when children are allowed to play with one another without segregation.

·         Healthy Friendship development

Asides from the academic education and learning made available to children in school, friendships are developed, and social skills learnt.  Allowing special needs children to mix with other children in the school setting makes them feel included, and this expands their network of friends. 

In 2016, about 7 million children were reported to be out of school because of their inability to access primary education due to disability state according to vanguard news. The design and management of primary and secondary schools in Nigeria are reportedly non-inclusive and inaccessible to children with disabilities. The article reported that 7 million children make up more than 50% of over 10 million children out of school in Nigeria. Education is a basic need and right for every child. It is supposed to be available to every child regardless of their physical or social limitations. Therefore, the introduction of inclusive learning in the classroom is a necessity and not just a minor additional feature in the policies governing the management of schools in Nigeria.

This article aims to discuss the importance of inclusive education in the classroom. It will define inclusive education, features and ways to include inclusive education in the classroom and the benefits of inclusion education.

• Realisation of parent’s dreams

Every parent wants their child to be happy and accepted by their peers, have a healthy life and education. Allowing a child with the special need to interact and learn with other students in the school positively improves their academic performance, their personality and the expectations of the parents. Introducing inclusive education in the classroom will reduce stigmatisation and help such children attain their highest heights.

• Parental Involvement in Education

Introducing Inclusive education into the classroom encourages parents to be actively involved in their child’s education and other school activities. Parents love to witness the performance of their children during events such as debate, quiz competition, sports and other programs. It also drives a higher commitment to the school by the parents as they become more involved in the school program.

Here are 20 Things Every Parent of Kids with Special Needs Should Hear.

• A basis for an Inclusive society

A society that embraces and integrates an inclusive education will naturally introduce the same culture of inclusion in its concepts of civic participation, employability and community relationships. The seeds of inclusion need to be planted in the young so that they will learn the values, skills and knowledge to include others who are different from them. That’s the basis of our future society. Those with special needs can become pioneers of public projects and programs.

• A broader range of learning methods

An Inclusive education system makes teachers and staff flexible when it comes to preparing their teaching and instructional materials. The use of non-traditional resources like videos, audio, kinesthetic and even multimedia can be employed to make learning more accessible and exciting. By doing this, even students without disabilities learn faster too.

• Better Academic performance

Research has shown that students learning together in the classroom improves academic excellence. Students set higher expectations for themselves due to the presence of others with diverse abilities. Students with disabilities challenge themselves to perform optimally like their classmates, while other students also spontaneously set a high standard for themselves. As educators, we won’t know what gifts are hidden in our students until we unwrap them.

Most successful teachers of inclusion classes have found that when they teach basic skills within the context of meaningful lessons, all students can achieve higher- level learning. Such lessons stimulate critical thinking and motivate students to make personal connections with the material.

• Development of leadership skills

Students in an inclusive education environment naturally learn to take up the responsibility of caring for one another. There are situations where students stand up and speak up to protect their friends who are bullied. This naturally can lead to a leadership skill.  The school environment also encourages self-discovery as students with diverse abilities find themselves performing roles and functions they usually would not be exposed to if they had been separated.

To fully implement inclusive learning in the classroom there should be a development of a culture of acceptance, understanding and giving equal attention to the diversities and differences of all the students in the school.  Here are some of the essential elements that characterise inclusive education; 

·       The use of a broader range of instructional materials, teaching aids and models:

The purpose of contemporary tools such as interactive whiteboards, videos, audio lessons and multimedia tools are often associated with higher student engagement.  A lot of times, teachers also employ the use of groupings to carry out academic exercise in the classroom. Often the groups are shuffled just to allow all students to relate to each other and carry out the task assigned to them.  Teachers lead group task in the cases of younger age students (preschool or elementary ) or driven by a student when dealing with older children (Secondary school)

·       Inclusive academic curriculum

The same learning goals drive the learning experience of every student. The content of the school academic program is such that gives equal opportunity for all the students to participate in all school educational activities at the same pace of progress. Educators consider students with disabilities before creating the school curriculum. They do this to allow all students to have equal access to instructions and opportunities to participate in learning activities. Such curriculum makes provision for students with special needs to be given attention without pulling them out in the middle of lessons and making their differences noticed.

·       Parental Involvement

 Parents participation in the education of the child in an inclusive system can ultimately define its success. Inclusive education involves coming up with innovative and strategic methods of getting parents involved and noticed by children in the learning process. The process of creating educational contents and other learning activities in an inclusive system ensures a significant contribution of parents through the planning stage.

·       Building Relationships 

 It is the responsibility of the teachers to connect with all the students in the classroom. Speaking to your students one on one are great ways to start building relationship. By taking some extra time and effort to view each pupil as an individual and truly believing that each student can succeed, you’ll become partners in their success.

Finally, it is important not to forget that their are extreme cases where special need children act out in the classroom and as such they might require one on one supervision. In this case, the service of a special educator is needed to support the children in a well groomed learning environment.

Reference

Acedo, C. (n.d.) Interview with the UNESCO-IBE Director. United Nations Educational, scientific and cultural Organisation. Retrieved from: http://unesco.org.pk/education/icfe/resources/res41.pdf

Singh, J. D. (2016)  Inclusive Education In India –  Concept, Need And Challenges. Scholarly Research Journal for Humanity Sciences & English Language  Vol 3(13). Retrieved from https://www.academia.edu/22128001/INCLUSIVE_EDUCATION_IN_INDIA_CONCEPT_NEED_AND_CHALLENGES

Greenspring Schools (2018). The Importance Of Inclusive Education In The Classroom. Retrieved from http://enrol.greenspringsschool.com/the-importance-of-inclusive-education-in-the-classroom/

Down Syndrome South Africa Retrieved from http://www.downsyndrome.org.za/main.aspx?artid=25

Understood.org USA LLC. 5 Benefits of Inclusion Classrooms. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/5-benefits-of-inclusion-classrooms