In India, the 86th Constitutional Amendment guarantees education as a fundamental right to all and this includes the child with a disability. However, such opportunities to learn by doing will shrink if the school authorities continue to follow a one-size-fits-all curriculum. http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/Conflu... http://universaldesign.ie/What-is-Universal-Design/Conference-Proceeding... https://timesofindia.indiatimes.com/city/delhi/ncert-books-to-make-class... http://www.ncert.nic.in/pdf_files/SpecialNeeds.pdf. http://www.thehindu.com/news/cities/Madurai/advantages-and-disadvantages... http://www.advocatekhoj.com/library/bareacts/rightofchildrentofree/index... http://unesdoc.unesco.org/images/0023/002324/232424e.pdf. 1 This Unit is a slightly shortened and adapted version of two documents: IIEP. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. “To strive to give something back to society in a spirit of gratitude is the proper way for human beings to live.” - Japanese Buddhist philosopher Daisaku Ikeda. Groups with a more narrow purpose are only slightly more current with their information. For the first time, children with autism, specific learning disability and speech and language disability qualify for Inclusive Education. Collaboration is the cornerstone of Inclusive Education. Both Kids Together and the National Dissemination Center for Children with Disabilitie… Like all children, they need quality education to develop their skills and realize their full potential. The Convention on the Rights of Persons with Disabilities adopts a broad categorization of persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms. Inclusive systems require changes at all levels of society. IIEP. The idea of the child with disability going to mainstream schools, along with other children marginalised by poverty, gender and cultural factors, was gaining momentum. • Examples of successful experiences in different regions of the world in which parents and social organizations have acted in support of inclusive education. His mother’s conversation with his teacher showed that he is unable to sit for more than five minutes in class and is a social isolate, making him vulnerable to bullying. Our work focuses on four key areas: How one boy overcame stigma and demonstrated the power of inclusive education. Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Disability rights activists ask if social barriers are being overlooked. The concept of ‘evolving capacities’ faces a similar fate for children with benchmark disability with high support needs (with 40 per cent disability) who require intensive support to carry out daily activities. These are: • respect for difference and acceptance of PWD as part of human diversity and humanity, • disability as an evolving and dynamic concept. Measuring the success of inclusive education should go beyond merely Then and Now The inclusion of the education of children with disability in the ‘Education for All’ goals was followed by the 86th Amendment to the Indian Constitution in 2002. Her practice has evolved to reflect this as she constantly strives to weave together therapy, education, and alternative communication into a fun-filled process of learning for her students. Inclusive education values diversity and the unique contributions each student brings to the classroom. The subsequent enactment of two progressive legislative initiatives - the Right to Education Act and The Rights of Persons with Disability Act - reflects a policy shift from a welfare-based approach to one that emphasises human rights. Students and their parents participate in setting learning goals and take part in decisions that affect them. Early detection is also a recognised part of the school system, a progressive step considering that childhood disabilities go undetected in the early years. Inclusive Education is a relatively new concept, having gained international attention in 2000, following the Education for All campaign. Even in 2001, when the Constitution was amended to guarantee the fundamental right to education for all, the education of children with disabilities was perceived as a subject of state welfare. This will not lead to respecting the evolving capacity of the individual, because we don’t focus on the factors that restrict the development of the person in the given environment,’ says disability rights activist Meenakshi Balasubramanian, Coordinator Projects, Equals: Centre for Promotion of Social Justice. Enter your Email Address here to receive a link to change your password. The ‘right to education’ implies diversity in education. It reflects a shift in focus from a welfare approach to a rights-based approach and makes it a legal obligation for the State to ensure that a child is in a state-recognised school. Following Barton (2008, p6) I believe, that, like disability, the problems caused by inequalities such as exclusion, and the need for an inclusive society and the education system, are public issues “in which discriminatory social structures, social relationships, and social processes need … What appears to be a major in hurdle in the path to finding the proper method for inclusion is the fact that very few major policy making groups have addressed the issue in decades. The passage of the RPWD Act, 2016 to replace the PWD Act was a special moment in the history of the disability rights movement. Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. It is a process and not an end product of a series of interventions. Forlin C., Ming-Gon J.L., Routledge, 2008.12 Naidu, A, ‘Collaboration and Dialogue: The Essence of An Inclusive Practice’, paper presented at the Conference on Inclusion in Education: The Implementa-tion of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities, University of Hong Kong, 200913 Right of Children to Free and Compulsory Education Act, 2009 http://www.advocatekhoj.com/library/bareacts/rightofchildrentofree/index...14 Singhal, N, Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 (2015) http://unesdoc.unesco.org/images/0023/002324/232424e.pdf15 Sharma, S, ‘NCERT brings out learning indicators for classes 1 to VIII’, The Indian Express, July 28, 2015 http://indianexpress.com/article/cities/delhi/ncert-brings-out-learning-...16 Snyder C.R., Lopez S.J., Pedrotti J.T. Her development milestones ( with a disability and increase access to quality education implies... 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