National University of Educational Planning and Administration. Norwich, B. Addressing tensions and dilemmas in inclusive education. Ojha Seema, S. Implementing right to education: Issues and challenges. Research Journal of Educational Sciences, 1 2 , Pandey, S. An exploratory study on the apprehensions and implementation of Right to Education Act, Education India Journal, 2 2 , Parasuram, K. Disability and Society, 21 3 , Rao, V. Lack of community participation in the Sarva Shiksha Abhiyan: A case study.
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Economic and Political Weekly, 44 8 , Reuters News Agency. Contaminated school meal kills 25 Indian children Wednesday July Patna, India: Reuters News Agency.
Rieser, R. Disability equality in the classroom: A human rights issue. London: Disability Equality in Education. RTE Forum. Accessed on April 22, Sharma, U.
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Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education, 37 3 , Policy paper: Making inclusive education a reality. Haywards Heath, UK: Sightsavers. Singal, N. Inclusive education in India: International concept, national interpretation. International Journal of Disability, Development and Education, 53 3 , Including children with special needs in the Indian education system: Negotiating a contested terrain.
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International responses to developing inclusive education pp. A mission approach to Sarva Shiksha Abhiyan. Economic and Political Weekly, 41 30 , Soni, R. Status of implementation of RTE Act - in the context of disadvantaged children at elementary stage. The Hindu. Accessed on October 7, Thirumurthya, V.
Special education in India at the crossroads. Childhood Education, 83 6 , Thurlow, M. Instructional and assessment accommodations in the 21st century. Times of India. Supreme Court declines review of Right to Education verdict September 20th.
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Tooley, J. Private schools and the millennium development goal of universal primary education: A census and comparative survey in Hyderabad, India. Oxford Review of Education, 33 5 , The Salamanca statement and framework for action on special needs education.
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This book is scholarly, current, and research-based, yet at the same time readable and informative for a wide audience of university teachers and their students, along with practicing educators in the field. Recognizing that inclusive education is an ongoing project this book nevertheless provides a rigorous gestalt of inclusive education theory, practical advice for implementation, and potential barriers to success.
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About the Author
What Works in Inclusion? The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work. Please describe any benefits or negative consequences you have observed in your child.
What factors led to these changes? Please describe any benefits or any negative consequences for you. She also plans to send out a questionnaire with different questions every couple of months throughout the school year. Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies. Her hard work is paying off. Her mid-year and end-of-year results are very positive.
Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.
Brown knows she has more to learn and do, but her confidence and satisfaction are high. The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. She was a K public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology.
Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.
You may also like to read Cultivating Diversity, Inclusion, and Equity. Mainstreaming Special Education in the Classroom. Effective Teaching Strategies for Special Education.
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