Inclusive Education for Disadvantaged and Differently Abled Children: Pedagogical Practices & Paradigm

Abstract

Inclusive education emphasize on education of children with disabilities and learning difficulties in the mainstream education. But, in the present times the concept of inclusive education has been broadened to include not only students with disabilities but those who are disadvantaged also. As per broader concept, the NCF 2005 stresses on the importance of including and retaining all students regardless of their physical, intellectual, social, emotional, linguistic or other conditions in mainstream through programmes that reaffirms the value of each child and enable them to experience dignity and exercise of human rights. This study critically analyze the experiences and challenges of disadvantaged sections, specifically schedule castes and girls, and differently abled students studying in government schools of different parts of India. The observed practices of inclusion and exclusion, for the purpose of eradication, have been analyzed simultaneously and corresponding effective programmes of inclusions and action plans has been practiced. It is found that the dimensions such as gender, disability, caste etc do not limit the potential of such students and intervention of appropriate inclusive practices results in more engagements, confidence, expression and team work on the part of these students. In the end, the study recommended the use of critical pedagogy and practices for improvements in implementing inclusive education in India.