India with a population over 1.3 billion, 2.2% are disabled and according to the Ministry of Human and Resource Development, 8 million students drop out of school, many marginalized because of poverty, gender, caste, and disability.
How can we tackle this issue? How quality education can be effectively and efficiently delivered to all children. To build or create 'an inclusive and compassionate learning space', the stakeholders like teachers, the administration must change their approach to create a learning space out of compassion.
Covid-19 has left a massive blemish on the education system of India and has left lakhs of students in doubt about their future. The class tenth and twelfth board exams had to be cancelled due to the pandemic, and teachers had to evaluate based on the internals and unit tests. It not only affected class twelfth to choose their dream college but hampered the whole system of Delhi University.
Who is to be blamed? Covid was not under our control, but technology is, lakhs of students had to drop out of school because they did not have the means to buy a phone, let alone talk about internet connection.
Students belonging below the poverty line or financially weak have no other option but to support their families. The burden of finance is heavier than the bag, and we are the culprits. The concept of full-time online learning is new, and it has dramatically affected the education system, positively and negatively, but more people live in villages, and it is not expected that every village, district, tehsil has an internet connection or a good old cyber cafe.
Digital media has improved a lot to a particular section, and not all can afford or sustain the technology. Government schools and private schools have infrastructure differences and training differences. But, teachers, professors, and institutions have made sure to deliver education through online classes, creative classes and webinars, and much more, but what about children who depend on the old blackboard chalk class?
Inclusiveness becomes a cause of concern and requires our attention when we see atrocities and injustice towards an individual or a group [like a nexus]. There is a great saying, 'Classroom walls do a lot of talking'. It would be a lie and a blatant fabrication of education that this concern does not exist. Teachers must consider a wide range of learning modalities [visual, auditory, kinaesthetic]. Indeed, this enhances how educators provide support to all the students; it also diversifies the education system.
It is not very arduous to create a learning space with a conducive environment that nurtures individuals’ potential. The individual difference needs our primary focus—understanding and accepting that each individual is unique. As for dust you are, unto dust, you shall return.
It immediately clears how this support helps students with disabilities or those learning the English language. It can be an exhalation for students, engaging talented learning by building a vibrant environment. Compassion should arise from empathy, but compassionate acts are considered those who focus on others than themselves.
Children Disability Act: Right to be educated with non-disabled children. It states that children should have access to the same general curriculum taught to students with disabilities. Strive to be fair and establish ground rules, sticking to a zero-tolerance policy, which will undoubtedly help address the concern of inclusiveness.
Inclusive education for students with disabilities can be successful when students feel they are genuinely part of the school community. This requires open and honest discussions and different institutions and respect for people. Implementation of consistent behaviour support is quintessential with emotions or behaviour and the upbeat environment in the general education system. It encourages the public school community as a whole.
In the old education system, 'segregation of students for specialized instruction used to happen.' Not only does that old model of specialized education deprived students with a disability of interest. It also makes them question themselves. Inclusive education can efficiently use the school's resources by maximising the availability of staff and material for all.
Children relegated to a particular class or schools often develop low self-esteem and image issues for the rest of their lives. It sticks with them. One may adopt and implement to create a productive learning space. It is widespread to assume and have a preconceived notion about an individual. This becomes a shackle and barrier in reaching out to the individual.
The government has already developed laws and policies under Article 21A, free and compulsory education between 6 to 14 vis a vis government's Pratham data, which maintains the literacy and education data. SC/ST provision has already been implemented, and the need of the hour is to break the stereotype and promote women's education and empowerment.
The Literacy rate in India of women is 54.6% which is meagre. Therefore, Inclusiveness in schools has to address the needs of all children in a way that the centre and state government must manage impartiality in the education system.
Policies must be executed so that teachers and students can shape India towards a bright future. As Nelson Mandela quoted, “Education is the most powerful weapon which you can use to change the world.” it is up to generation z and the country to break the barrier and become the torchbearers of tomorrow.
3 weeks ago by [email protected]
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