CHALLENGES TO TEACHER EDUCATION IN 21ST

CENTURY : IN THE LIGHT OF

INCLUSIVE EDUCATION

RAJNISH KUMAR ARYAAssistant Professor

John Milton B. Ed. College Berhampur, Odisha

WELCOME

Dedicated to Children with Special Needs, their families, those working with them

About this Presentaion

1. Introduction

2. Inclusion

3. Challenges to Teacher Education in 21st Century

1. Introduction

Do you agree with it?

Tell About Pictures

A B

C

D E

A collective or common name for these Children …………..

CWSN or CWSEN

CWSN / CWSEN i.e. Children with Special Needs or Children with

Special Educational Needs

Who are CWSN?

• Children who have more than 40 % disability in any category :

• As per PWD Act, 1995-• 1. blindness;

2. low vision; 3. leprosy-cured; 4. hearing impairment; 5. locomotor disability; 6. mental retardation; 7. mental illness;

• As Per National Trust Act, 19991. Autism2. Cerebral Palsy 3. Multiple Disabilities

Do you think that CWSN

are similar to other Children?

IF YES,then why we are talking

about the inclusion of these children?

Persons with Disabilities- 2% of Population

75% Rural 25% Urban

41% literate 59% literate

7% secondary level & above

93% below secondary level

18% secondary level & above

82% below secondary level

26.3% Employed

25.7% Employed

Indian Scenario

THAT’S ChildrenWith Special Needs

NEED EDUCATION...

Need of Education for CWSN

• Education is one of the most effective tools by which Children with special needs could achieve the social and economic empowerment. Education holds importance for Children with Speical Needs as they have been a subject of discrimination for a long period of time.It is crusical for developing their potential, self-confidence, self-reliance and making them career oriented.

(Chaudhuri, 2012)

2. Inclusion

DO YOU KNOW INCLUSION?

THE EVOLUTION OF INCLUSION

WAY TO INCLUSIVE EDUCATION

MEANS OF INCLUSIVE EDUCATION

• Inclusive education refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

Means of Inclusive Education for CWSN

“Inclusive Education implies that children and youth with special educational needs should be included in the educational arrangements made for the majority of children…. Inclusive Schools must recognize and respond to the diverse needs of students, accommodation of both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resources use and partnerships with their communities.”

(UNESCO - Salamanca Statement,1994)

Rational for Inclusive Education for CWSN

• Education of CWSN is more than 100 years old but the present service delivery system have not even covered 5% of the total population of CWSN.

• When more than 90% of CWSN are found in the rural areas, majority of the Special School, Integrated Education and Inclusive Education Program are located in the Cities/Urban areas.

Rational for Inclusive Education for CWSN

• Due to lack of sensitivity of the general education to the needs of CWSN, even the mild and moderate cases are not attending schools

Component of Inclusive Education

• Physical Inclusion• Social Inclusion• Curriculum Inclusion• Educational Environment Inclusion

Phyiscal Inclusion

Simply being physically present:• Attending Neighbourhood School• Playing in Neighbourhood School• Playing in the same Playground• Being in the same Classroom

Social Inclusion

• Here in the reference of classroom / school.

• Try to mingle the CWSN to peer group in class as well as school.

• CWSN should not be sit alone or work alone.

• In any activity like game or play must include the CWSN as part.

Curriculum Inclusion

• This requires the invlovment of all children in the same daily learning event.• For example, if you are teaching

addition in Mathematics class and topic should be same and level may be different.

Educational Environment Inclusion

• It requires positive emotional environment• Barrier- free environmemt• Attitudenal Change

3. Challenges to

Teacher Education in

21st Century

Overview of Population in Chhattisgarh

• Description 2011• Approximate Population 2.56 Crores• Population Growth 22.61%• % age of total Population 2.11%• Total Child Population (0-6 Age) 3,661,689• Literacy 70.28 %

Source: Census 2011, Government of India

Child Population in Chhattisgarh

Age 6-10 years11-13 years

6-13 years

Population 27,42,292 12,05,736 39,48,028

Source: Census 2011, Government of India

Education Indicators in Chhattisgarh

Enrolment I – VEnrolment VI -

VIIIEnrolment I - VIII

Boys Girls Total Boys Girls Total Boys Girls Total

15,95,018

15,27,113

31,22,131

8,23,269 7,99,72516,22,99

424,18,28

723,26,83

847,45,12

5

Source: DISE 2011-12

Out of School Children in Chhattisgarh

Out of School Children

6-11 Years 11-14 Years 6-14 Years

Boys Girls Total Boys Girls Total Boys Girls Total

22,618

19,319

41,937

12,119

10,804

22,923

34,737

30,123

64,860

Source : SSA : Fact Sheet – 2013-14, Chhattisgarh

Percentage of Children with Disability by nature and sex as per Census, 2001

StateChildren with

Special Needs, 0-4 years

Children with Special Needs, 5-

14 years

Children with Special Needs, 0-

14 years

Chhattisgarh

Total MaleFemal

eTotal Male

Female Total Male

Female

18160 9126 9034 69458 34903 34554 87618 44029 43589

Source : Census 2001, Govt. of India

Number of Resource Teachers in Chhattisgarh under SSA RGSM

Name of State

No. of District

No. of Block

No. of Resource Teachers Required (As per National norms)

No. of Resource Teachers Required

(As Sectioned

in CG)

No. of Resource

Teachers in State up to

2009-10

Chhattisgarh

27 146 438* 292 177**

* 3 Resource teacher required in every block/BRC from the specialization of VI, HI and MR** Including all specialization i.e. VI, HI and MR

Teachers Trained in Chhattisgarh under SSA on Inclusive Education

Total No. of Teachers

1 Day Training3-6 Days Training

90 Days Training

57193 (up to Sep,

2011)

In 2009-2010

71,168 44,399 843

Number of Resource Teacher under RMSA

• 2013-14, IEDSS has been formulated, so there recruitment of Teachers are planned.

Universities which impart Teacher Education in Chhattisgarh

• Central University Guru Ghasi Das Central Uni. Bilaspur B. Ed. / M. Ed / B. Ed. (Spl.)*

• State UniversitiesPt. Ravishankar Shukla Uni. Raipur B. Ed. / M. EdPt. Sunder Lal Sharma Open Uni. Bilaspur B. Ed. (Distance Mode)

• Private University Dr. C. V. Raman Uni. B. Ed. / M. Ed. / M. Phil. MATS Uni. B. Ed. / M. Ed.

* Courses (LD/HI) is running from 2013-14 session

Fact:• In Chhattisgarh as per my best of knowledge

no any university have included Special Education as a paper (Compulsory / Optional), an Unit or a chapter in its B. Ed. or M. Ed. Syllabus as well as have no expert faculty in this field.

• Only Guru Ghasi Das Central Uni., has started a B. Ed. Special (LD/HI) from this academic session i.e. 2013-14.

Educational Regulatory, Which impart Teacher Education in Chhattisgarh

• SCERT, Shankar Nagar, RaipurDIET 16BTI 03

Fact: • In D. Ed. Course there is a chapter

“Introduction to Disabilities” which merely deals with disabilities and focuses only on Mental Retardation and just fulfills the quorum. While other type of disabilities has been left.

• It is specific to mention that there is no any special faculty in DIETs and BITs to teach this portion.

Need of Intervention I

• Curriculum Modification: Curriculum modification is essential in Teacher Education so that their knowledge may be enhanced in respect of Children with Special Needs and positive attitude towards Children with Special Needs may also be developed.

Need of Intervention II

• Pre- Service Teachers’ Training: Training teachers in teaching methods that include students of all ability levels, as well as spreading awareness to teachers about the importance and benefits of inclusion, is one of the most important parts of implementing a system of inclusive education, because the teachers are the people on-the-ground who are going to accommodate the students. (Kohama, 2012)

Need of Intervention III• Need of Special Educator as Teacher Educator:

• Education of the disabled children is the most important issue in the rehabilitation process of the child. Teaching a disabled child, other than Locomotor disability, needs a specific kind of training. (Sharma, 2009)

• For the effective implementation of inclusive education for all types of disabled children, general classroom teachers need training on understanding the educational and emotional needs of these children. It is ideal to teach about special needs children in the pre-service teacher preparation course itself. Till the time, all general education teachers are capable of serving children with special needs; presence of specialist teacher for a cluster of schools is inevitable. (Singh, 2006)

Conclusion• After going through the above mentioned statistics it can be

easily concluded that a huge number of Children with Special Needs are being identified year by year in Chhattisgarh. Only during the session 2010-11 approx 30,000 Children with Special Needs have been identified. As per the norms there Teacher Pupil Ratio should be 1: 8 in elementary level and 1: 12 in Secondary level. And in the proportion of Children with Special Needs the number of Resource Teachers (Special Teacher) available in Chhattisgarh is very scarce. Keeping in view of above mentioned facts one can easily understand that there is acute shortage of trained man power who can tackle the problems of Children with Special Needs.

Final Remarks

• Finally, the greatest challenge for the State Government is the achievement of accessicibility, inclusion and empowerment of Children with Special Needs. The Government alone cannot accomplish this task of making the “Right Real”. It can be concluded that these types of gaps can only be fulfilled with the help of collaboration to all the stake holders like Universities / Teacher Education Institute etc.

rajnish.spledu_bhu@yahoo.com

Thanks