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B. Ed., Creating an Inclusive School, Inclusive Education, M. Ed., NET, Unit 10 Inclusive Education

Persons with Disabilities Act 1995

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The Persons with Disabilities Act 1995 is an Indian legislation that aims to ensure equal rights and opportunities for persons with disabilities. The Act was enacted to give effect to the United Nations Convention on the Rights of Persons with Disabilities, which was adopted in 1992.

History of Persons with Disabilities Act 1995

The Persons with Disabilities Act, 1995 was made by the Parliament of India. The Act was introduced in the Lok Sabha, the lower house of the Indian Parliament, in July 1995. It was passed by both houses of Parliament later that year.

This Act was notified by the Government of India on December 7, 1995, and it came into force on February 7, 1996. The Act has been amended several times since then to strengthen its provisions and bring them in line with the evolving needs of persons with disabilities.

  • The Persons with Disabilities Act 1995 defines a person with a disability as someone with a physical or mental impairment that substantially limits one or more major life activities.
  • The Act provides for various measures for the welfare and empowerment of persons with disabilities. For eg, including education, employment, social security, and accessibility to public places and transport.
  • Under the Act, the government is responsible for ensuring that persons with disabilities have equal opportunities and are not discriminated against. It also provides for the establishment of special courts for the protection of the rights of persons with disabilities.
  • Additionally, the Act sets up a National Fund for Persons with Disabilities to support various schemes and programs aimed at their welfare.
  • The Act provides for reservation of 3% of vacancies in government establishments and educational institutions for persons with disabilities. It also prohibits discrimination in recruitment, promotion, and working conditions against persons with disabilities.
  • The Act mandates that all public buildings, transport systems, and information and communication technologies should be made accessible to persons with disabilities.
  • Additionally, the Act provides for a range of social security measures for persons with disabilities, including pensions, insurance, and financial assistance for the purchase of assistive devices and equipment. It also provides for the establishment of special courts and tribunals for the protection of the rights of persons with disabilities.

Key Policies and Legislations of Persons with Disabilities Act 1995

The Persons with Disabilities Act 1995 is a comprehensive legislation in India that provides for various policies and provisions for the welfare and empowerment of persons with disabilities. Some of the key policies and legislations under the Act are as follows:

  1. Education: The Act provides for free and compulsory education for children with disabilities up to the age of 18 years. It also mandates the government to provide special schools and vocational training centers for persons with disabilities.
  2. Employment: The Act provides for reservation of 3% of vacancies in government establishments and educational institutions for persons with disabilities. It also prohibits discrimination in recruitment, promotion, and working conditions against persons with disabilities.
  3. Accessibility: The Act mandates that all public buildings, transport systems, and information and communication technologies should be made accessible to persons with disabilities. It also provides for the appointment of accessibility auditors to ensure compliance with accessibility standards.
  4. Social security: The Act provides for a range of social security measures for persons with disabilities, including pensions, insurance, and financial assistance for the purchase of assistive devices and equipment.
  5. Legal protection: The Act provides for the establishment of special courts and tribunals for the protection of the rights of persons with disabilities. It also mandates the government to take appropriate measures to prevent abuse, neglect, and exploitation of persons with disabilities.

These policies and legislations under the Persons with Disabilities Act 1995 aim to promote the social, economic, and political inclusion of persons with disabilities and ensure their full and equal participation in society.

Also Read : Evolution of NPE

Persons with Disabilities Act (1995)
Persons with Disabilities Act (1995)

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Inclusive Education, M. Ed., NET, Paper 2, Unit 10 Inclusive Education

Attitudinal Barrier and Facilitator in Inclusive Education

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Attitudinal Barrier and Facilitator in Inclusive Education are important factors. Attitudinal barriers refer to negative attitudes, beliefs, and prejudices that people may hold towards individuals with disabilities or differences. Inclusive education involves creating an environment where all learners, including those with disabilities, feel welcomed, respected, and valued.

However, attitudinal barriers can impede the success of inclusive education by creating a negative atmosphere for learners with disabilities.

Attitudinal Barriers

Some examples of attitudinal barriers in inclusive education include:

  1. Stereotyping: The assumption that all learners with disabilities are the same or that they are not capable of achieving academic success.
  2. Pity and charity: A belief that learners with disabilities need to be pitied and helped, rather than recognized as equal members of the learning community.
  3. Fear and avoidance: The fear of interacting with learners with disabilities or the avoidance of engaging with them in educational activities.
  4. Stigmatization: The labeling of learners with disabilities as “different” or “abnormal,” which can lead to negative social attitudes and exclusion.
  5. Lack of knowledge: A lack of understanding about disabilities and how to support learners with disabilities in the classroom.

To overcome attitudinal barriers in inclusive education, it is essential to provide awareness and education for all stakeholders, including teachers, students, and parents. It is also important to create a positive and supportive learning environment that recognizes and celebrates the diversity of all learners. By breaking down attitudinal barriers, inclusive education can be successful and beneficial for all students.

Attitudinal Facilitator

An attitudinal facilitator in inclusive education is someone who works to promote positive attitudes towards learners with disabilities or differences in an educational setting. These individuals play an important role in creating a welcoming and inclusive environment for all learners, regardless of their abilities or differences.

Attitudinal facilitators in inclusive education can include teachers, school administrators, guidance counselors, and support staff. They work to promote positive attitudes towards learners with disabilities in a variety of ways, such as:

  1. Encouraging empathy and understanding: Attitudinal facilitators can encourage learners to empathize with and understand the challenges faced by their peers with disabilities.
  2. Celebrating diversity: They can promote a culture of diversity and inclusivity by celebrating the unique abilities and strengths of all learners.
  3. Providing education and training: Attitudinal facilitators can provide education and training to teachers and staff to increase their knowledge and understanding of disabilities and how to support learners with disabilities.
  4. Encouraging collaboration: They can encourage collaboration and teamwork among learners of all abilities to promote a sense of community and belonging.
  5. Modeling positive attitudes: Attitudinal facilitators can model positive attitudes towards learners with disabilities by treating them with respect and dignity and valuing their contributions to the learning community.

By serving as attitudinal facilitators in inclusive education, individuals can help to create a more inclusive and welcoming environment that supports the academic and social success of all learners.

Also Read : Barriers and Facilitators in Inclusive Education
Attitudinal Barrier and Facilitator
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Inclusive Education, M. Ed., NET, Paper 2, Unit 10 Inclusive Education

Barriers and Facilitators in Inclusive Education

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Inclusive education is a philosophy that advocates for the integration of children with special needs and disabilities into mainstream schools and classrooms. The goal of inclusive education is to create an environment where all students, regardless of their abilities, can learn and thrive together. However, implementing inclusive education can be challenging due to a number of barriers that exist in the education system. In this response, we will discuss the barriers and facilitators of inclusive education in detail.

Barriers to Inclusive Education:

  1. Lack of resources: One of the biggest barriers to inclusive education is the lack of resources, including funding, staff, and materials. Schools often struggle to provide the necessary support and accommodations for students with special needs and disabilities, which can result in these students being excluded from mainstream classrooms.
  2. Attitudes and beliefs: Attitudes and beliefs about disability can also be a significant barrier to inclusive education. Negative attitudes and stereotypes about students with disabilities can lead to exclusion, discrimination, and a lack of support. Teachers and other education professionals may also hold beliefs that certain students are not capable of learning and, as a result, may not put forth the necessary effort to help these students succeed.
  3. Limited teacher training: Another barrier to inclusive education is the lack of training that teachers and other education professionals receive in working with students with disabilities. Many teachers may not feel prepared or equipped to handle the needs of students with special needs, which can lead to a lack of support and accommodations.
  4. Physical barriers: Physical barriers can also make it difficult for students with disabilities to access mainstream classrooms. For example, if a school building is not accessible to students who use wheelchairs, these students may be unable to attend mainstream classes.
  5. Assessment and testing: Standardized assessments and testing can be a barrier to inclusive education, as these assessments may not accurately reflect the abilities of students with disabilities. This can lead to these students being placed in lower-level classes or excluded from certain programs.

Facilitators of Inclusive Education:

  1. Positive attitudes and beliefs: A positive attitude and belief system is essential for promoting inclusive education. Teachers and other education professionals should believe that all students are capable of learning and should be provided with the necessary support and accommodations to succeed.
  2. Collaborative planning: Collaborative planning between teachers, parents, and other education professionals can help to identify the specific needs of students with disabilities and develop individualized education plans (IEPs) that address these needs.
  3. Professional development: Professional development opportunities for teachers and other education professionals can help to build knowledge and skills in working with students with disabilities. This can include training on inclusive teaching strategies, assistive technology, and classroom accommodations.
  4. Universal Design for Learning: Universal Design for Learning (UDL) is an approach to teaching that aims to create a learning environment that is accessible to all students, regardless of their abilities. UDL involves designing curriculum, instruction, and assessment in a way that is flexible and can be adapted to meet the needs of all learners.
  5. Parent and community involvement: Parent and community involvement can be a facilitator of inclusive education. When parents and community members are engaged in the education process, they can provide support to students with disabilities which create a culture of inclusion.

In conclusion, inclusive education is an essential component of ensuring that all students have access to a quality education. However, there are many barriers that must be overcome in order to achieve this goal. By addressing these barriers and implementing facilitators such as positive attitudes, collaborative planning, professional development, Universal Design for Learning, and parent and community involvement, schools and education systems can create a more inclusive and equitable learning environment for all students.

Also Read : Meaning and need of Inclusive Education
Barriers and Facilitators in Inclusive Education
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