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BUDDHISM- (BUDHIST PHILOSOPHY)- IN EDUCATIONAL POINTS OF VIEW

          Buddhism is the system of beliefs based on the teachings of Siddhartha Gautma (later known as Sri Buddha). Buddhism is a non-theistic philosophy whose tenets are not specially concerned with the existence or non-existence of God. Buddhism is founded on the rejection of certain orthodox Hindu philosophical concepts. It shares many philosophical views with Hinduism, such as belief in Karma, cause-effect relationship etc. The ultimate goals of both Hindu and Buddha philosophies are to eliminate Karma (both good and bad), end the cycle of birth and rebirth, and attain freedom (Moksha or Nirvana).

          Buddhism is divided into many philosophical schools and has a vast literature. The teachings of Buddha were oral and were recorded much later by his disciples. Buddha was primarily an ethical teacher and social reformer than a theoretical philosopher. He referred to a number of metaphysical views prevalent in his times and condemned them as futile. Whenever metaphysical questions were put to him, he avoided them saying that they were neither profitable nor conductive to the highest good. ‘Philosophy purifies none, peace alone does’.

          Buddha’s Philosophical teachings and conversations were compiled in the ‘Tipitaka’ or the three baskets. The first basket is the Vinaya–Pitaka, the discipline of the order. The second is the Sutta–Pitaka, a compilation of the utterance of the master himself. The third is called Abhidhamma–Pitaka, deals with philosophical discussions.

Buddha’s Teachings – important concepts

Buddha’s enlightenment which he tried to share with all fellow-beings has come to be known as the four noble truths.

Four noble truths are:

1.    There is suffering (Dukha)

Life is full of misery and Pain. Even the so-called pleasures are really fraught with pain. There is always fear that we may lose the so-called pleasures and their loss involves pain. Indulgence also results in pain. That there is suffering in this world is a fact of common experience. Poverty, disease, old age, death, selfishness, meanness, greed, anger, hatred, quarrels, bickering, conflicts, exploitation are rampant in this world. That life is full of suffering none can deny.

2.    There is cause of suffering (Dukha–samudaya)

Everything has a cause. Nothing comes out of nothing. The existence of every event depends up on its causes and conditions. Everything in this world is conditional, relative and limited. Suffering being a fact, it must have a cause. It must depend on some conditions. This being, that arises, ‘the cause being present, the effect arises, is the causal law of Dependent Origination.

3.    There is cessation of suffering (Dukha–niroda)

Because everything arises depending on some causes and conditions, therefore if these causes and conditions are removed the effect must also cease. The cause being removed, the effect ceases to exist. Everything being conditional and relative is necessarily momentary and what is momentary must perish. That which is born must die. Production implies destruction.

4.    There is a way to cessation of suffering (Dukha–niroda– gamini–pratipat)

There is an ethical and spiritual path by following which misery may be removed and liberation attained. This is the noble eight-fold path.

The eight fold path

1.    Right Faith (Samyak Dristi)

2.    Right Resolve (Samyak Sankalpa)

3.    Right Speech (Samyak Vakya)

4.    Right Action (Samyak Karmanta)

5.    Right Living ( Samyak Ajiva)

6.    Right Thought (Samyak Smriti)

7.    Right Concentration (Samyak Samadhi)

8.    Right Effort (Samyak Vyayama)

Samyak dristi, the first step of eight fold path, is right knowledge of the four noble truths. Samyak sankalpa means firm determination to reform life in the light of noble truths. Samyak Vakya is right control over speech. Samyak karmanta means abstention from wrong action. Samyak ajiva teaches to maintain life by honest means. Constant endeavor to maintain moral progress by banishing evil thoughts and entertaining good ones is known as Samyak vyayama. Constant remembrance of the perishable nature of thing is Samyak smriti. And Samyak samadhi, the last one, is right concentration through four stages of intent meditation, unruffled meditation, and detachment from main things-Sila, Samadhi and Prajna.

Buddhist Education

Buddhist education offered education to all. It was for the first time in India that education was institutionalized on a large scale during Buddhist movement.  It is also a historical fact that with the arrival of Buddhist era great international centers of education like Nalanda, Takshashila, Vikramshila, Ballabhi, Odantapuri, Nadia, Amravati, Nagahalla and Saranath were in prominence. Education in Buddha period is developed in Viharas and Sanghas.

Aims of Education

The Buddhist educational aims were comprehensive based on knowledge, social development, vocational development, religious development, character development, following the moral values of Buddhist religion, adopting good conduct and non-violence, achieving the final goal of Nirvana, propagation of Buddhism, eradication of  Vedic karmakanda or ritualism, ceasing of the caste system from the society, spreading the teachings of Buddha to the mass, leaving yajna and sacrificing for achieving knowledge, and emphasizing the progress, development of the society rather than the individual and providing education through the new system.

Principles of Education

Budhists believed that the Avidya, that is ignorance must be removed through education as it is the root cause of sufferings. They recommended that the education should be provided in peaceful surroundings like Buddhists monasteries, viharas and organized educational institutions instead of Gurukulas. They advocates for providing education in the language of masses such as Pali.

Buddhist education suggested that, the pupils should be educated in a democratic atmosphere. Things of luxury must be prohibited for students. Buddhists framed few commandments for the Suddhvi, Harika (new entrant) at the time of ‘Pabajja’ ceremony. A ritual called as pabajja was necessary for admission to a monastery for education at the age of eight. The word ‘pabajja’ means ‘to go out’, i.e. the child goes out of his family to join the sangha. After this ceremony the student was called as ‘shramana’ or ‘samner’. Educational period for this phase was 12 years. After 20 years of age Upsampada ritual was performed to gain an entry into higher education. Rules for second ceremony ‘Upasampada were also laid down. After this ritual male monks and female monks were called Bikshu and Bikshuni respectively.  The total period of education was 22 years, 12 years after Pabajja and 10 years after Upasampada.

Education System

The two tire system was practiced in Buddhist education, they are

1.    i) Popular Elementary Education

2.    ii) Higher Education

Popular Elementary Education:

Popular Elementary education was religious in nature, included wordly education, upto the age of 12 years, pupils received instructions in reading, writing, arithtmetic and religion.

Curriculum of Elementary education: Thorough learning of Grammar, Hetu vidya (logic), Nyaya (science of reasoning), Adyatma vidya (philosophy), Shilpa sthan (arts and crafts) and Chikitsya vidya (medicine).

Higher Education:

Well organised, carried out at Buddhist monasteries and Buddhist universities. Higher education was given to only those students who intended to be monks or nuns. Both theoretical and practical aspects of life were emphasised here.

Subjects included in the syllabus of higher education: Buddhism, Hinduism, Jainism, Theology, Philosophy, Metaphysics, Logic, Sanskrit, Pali, Astronomy, Astrology, Medicine, Law, Politics, Administration, Tantrik philosophy

Medium of instruction was Pali and also importance to vernacular dialects was given.

Teacher-Taught Relationship was close, pure, good and affectionate. Teacher being an ideal person inspires the students. Like his students the teacher also used to spend life in simplicity, constant study, celibacy, following ideals and strength of character. Both teacher and student were        required the authority of reason and experience. Students were required to maintain        the freedom of thought. Disciplined in the matter of morals and conduct and maintained self restrained life.

Educational Implications of Buddhist Philosophy

Democratic: It is democratic as it believed in freedom of enquiry. Democratic and republican procedures were followed while running the educational institutions.

Development of good conduct: The entire techniques of Buddhism provide directions to develop good conduct and which is also the essence of a sound system of education. Also its belief in Karma lays stress on the necessity to be constantly on the vigil to maintain one’s conduct in the present life.

Moral discipline: The Buddha Bhikshu (monk) took the vows of chastity and of poverty. Character was the basis of moral discipline.

Emphasis on manual skills: Training of manual skills like spinning and weaving was emphasized to enable men to earn for living.

Pragmatic: It is pragmatic; everything is in a state of flux as it is only momentary. Change is the rule of the universe. It does not believe in the absolutism. It is witnessed in the present era of globalisation.

Methods of teaching: The method of instruction was oral. Preaching, repetition, exposition, discussion and debates were all used. Buddhist council organised ‘seminars’ to discuss the major issues at length. Learned conferences, meditation, and educational tours also were used.

International impact: Buddhist education helped India to gain international importance. It also developed cultural exchange between India and other countries of the world. International exchange of scholars attracted students and scholars from far off lands.

Value education and character development: To be moral being, one must follow noble path, the eightfold path as preached in Buddhism provides guidance e for moral education and peace. The entire techniques of Buddhism provide directions to develop good conduct which is also the essence of sound system of education.

Curriculum: Curriculum included secular as well as religious subjects and structure of university till present day. The system of determining a minimum age for higher education, providing a set of rule and taking a test for admission, is guiding the educational system even today.

Education as a social institution: Education as a social institution got its existence as a result of Buddhist system of education.

Imparting education in practical subjects: An important contribution of this period is the imparting of education in various practical subjects, a tradition which has come down to the present day also.

Collective teaching methodology: It was in this period that the method of collective teaching and the presence of numerous teachers in single institution were evolved.

Reference

http://ednonline.info/2016/11/30/buddhism-budhist-philosophy-in-educational-points-of-view/

Continuous Comprehensive Evaluation (CCE)

Continuous Comprehensive Evaluation (CCE)

          Continuous Comprehensive Evaluation (CCE) refers to a system of school based evaluation of students that covers all aspects of student personality. It is a curricular initiative, attempting to shift emphasis from mere testing to holistic learning. ‘Continuous’ means that the evaluation of identified aspects of students’ growth and development is a continuous process rather than an event. It is built into the total teaching learning process & spread over the entire academic session. ‘Comprehensive’ mean the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development. ‘Evaluation’ is a systematic process of collecting, analyzing and reporting of information about students’ knowledge, attitudes, skills, intentions and/or behaviors regarding specific content, issues or experiences.

          Concept of Continuous and Comprehensive Evaluation is a process of determining the extent to which the objectives are achieved. It is not only concerned with the appraisal of achievement, but also with its improvement. It involves information gathering, information processing, judgment forming, and decision-making. In recent years, there has been a growing concern for improving the quality of achievement of all students at elementary level. In this context the NPE, 1986 recommended that Minimum Levels of Learning (MLL) be laid down at each stage of primary education, and that steps be undertaken to ensure that all students achieve these minimum levels of learning. As a follow-up, the MLL for each subject from classes I to V were stated in terms of competencies. Each competency constitutes an expected performance target that lends itself to criterion testing which is continuous and competency based. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not he learners have mastered the competencies. A competency also becomes a criterion to organize teaching-learning process, and at the same time to assess the students. It is a very well known fact that usually evaluation is done to measure the knowledge and understanding outcomes. The evaluation of skills and higher mental abilities are neglected to a great extent. The evaluation of co-scholastic aspects like attitudes, appreciation, interests, personal and social qualities of students are seldom carried out. The report of MLL and the national curriculum frame work of school education have specified certain personal and social qualities that need to be developed in children. They stress the point that the evaluation should be comprehensive in nature, wherein all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed. The comprehensive evaluation not only helps in checking all the standards of performance in both scholastic and co-scholastic areas, but also in decision making regarding various aspects of teaching-learning process, promoting the students, increasing quality, efficiency, and accountability. Continuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. This is required because different specific areas of pupil growth need different types of evaluation through certain techniques. The teacher has to select the most appropriate technique for a situation and develop the necessary tools for the same and decide upon the periodicity and timing of evaluation.

 Purpose and Functions of Continuous and Comprehensive Evaluation

 Purpose

• Continuous and Comprehensive Evaluation is intended to provide a holistic profile of the learner through assessment of both scholastic and co-scholastic aspects of education spread over the total span of instructional time in schools.
• It helps to identify those positive attributes of the learner which are not usually assessed during the examinations conducted by the Board
• As it is spread over a period of two years in classes IX and X it provides several opportunities for  the  school to identify the latent talents of the learners in different contexts.
• To integrate teaching and evaluation and to test those kills and abilities which cannot be tested through written examinations at the end of the course?
• To encourage students to apply themselves rigorously to their students.
• To enable the teacher to realize the effectiveness of teaching-learning process.
• To serve as a feedback for improving the contents of the courses, methods of teaching and teaching– learning process in general.

Functions

• It helps the teacher to organize effective teaching strategies.
• It helps in regular assessment to the extent and degree of Learner’s progress (ability and achievement with reference to specific Scholastic and Co-Scholastic areas).
• It serves to diagnose weaknesses and permits the teacher to ascertain an individual learner’s strengths and weaknesses and her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs a discussion again in the whole class or whether a few individuals are in need of remedial instruction.
• By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in where more emphasis is required.
• It identifies areas of aptitude and interest. It helps in identifying changes in attitudes and value systems.
• It helps in making decisions for the future regarding choice of subjects, courses and careers.
• It provides information/reports on the progress of students in Scholastic and Co-Scholastic areas and thus helps in predicting the future success of the learner.

• Merits and Demerits of Continuous and Comprehensive Evaluation

Merits

Introduction of CCE will have the following advantages:

• It will help the learners to develop holistically in terms of personality, i.e. physically fit, mentally alert and emotionally balanced.
• The students will have more time with them to develop their interests, hobbies and personalities
• Students, parents and teachers would be more logical in making an informed choice about subjects.
• It will equip students with Life Skills, especially creative and critical thinking skills, social skills and coping skills.

Other merits of CCE are as follows:

• More Valid: It is more valid than external examinations as it covers all the topics of the syllabus through assessment on daily as well as periodic basis.
• Regular and Punctual: Students will become regular and punctual. They will try to do their assignments and class work to the satisfaction of all concerned.
• Discipline: The problem of indiscipline will remain subsided.
• More reliable: It is more reliable than external examinations as it covers all the topics of the syllabus.
• Motivational Value: It motivates the pupils to work regularly and thoroughly. They are motivated to work through out the year.
• Diagnostic Value: It enables school authorities to diagnose pupils’ difficulties in learning and provide opportunities to find out needs, interests, abilities and aptitude of the learners.
• No undue strain: Undue strain upon the students is relaxed.
• Positive results: It aims at finding out what the child knows, what s/he can do and what intelligence s/he possess rather than finding out what s/he does not know, what s/he cannot do and what intelligence s/he does not posses.

Demerits

• Time consuming: Continuous Comprehensive Evaluation is time consuming.
• Heavy work load of teachers: The short term evaluation increases the work load of teachers. Moreover, it demands training, efficiency and resourcefulness on the part of the teachers.
• Incomplete without external examination: In the absence of external examination/ a public examination at the end of the year it would be incomplete.
• Shirkers of work: Shirkers of work in the teaching profession may not work and the standards of teaching-learning may go down.

Benefits of CCE to Students and Teachers

Benefits to Students

The scheme of CCE would help the learners, who are the primary stakeholders of school education, in the following manner:

• It will reduce stress and anxiety relating to examinations among the young students, especially among the adolescents.
• It will reduce the dropout rate as there will be less fear and anxiety related to performance.
• There will be greater focus on learning rather than teaching.
• It will enhance learning time of students.
• It will help the learners to develop holistically as a result of the emphasis on the promotion of co-scholastic aspects of the personality.
• It is expected to prepare the students for life by making students physically fit, mentally alert and emotionally balanced.
• The students will have more time with them to develop their interests, hobbies and personalities.
• It will enable the students, parents and teachers to make an informed choice about subjects at different stages of education.
• It will promote learning in a friendly environment.
• It will equip students with Life Skills, especially Creative and Critical thinking skills, social skills and coping skills.

Benefits to Classroom Teacher

The continuous and comprehensive evaluation helps a classroom teacher in the following ways:

• To identify learning difficulties in mastering competencies and the intensity of such difficulties.
• To improve students’ learning through diagnosis of their performance.
• To plan appropriate remedial measures to enable the students who have learning difficulties.
• To improve or alter instructional strategies to enhance the quality of teaching and learning.
• To help in selecting of various tools, techniques and instructional materials as a support system in mastering the competencies.

Inclusive Education

          Inclusive education is ‘making the programme for disabled children as an integral part of the general educational system rather than a system within general education’. Inclusive education is not merely about providing access to mainstream school for pupils who have previously been excluded. It is not about closing down an unacceptable system of segregated provision and dumping those pupils in an unchanged mainstream system. Existing school system in terms of physical factors, curriculum aspects, teaching expectations and styles, leadership roles have to change. This is because inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practices. Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual. The ultimate goal of inclusive quality is to end all forms of discrimination and foster social cohesion.

          Inclusive education stands for a process of fighting for the inclusion of people with disabilities in the mainstream education system. Education for all is closely connected to the work for equal rights of people with disabilities and against their social exclusion. Education is seen as key to a society that is ready to welcome a wide diversity of different abilities (Ainscow, 2000)¹. It has been now known that inclusive school system is the most effective tool for developing necessary skills and building solidarity among our youth with special needs and their peers. It also creates a path for being better prepared for all kinds of work opportunities. Inclusion of children with special needs has become a matter of priority in many countries around the world. The implementation of inclusive education requires dedication and willingness on part of all stakeholders especially educators. Every educator must be aware of the concept of ‘inclusion’.

NEED OF INCLUSIVE EDUCATION

Several studies have been done on the effects of inclusion of children with disabilities in general education classrooms. A study on inclusion compared integrated and segregated (special education only) pre-school students. The study determined that children in the integrated sites progressed in social skills development while the segregated children actually regressed. There are many positive effects of inclusion where both the students special needs along with the other students in the classroom both benefit. Research has shown positive effects for children with disabilities in area such as reaching Individualized Education Programme (IEP) goal, improving communication and social skills, increasing positive peer interactions, many educational outcomes and post school adjustments. Positive effects on children with disabilities include the development of positive attitudes and perceptions of persons with disabilities and the enhancement of social status with non-disabled peers. The need of inclusive education is discussed below:

1.    To fulfill Constitutional Responsibility

It is an attempt to maintain principles of equality by giving every child right to get education in the school of his choice regardless of his/her differences in physical, psychological and socio-cultural characteristics.

2.    Universalization of Education

Inclusive education helps in achieving our motives of universalization of education. It could only be possible if expansion of education be made keeping in view the mental and physical health, needs and other strengths of the children.

3.    All Children Learn by Being Together

It is a place which removes discrimination as everyone belongs, is accepted and supported by his or her peers and other members of the school community in the course of having his or her educational needs met. In inclusive settings, children learn at their own pace and style within a nurturing learning environment.

4.    Development of Friendship

Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes.

5.    Children Learn Important Academic Skills

In inclusive class rooms, children with and without disabilities are expected to learn and read, write and do maths. With higher expectations and good instruction children with disabilities learn academic skills.

6.    Children Develop Positive Understanding of Themselves and Others

                When the children attend the classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grow when children of differing abilities and cultures play and learn together.

7.    Children Experience More Self-esteem

Student with disabilities experience increased self-esteem by the mere fact that they are attending classes in a regular education setting rather than in a special education setting.

8.    Improvement in their Own Self-concept.

                Children without disabilities experiences growth in social recognition and gain a greater understanding and acceptance of students with disabilities and of diversity in general when they experience inclusive programming. Children without disabilities also experiences increased self-concept and overall improvement in their own self-concept.

ROLE OF TEACHERS IN INCLUSIVE EDUCATION

                Teachers in inclusive classrooms should welcome all children, without discrimination by making necessary arrangements for their education in the same school and class along with the non-disabled peers. To teach in inclusive settings, cooperation and understanding between regular, special and resource teacher is an essential condition. The teacher for teaching in inclusive classroom must be aware of 3 R’s i.e., Rights, Roles and Responsibilities. The general role and responsibilities of a teacher in inclusive settings can be summarised as following:

• Providing equal opportunities to each child to participate in classroom activities and social programmes according to his/her capability.
• Making disabled child emotionally, physically, psychologically and educationally sound.
• Following the principle of ‘zero rejection policy’ according to which everyone should be integrated in the normal classroom.
• Provide enhanced opportunities for overall development of child’s physical, cognitive, emotional and social skills.
• Working closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home.
• Collaborate with regular education teachers and all related services personnel.
• Provide classrooms with disability awareness information, as requested.
• Suggest/ coordinate per mediators, peer tutors, or peer buddies etc.

•           Provide regular education teachers and Para-professionals with information on disabilities, medical concerns and equipment operations.
• Monitor and evaluate assigned students’ progress in regular education curriculum.
• Develop in collaboration with the regular education teacher, a plan for supervising the paraprofessional’s duties.
• Coordinate weekly scheduled collaboration with the regular education teachers to identify necessary accommodation.

INCLUSIVE EDUCATION IN INDIAN CONTEXT

There are some of the key observations regarding Inclusion in the Indian context, which are as following:

1.    a) Central and State governments have taken a number of initiatives to improve the enrolment, retention and achievement of children with disabilities. There is a need to establish interlinks and collaboration among various organizations to prevent overlapping, duplication and contradiction in program implementation.

2.    b) Most services for children with disabilities are concentrated in mega citers or close to district headquarters majority of children with disabilities who live in rural areas do not get benefit from these services.

3.    c) There is an absence of consistent data on the magnitude and educational status of children with disabilities and disparities between regions and types of disability. This makes it difficult to understand the nature of the problem and to make realistic interventions.

4.    d) Special schools and integrated practices for children with disabilities have developed over the years. Inclusive education has gained momentum over the last decade.

5.    e) Community involvement and partnership between government agencies and NGOs had been instrumental in promoting inclusive education.

6.    f) Many regular schools have a large number of children in each classroom and a few teachers. As a consequence of this, many teachers are reluctant to work with children with disabilities. They consider it an additional workload.

7.    g) Sensitization of masses towards disability and inclusion issues and how to cover efforts for the effective implementation of programs, are important concerns.

8.    h) Different disabilities require different supports. The number of skilled and trained personnel for supporting inclusive practices is not adequate to meet the needs of different types of disability.

9.    i) The curriculum lacks the required flexibility to cater to the needs of children with disabilities. There are limited developmentally appropriate teaching learning materials for children both with and without disabilities. The teaching-learning process addresses the individual learning needs of children in a limited way.

BARRIERS TO INCLUSION OF DIFFERENTLY ABLE IN NORMAL SCHOOLS

One of the greatest barriers to inclusion is the ‘attitude’ of parents and especially teachers towards differently able children. If teachers hold unfavourable or negative attitude towards inclusion of children with special needs in the regular classroom and if they possess negative beliefs about the educability of such children in the regular schools, then inclusion would remain a distant dream and unsuccessful. It is seen that some parents of normal children are not in favour of sending their children to integrated schools where both disabled and normal children learn together, on the grounds that the education of their children would be affected by including disabled children in the regular class and that their normal children would imitate the undesirable behaviours and manners of disabled children. Such negative attitude of parents of normal children makes inclusion a failure one. Labeling is another barrier. Inmost cases it is seen that regular teachers tend to categorise and address such children by a label. But there are some negative effects of such labelling, which are: Labeling usually focuses on a child’s negative aspects i.e. their inadequacies and defects. Teachers and parents tend to have low expectations about what a child can do; Teacher tend to explain a child’s poor performance only in terms of his defects and not in terms of instructional failure; A labelled child develops a poor-self concept; Labels lead to rejections by the peers; Labels create sense of helplessness, inferiority and stigmatization among the disabled children.

Teachers must respect diversity among disabled children. Inclusion values diversity, not assimilation. Teachers should, therefore respect the diversity among children and provide programmes keeping in view their individuality. Lack of teachers respect for diversity is a serious barrier to inclusion. A multidisciplinary approach is essential for inclusion. Collaboration between parents, teachers, special education teachers, therapists, social worker, community people and doctor is an essential condition for the success of inclusion. Each and every teacher in inclusive setting irrespective of special education teacher or regular teacher should take the responsibility and should be accountable for his education. Failure to be accountable leads to the exclusion of the child from inclusive settings. Another barrier is the traditional mode of teaching. Children with diverse abilities have unique needs and needs innovative practice teaching. Traditional way of teaching involves lecture method with a fixed timetable, a single textbook and rigid grouping. Curriculum is not adopted to meet their needs. Individual attention is not seen in traditional teaching which will be a barrier to providing quality education to children with special needs in inclusive settings. Effective inclusion requires that the school personnel and resources should be integrated. All teachers and resources of the school should be available for providing services to children with diverse abilities and disabilities. An unhealthy division between the professional will be a barrier to effective inclusion. Differently able children included in the regular classroom require support from teachers and peers to make satisfactory progress in learning. If they don’t get the requisite support, they may experience failure and later drop out from school. There should be a linkage with their special schools. Special schools with their expert teachers and special aids and equipments should function as resource centres for inclusive schools. Children enrolled in inclusive school or who need specialised help must be referred to special schools or that specialist teachers working in special school may be requested to provide special assistance and services to such children. Lack of linkage between special schools and inclusive schools is a barrier to inclusion.

Reference

http://ednonline.info/2016/11/25/education-of-differently-abled-children-parents-attitude/