Bethlahem paper presentation

                     

                  CHALLENGES  IN  ACHIEVING  INCLUSIVE  EDUCATION

ASHMI. K. RAJ.* & JINCY.J.**

*I B.ED

**I B.ED

HOLY TRINITY COLLEGE OF EDUCATION,

MELPALAI, EDAICODE POST.

ABSTRACT                Inclusiveeducation is implemented for the children with disabilities. But in the contemporary scenario implementation of inclusive education is troublesome. Its importance is neglected and is considered as worthless. Along with this, there are many challenges which inhibit the growth of inclusive education. On the whole, the major reason for the challenges in its implementation is the lack of consideration for the children with disability. This paper presents elaborately the major challenges in achieving inclusive education. KEYWORDS:Inclusive education, disability, implementation, attitude, challenge.

 

Introduction

            For a long time those concerned with the field of education have been grappling with the serious question of what kind of education to provide for children especially in the context of varying and different abilities of the students. Traditionally education had come to be separated into two types namely, general education and special education. It had been believed earlier that children with differing needs and especially those with special needs must be given education separately. The educationists now feel that each child should be allowed to learn in his own way along with his peer group. Inclusive education in essence stands for equality, and accepts every child with his or her own unique capabilities.

Inclusive Education

            Inclusive education is a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, color, gender, disability, sexual preference, learning styles and language.

            Inclusive education means children, regardless of ability are taught in general education classrooms with same age peers.

History of Inclusive Education

            The Kothari commission highlighted the importance of educating children with disabilities during the post independent period. In 1980’s the then ministry of welfare, government of India realized the crucial need of an institution to monitor and regulate the HRD programs in the field of disability rehabilitation. Till 1990’s, 90% of India’s estimated 40 million children in the age group, four to sixteen years with physical and mental disabilities are being excluded from mainstream education. In the year 1997, the philosophy of inclusive education is added in district primary education program (DPEP). National curriculum framework (NCF) 2005 has laid a clear context of inclusive education. In 2005, the ministry of Human Resource Development implemented a National Action Plan for the inclusion in education of children and youth with disabilities. Furthermore, Integrated Education of the Disabled Children (IEDC) was revised and renamed as “Inclusive Education of the Disabled at secondary stage” (IEDSS) in 2009-2010 to provide assistance to provide assistance for the inclusive education of the disabled children at 9^th and 10^th classes. This scheme is now subsumed under RashtriyaMadyamicShikshaAbhiyan (RMSA) from 2013. (Gnanam, D. & Shanmugaboopathi.,2016)

Aims and Objectives of Inclusive Education

v Education for all

v Protection of rights

v Identification of skills

v Development of social consciousness

v To prepare for new challenges

v Development of brotherhood

v To improve quality of education (Umadevi, M. R.,2010)

Need and Importance of Inclusive Education

v To fulfill the constitutional responsibilities

v To enable children to stay with their families

v For the development of healthy relationship

v For achieving the universalization

v Developing feeling of self-respect

v For the use of modern technology

v For social equality

v Self-reliant (Singh. J. D.,2016)

Challenges in Implementing Inclusive Education

Negative Attitude

Negative attitude of both parents and teachers affects inclusive education scenario in India. Teachers tend to be broadly positive about the principle of inclusion while at the same time, viewing its practical implementation as problematic. A number of studies found that general education teachers are not supportive of inclusive education. The parents of normal children have a negative attitude that the education of their children may spoil.(Mathew,2013)

Inappropriate Curriculum

            In any education system, the curriculum is one of the major obstacles or tools to facilitate the development of more inclusive system. In our country of diversity, curriculum is designed centrally, hence which leaves little flexibility for local adaptations or for teachers to experiment and try out new approaches in order to involve the children with disability in the active learning process. As a result of the knowledge based curriculum, the examinations are also too much content oriented rather than success oriented which is the demand of the flexible inclusive curriculum. (Sanjeev, K, 2007).

Untrained Teachers

            For implementing the inclusive education successfully, it is important that teachers must have positive attitudes towards learners with special needs. But, because of lack of knowledge, education, understanding, or effort the teachers give inappropriate substitute work to the learners,which eventually leads to learners dissatisfaction and poor quality of learning.  Another important feature of the schools is high teacher- student ratios (average 1:45) and where it is expected that learners of diverse abilities have be taught together. At the first place, there is a scarcity of trained teachers to deal with the diversity and secondly, it is very wrong to assume to deal with 45 learners with diversity. (Mitiku, W, 2014).

Lack of Adaptive Technology

            Students with disabilities generally have different kind of learning needs, modes of perceptions and preferences so the classroom environment must provide them with an access to content materials that are consistent with their learning preferences and needs. Such adoptions may include use adapted laboratory equipments with tactile markings, providing hearing or speech aids to the students, provision of a facilitator to support a student’s access, use of audio-recorded texts, Braille, large print materials, peer support, additional time fewer items or questions to address, multi model presentations etc. But a general survey of Indian classrooms shows a marked shortage of such resources. (Rasheed, S, 1998).

Social Factors

            Many parents as well as community consider that the students with disability are worthless for the society. So they give least importance for their education. It leads to the low enrollment of children with disability in school.

Inadequate Funding

            Insufficient funding is a chief threat to the implementation of inclusion. It is reflected in the scarcity of resources like insufficient classrooms, lack of teacher and dearth of qualified staff, scarce learning materials and absence of support. .(Sporoso, S. A., &  Lensink, J. M,1998). Eventhough fund is allotted for inclusive education it does not reach them for better implementation

Physical Challenges

            In some districts, students with physical disabilities are expected to attend schools that are inaccessible to them. In economically deprived school systems, especially those in rural areas dilapidated and poorly cared for buildings can restrict accessibility. Some of these facilities are not safe or healthy for any students. Many schools don’t have the facilities to properly accommodate students with special needs, and local governments lack either the funds or the resolve to provide financial help. The lack of wheel chair ramps in school buildings, parks, playgrounds, washrooms and public transportation is a main difficulty identified by several students with disabilities when going to school. Undoubtedly, most school structures do not respond to this requirement. (Walker, D. K, 2011).

Policies as a Challenge

            Policy challenges are frequently related to a lack of awareness or reinforcement of existing laws and regulations that require programs and activities be accessible to people with disabilities. Some of the examples are;

·       Denying qualified individuals with disabilities the opportunity to participate in or benefit from federally funded programs, services or other benefits

·       Denying individuals with disabilities access to programs , services, benefits or opportunities to participate

·       Denying reasonable accommodations to qualified individuals with disabilities, so they can perform the essential functions of the job for which they have applied or have been hired to perform.

Suggestions for Implementing Inclusive Education

            Some of the suggestions for inclusive education are as follows:

v Only a positive attitude can bring a great success in inclusive education. So, it is essential that the teachers, who are the key backbones should develop a positive attitude for a successful implementation.

v An appropriate curriculum should be framed which facilitates flexibility to the teachers to make changes for the active learning process and also it should be success oriented.

v The teacher student ratio should be decreased (1: 25). (Mitiku, W, 2014)

v  Provide quality training to the teachers based on inclusive education.

v New method of technology and provisions should be used to the students so that it can enhance the better implementation of inclusive education.

v Government should take steps to check whether the funds provided for the inclusive education reaches for its implementation and provisioning.

v Changes can be brought in the existing laws and policies, so that it can enhance the quality of inclusive education.

CONCLUSION

            Inclusive education is implemented for the welfare of children with disability. There are many challenges in implementing inclusive education. It is the responsibility of each and every teacher’s to eradicate the challenges for the better implementation of inclusive education for the welfare of children with disability.

BIBLIOGRAPHY

Mathew, A. (2013). Learning disabilities and remediation. Hyderabad: Neelkamal

            Publication Private Limited.

Sharma, R.A. (2007). Fundamentals of special education. Meerut: R Lall Book Depot.

Umadevi, M.R. (2010). Special education: A practical approach to educating children with

            social needs. Hyderabad: Neelkamal Publication Private Limited.

Gnanam, D.,&Shanmugaboopathi. (2016). Contemporary India and Education. Chennai:  

            Samritha publications.

Walker,D.K.(2011). Common barriers to participation experienced by people with

            disabilities. Retrieved from: www.brighthub.com.

 Rasheed,S.(1998). Barriers associated with inclusive education. Retrieved from;

          www.beighthubeducation.com.

Singh,J.D.(2016). Inclusive education in India-concept, need and challenges. Retrieved from:

            https://www.researchgate.net/publication/301675529.

Sanjeev,K.(2007).Inclusive education in India. Retrieved from:

            http://corescholar.libraries.wright.edu/ejie.

Sposaro,S.A. &Lensink,J.M.(1998). Barriers to implementing inclusion practices.Retrieved

            from: http://scholaworks.gvsu.edu/theses.

Mitiku, W.(2014). Challenges and opportunities to implement inclusive education.Retrieved

            from: www.academia.com.

my science day poster presentation

MALL

                                    

                        

                       

             Mobile Assisted Language Learning (MALL)

Introduction

            The learning and teaching environments of the twenty first century are changing very fast due to unprecedented opportunities, advancement of information and communication technologies have created for education. After around half a century of integrating computers into instruction, the rapid evolution of mobile devices is opening up a whole world of new learning experiences with technology.

Mobile Learning (M-learning)

     Mobile learning refers to the use of mobile devices for the purpose of learning.

       Mobile learning is a process of using a mobile device to access and study learning materials to communicate with fellow students, instructors or institution. -  Ally

Objectives of Mobile Learning

       i.          To enhance students motivation through the use of familiar technology.

     ii.          To increase students’ use of the four skills- listening, speaking, reading and writing in English language.

   iii.          To enable students to become more competent in English language and foster the use of English language for communication.

   iv.          To facilitate the learning process as students have the possibility to explore, analyze, discover and choose activities which are real and meaningful.

     v.          To enhance interaction between real and virtual environments.

   vi.          To promote self learning, learning by fun and learner centered approach.

Characteristics of Mobile Learning

       i.          Spontaneous: Mobile learning is more spontaneous than other learning types. It is this spontaneity that is probably the most defining characteristics of mobile learning. Mobile learning is content aware, meaning that students can learn everywhere. Wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime anywhere education.

     ii.          Portable size of mobile tools: Mobile learning tools are small and portable. Students can use it anywhere and everywhere during their learning activities.

   iii.          Blended: Teachers can use this approach with blended learning model. Students can use mobile tools for homework, projects etc in education. Blended learning which combines classroom instruction with M learning can maximize the benefits of both face-to-face and online methods.

   iv.          Private: M learning is private. It means that only one learner at a time usually has access to the mobile tool and that when students want to access information connects and downloads independently from other learners.

     v.          Interactive: M learning environments which utilizes the latest technologies to bring an interactive learning environment into learning and teaching activities. Students are not passive, the functions of mobile tools and environments allow varying levels of interactivity.

   vi.          Collaborative: Mobile technologies support communication between students and teachers. So mobile technologies may use for collaborative learning activities in classrooms.

 vii.          Instant Information: Instant information means using a mobile tool is all about immediately. According to Cohen, the need is for quick answers to specific questions. Learning content must reflect this requirement by providing material that enables a learner to quickly zone into information. Examples of instant information are definitions, formula and equations.

Mobile Assisted Language Learning (MALL)

            Mobile assisted language learning is any type of language learning that takes place with the help of portable devices. Mobile devices are effective tools for language learning and have positive effect on the development of language skills, heighten learners’ language learning attitudes and motivation and support learner interaction , collaboration and the co- construction of knowledge.

          Research on MALL has mainly focused on teacher-led mobile learning and students’ own use of mobile apps and the role of mobile apps in their learning have been taken for granted in the literature. Language learners use these apps quite frequently due to their ‘availability, convenience and low cost’.

Salient Features of Mobile Assisted Language Learning  

                   Useful for language learning, most mobile phones are equipped with functionalities including SMS, MMS, Face book, Twitter, internet access, mp3/mp4 player, video recorder, digital camera and many can run multimedia contents including audio and video.          

Internet Facility

            Students can use their cell phones to surf online. By browsing on internet, they can check e-mails, read online textbooks and watch lectures at any time. Websites like Wikipedia, shmoop provide critical analysis and summary of all works of art in English.

Downloading

            Now there are many free online materials which enable students to download various kinds of them to their cell phone easily. With the availability of downloading, students do no not need to carry heavy books and they could read the required e-books in any time and in any place. Kindle app provides all the books for reading.

Short Message Service

            SMS is a service that allows people to interchange text messages between cell phones. SMS systems can be used to help students learn foreign languages and teachers can use SMS to communicate with one student or even one group of students. Cell phones could be used to help students with vocabulary and grammar through SMS text exchanges with the teacher, peer or foreign language students.

            SMS has three advantages;

1.     Users express themselves concisely

2.     It does not cost much because texts need little memory

3.     SMS system doesn’t require technological trainings.

Audio Recording Apps

            Through audio recording apps, learners can be guided to record their communication and after listening to their records, they can be asked to improve their weak areas. Students can record interviews or conversations outside the classroom and later on they can play them in class for feedback and discussion.

Apps for English Speaking Learning

            There are so many mobile apps which are aimed to develop English pronunciation. These apps help the learners to practice and improve certain aspects of English pronunciation such as individual phonemes and stress, intonation.

Whatsapp

            Whatsapp is a mobile messaging app which allows you to exchange messages. Users can create groups. Whatsapp can be used;

1.     To send students a short news article or podcast and ask them to send an audio response summarizing it in their own words or giving their opinion.

2.     To send photos with captions to illustrate different tenses.

3.     To create a video or audio by students themselves making a short lesson/ presentation or reviewing a book.

Face book

            Closed face book groups can be a great way of communicating with students. Students can share ideas, opinions and homework projects. Face book groups can;

1.     Post quizzes and grammar tips

2.     Get students to share book reviews

3.     Brainstorm ideas about different topics

4.     Have a different theme each week and get students to share ideas, pictures and quotations connected to the theme.

Useful Apps to Learn English

1.     English Speaking Practice

2.     Basic English for Beginners

3.     English Grammar Book

4.     Learn to Speak English

5.     Learn English for Kids and Children

6.     English Listening Player

7.     Learn English Vocabulary

8.     English Conversation Practice

9.     English Listening

Conclusion

            Mobile devices help students study easily and independently. They enable them to incorporate self-study into their busy lives, accelerating their progress and guaranteeing better results. These learning devices make the teaching and learning process effective and useful.

Bibliography

Roy, R.K. (2013). English language teaching. Delhi: APH Publishing House.

Thangasamy, K.(2016). Pedagogy of English. Chennai: Vinoth Publications.

Hariry, N,A. (2016). Mobile phones as useful language learning tools. Retrieved from:

            www.sciencedirect.com.

Guo, H.(2017). Analyzing and evaluating current mobile applications for learning English.

            Retrieved from : www.britishcouncil.com

Nezarat, A.(2012). Mobile assisted language learning. Retrieved from: www.mall.com.

Cavus, N. (2011). Basic elements and characteristics of mobile learning. Retrieved from:    

           www.sciencedirect.com.

           

RPA Presentation

          CHALLENGES FACED BY DALITS IN ACHIEVING EDUCATION                                                  

                                                          JINCY, J.

I Year B. Ed student

HOLY TRINITY COLLEGE OF EDUCATION,

MELPALAI, EDAICODE POST.

ABSTRACT Education is meant to develop the humankind. In ancient India, educational institutions were considered as “the treasure houses of knowledge with self discipline”. But in the present scenario, education is becoming a business with more profit in terms of money. Thus education is become a private property for certain groups of the society by neglecting some other groups of the country. In India, one of such neglected groups of people are “dalits”. Our society refused to include them in the main stream of our country and don’t allow them to get access of education. On the whole, the major reason for the negation of educational opportunities of dalits is the lack of consideration by the upper castes. This paper intricately betells the challenges faced by dalits in accessing education. Keywords : Dalits, access, education, discrimination, exclusion, caste.

Introduction

            In India, many students face violence and discrimination in the educational institutions in terms of caste, religion, gender, class.etc. Even though our constitution ensured the right of education for all, still many educational institutions   denied the access of education to all children irrespective of their caste and class. Dalits are the most deprived groups of Indian caste hierarchy who are denied of life, educational as well as employment opportunities. The society considered them as “unimportant”, thus they don’t need the fruitfulness of education.

Who Are Dalits

            The word “dalit” is a vernacular form of the Sanskrit. In classical Sanskrit, this means “divided, split, broken, scattered”. This word was repurposed in 19^th century Sanskrit to mean “a person not belonging to one of the four Brahminic castes”. The term “dalits” was first used by Pune - based social reformer Jyothirao Phule. (Rao,2002).

                        “Dalit is mostly used to describe co0mmunities that have been subjected to untouchability”. Such people were excluded from the for – fold varna system of Hinduism and the thought of themselves as forming a fifth varna, describing themselves as Panchama.

Other Terms for Dalits

1.     Scheduled Castes is the official term for dalits in the opinion  of India’s  National; Commission for Scheduled Castes ( NCSC).

2.     Mahatma Gandhi coined the word “Harijan” , translated roughly as people of God, to identify untouchables in 1933.

3.     Dr. B.R. Ambedkar, echoing the literal meaning of dalit, used the English phrase “the broken men”.

4.     In southern India, Dalits are sometimes known as “Adi Dravida, Adi Karnataka, and Adi Andhra”.

Dalits in India

            The number of dalits in India increased by 35 million during the decade ranging from 2001 to 2011. Dalits form around 16.6% of India’s population. Nearly half of the country’s dalit population is in four states according to the 2011 census. Uttar Pradesh stands first with 20.5% of the total scheduled caste population, followed by West Bengal with 10.7%, Bihar with 8.2% and Tamil Nadu with 7.2% third and fourth. According to the 2011 census, Dalits officially known as “scheduled castes” constitute 201 million people. (Paswan & Jaideva, 2003).

Legal Provisions for the Educational Upliftment of Dalits

1.     Scholarships ( pre- matric and post- matric)

2.     Opening of schools in  dalits localities

3.     Grants of hostel fees and books

4.      Opening of residential schools, balwadis, community centers etc.

5.     Establishing book banks

6.     Up gradation of merits of SC/ ST students

7.     Coaching and allied schemes

8.     National overseas scholarship and passed grants for higher studies abroad

9.     15% reservation in Kendriya Vidyalaya

10.  27% reservation in higher education

11.  Midday meal scheme. ( Pandey, 2005).

Educational Status of Dalits in India

            India advocates inclusive growth, but owing to lack of education and skill development, the marginalized sections are not becoming part of the inclusive growth. Dalits literacy rate did not go beyond 8.5 percent in1961. In spite of this, the literacy rate has not crossed beyond 11.39% in 1971 because of the complex nature of issues like absenteeism, stagnation, drop- out and seasonal migration by dalits.

            The 2011 census data indicate that educational development of the STs is quite uneven among different states. The data indicate that some states with higher concentration of tribal population have been doing extremely well.  They are Mizoram (91.5%), Nagaland (80.0%), Manipur (77.4%) and Meghalaya (74.5%). Whereas some states with more number of dalit habitations continue to perform very low. They are Jharkhand (57.1%), Madhyapradesh (50.6%), Orissa (52.2%) and Andhra Pradesh (49.2%). (Brahmmanandam & Babu, 2016).

Challenges in Achieving Dalit Education

            Discrimination against Dalits in the educational system is a widespread problem in caste-affected countries. Alienation, social exclusion, and physical abuse transcend all levels of education, from primary education to university. Illiteracy and drop-out rates among Dalits are very high due to a number of social and physical factors.

                         In school, even their touch was considered as “polluting”. A common practice   was the requirement for dalit and children from other low castes to sit at the back of the class room. The teachers barely noticed their presence, answered their questions or helped them with classroom activities. Similarly the low caste children and dalits were banned from entering the school kitchen or touching the vegetables, fruits or utensils. They had separate seating and serving of food during midday meal. (Bajoria, 2015).

            Even in the 21^st century, many people foolishly believing in the superstition “untouchability”. For ages, dalits and other low castes have had to adhere to the stringent principles of the caste system and to rigidly maintain the historical notions of purity and pollution. Teachers and children from  upper castes considering their touch as “polluting”. (Ovichegan, 2015).  Discriminatory practices against Dalit children exercised by teachers may include corporal punishment, denial of access to school water supplies, segregation in class rooms, and forcing Dalit children to perform manual scavenging on and around school premises (IDSN and Navsarjan, 2010).

                         A study on caste-based discrimination in school documented that indirect discrimination by teachers, such as neglect, repeated blaming, and labeling of Dalit students as weak performers, lead to social exclusion of Dalit students in schools. The consequence was irregular attendance in classroom, less concentration in studies, less participation in school activities, lower performance, failure, and school drop-out (D.R. Bishworma, 2010).

                                    Intolerance, prejudice and harassment towards Dalits are equally prevalent in institutions of higher education where discrimination is practiced by senior upper-caste students, teachers, faculties, and administrations. The caste bias manifests itself in the way teachers ignore Dalit students and unjustly fail them in exams, in social exclusion and physical abuse, and in the unwillingness of the university administration to assist Dalits and support them. As a grave consequence of this harassment, a disproportionate number of Dalit and Adivasi students have committed suicide in India. ( Paik, 2005).

            Additionally, Dalit children face discriminatory attitudes from fellow students and the community as a whole, in particular from higher caste members who perceive education for Dalits as a waste and a threat. In reflection to this, dalit people also don’t give any significance to their education and didn’t want to raise protest against the figures who are excluded them.  This is linked to a perception among some higher caste people that educated Dalits pose a threat to village hierarchies and power relations, and that Dalits are generally incapable of being educated (Vasavi et al., 1997).

                        Even though there are many merit scholarships for dalit children, most of the time they are denied of it. Money spent on education is much more than the money received as scholarship. As a result of this they drop out from the schools and colleges, it will affect their educational outcome. (Shubodaya, 2013).

                        Though our constitution ensured many legal educational provisions for the upliftment of dalit community, many institutions refuse to access them education for being low castes or dalit.  These legal provisions will ensure within the non- dalit students by political and social influence.

Suggestions for Improvement

            The first and best way to achieve universalization of dalit education is the wiping out of discrimination and caste hierarchy from Indian society. Governments should take concrete steps to eradicate the existing prevalence of caste-based discrimination in schools, including stereotypical and demeaning references in e.g. school books; ensure inclusion of children of affected communities in schools; and disseminate general information about the importance of non-discrimination and respect for affected communities in the entire education system.

            The Government of India must appoint certain committees in order to monitor the provision of merit scholarships for dalit children and avoid corruption in it.

            All the educational institutions must be ensure themselves with a anti discrimination cell for the protection of students from violence and discrimination. For achieving all these, first the society must abolish the evils of discrimination and untouchability from our country. Then only we are able to promote the educational status of dalits.

Conclusion

      Education is the powerful weapon which leads a country into the path of development. But in our country the education is not equally accessible to all the citizens. The reason behind it is the discrimination on the basis of caste and class. If we don’t provide educational opportunities to the dalit group, our country will not become prosperous and developed as they are the part of our country.

References

  Paik, S. (2014). Dali women’s education in modern India. New York: Routledge.

Ovichegan, S.K.(2015). Faces of  discrimination in higher education in India. Oxon: Milton       Publishers.

Paswan, S. & Jaideva,P. (2003). Encyclopedia of dalits in India. New Delhi: Kalpaz       Publications. 

 Brahmanandam, T.& Babu, T.B. (2016). Educational status among the scheduled tribes:                   issues and challenges. Retrieved from: www.sciencedirect.com.

Shubhodaya, K.(2013). Dalit and adivasi education: challenges and prospects in planning , financing and implementation. Delhi: JNU Publishers.

Rao, S. (2002). Dalits in education and workforce. Retrieved from:       https://www.reserchgate.net/publication/262122305.

Subramanian,M. (2016). Educational status of dalit girls in India : an evaluative study.       Retrieved from: www.researchgate.com.

Bajoria, J. (2015). International dalit solidarity network: education. Retrieved from:       www.scrool.in.

Pandey, J.N. (2005). Constitutional law of India forty second edition. Allahabad: Central  law          agency  Publishers.

Praveen,C. (2015). Problems faced by dalits in India. Retrieved from:       http://www.ncdhr.org.in.

Paik, S. (2016). Education and exclusion of dalits : a history of hurt and humiliation.       Retrieved from: www.today.blogspot.com.