Special Needs Education (SNE)
This study discusses the issues regarding the provisions, practices and curricular concerns for the learners with visual impairments. The appropriate adaptation of instructional methodologies must be followed for them. Over the years, there has been growing awareness that special education in special schools may be overly restrictive, and instead of working outside the mainstream classrooms, the special schools can work with, and provide support to regular classroom settings. In this connection Special Needs Education (SNE) was recommended by the World Conference on Special Needs Education for the visually impaired students to have an alternative role in special school settings. Thus, special schools should become a far more flexible resource, by working in partnership with and creating a response to special students needs, not only in terms of alternative form of provision and intervention, but foremost the mainstream classroom, curricula, and pedagogies.
(http://www.uni.edu/coe/inclusion and http://www.rushservices.com/inclusion)
Furthermore, the National Curriculum Framework for School Education (NCFSE) (2000), brought out by the NCERT, recommended inclusive schools for all without specific reference to pupils with SEN as a way of providing quality education to all learners According to NCFSE; the visual impaired students should be educated together with other learners in inclusive schools, which are cost effective and have sound pedagogical practices (NCERT, 2000). In addition to that, the NCFSE also recommended definitive action at the level of curriculum makers, teachers, writers of teaching–learning materials, and evaluation experts for the success of this learning approach for the visually impaired children inside the classroom. This new educational intervention is in progress and the integration of the principles is still remained the main issue when it comes to the rights of the disabled students. On the other hand, in India, the integration of special education among the special and disabled students was a major reform during 1970. The intervention of inclusive education has been become an evident that special education in a class room setting for visually impaired and other disabled children has a strong need for financial support from the Indian government. The total success of SNE depends largely on the monetary assistance from the involved government agencies worldwide. Similarly, the regular utilization of the medical model assessment is very important for the educational difficulties among the visually impaired students. It also leads to a re-conceptualization of the special needs (SNE) task as requiring school reforms and improved pedagogy for them. This re-conceptualization in both the international and national level helps in the materialization of an orientation towards inclusive education for the visually impaired students. Additionally, in the 1990, the inclusion captured the field after the World Conference on Special Needs Education in Salamanca in 1994 together with the adoption of the Salamanca Statement and Framework for Action on Trends in provisions in India. It reflected that the leading policy predisposition before the 1970s has been that of isolation. In 1880s, Christian missionaries were able to built schools for the disabled children through charity works. And, it was followed by the government initiatives and assistance through giving workshops, model schools, central Braille presses and employment opportunities for the disabled population of the country. But, the changing strategies and approaches for the disabled children in school resulted into diverse learning policies and practices among schools worldwide.
(http://www.uni.edu/coe/inclusion and http://www.rushservices.com/inclusion)
Correspondingly, varied international organizations must set a standard policy for the regular implementation of inclusive education on a global basis. Inclusive education refers to all learners; children or students with or without disabilities are gathered all together in ordinary pre-school provisions, schools and community educational settings with appropriate network of support services. A global proposal for inclusive curriculum will help the disabled children to gain self-worth and self-confidence; as well as it will eliminated discrimination practices among regular schools when it comes to group ethnicity, economic status and disability issues. An inclusive curriculum recognizes the need of schools to become an effective mediator with the individual differences between the students. The school administration should bear in mind that there is a total need for flexibility and modification in order to achieve the goals of every student in the school; regardless of ability or disability issue. Nevertheless, the implementation of an inclusive curriculum will really require a number of modifications and alterations on the traditional teaching practices inside the classroom. The goal of inclusive curriculum is to provide a quality education for all students with or without disability. The effective participation of all children in the learning experiences provided in the classrooms is very crucial in developing and shaping their personality and cognitive skills. In the same way, the implementation of an inclusive education would also involve the use of human interaction and technological support, foremost the use of computers. More than anything else, it is also important to mobilize support from parents, the community, and special schools for the success of the program.
(http://www.uni.edu/coe/inclusion and http://www.rushservices.com/inclusion)
References:
(http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/special_ed_final1.pdf)
(http://www.uni.edu/coe/inclusion and http://www.rushservices.com/inclusion)
Credit:ivythesis.typepad.com
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