HM forwarding

 Chapter II

Understanding Inclusive Education

Meaning of Inclusion:

Inclusion generally means to include. However, in reality, inclusion means removing all physical, social and emotional barriers without any discrimination and providing children with special needs with opportunities to participate in various fields along with ordinary children. Inclusion is a concept that is often used in the school environment or in education. Inclusion in education means providing educational opportunities to all irrespective of differences in disability, ability, special learning difficulties, gender, race, class, family structure and lifestyle. Regarding inclusion, Miller and Katz (2002) state, "Inclusion is a sense of belonging: feeling respected, valued for who you are, feeling a level of supportive energy and commitment from others so that you can do your best. "" I

Inclusion helps to build the self-confidence of children with special needs. It helps in improving the communication process of the students and developing positive attitudes. It develops an 'I can do' attitude in the minds of students and children.

Inclusion also makes teachers aware of their students and children with special needs. Recently, many secondary schools have followed an inclusion policy. Such schools have encouraged students with disabilities or special needs and able students to work together. Such activities help students or children to develop personally, increase social skills, build self-confidence, encourage teamwork, provide independence, etc. Such arrangements also help parents of children with disabilities in particular. It prepares students to complete their education and return to the mainstream of society to take appropriate roles. It also offers ordinary children access to certain human service professions such as special education, speech therapy, physical therapy, recreational services and vocational services. Many students choose their careers from here for their future lives.

Need and Importance of Inclusion is-

Mention the need and importance of inclusion below

(1) It believes that disability is a social responsibility and helps to ensure that everyone can accept it.

(2) It helps to reduce neglect in terms of disability, ability, special educational difficulties, gender, race, class, family structure and lifestyle etc.

(3) It emphasizes equal value for all people in society and schools.

(4) It creates an atmosphere of trust and respect among all and helps them to realize that every person in the society has a contribution to make in the development of a society.

(5) It provides equal opportunities for all in terms of enrollment and facilities.

(6) It removes discrimination and other barriers between individuals and provides value to all individuals.

(7) It is a universal human right which aims to help all people to advance by reducing differences or discrimination on the basis of race, gender, disability, ability, other attitudes and viewpoints.

(8) It provides an opportunity for everyone to expand their skills and methods.

(9) It inspires parents and communities to become partners in making inclusion campaigns successful. It helps to build a close relationship between the school and the community.

(10) It helps children with special needs to observe the social behavior shown by ordinary children and act accordingly.

(11) It helps in developing positive character traits like patience, empathy, acceptance etc. among ordinary children by engaging with students with special needs.

(12) It helps to reduce fear and increase understanding and respect.

(13) Through interaction with children with special needs and disabilities, other children are enabled to be tolerant, to learn about individual discrimination and the exceptional aspects of people.

Classification of Inclusion:

Inclusion in education is divided into four categories. Those four are:

(1) Physical inclusion

(2) Social inclusion (Social inclusion)

(3) Cognitive inclusion

(4) Societal inclusion

These four types of inclusion are briefly discussed below.

(1) Physical inclusion: of able-bodied children in school with disabled children (although recently the word disabled has been replaced by specially abled.) There must be material facilities for children with disabilities in schools to progress equally. For this, special facilities should be provided in schools for children with disabilities to travel. In addition, appropriate instructions or warning signs, words or symbols should be placed in special places so that they can understand them. Similarly, schools should have the necessary number of equipment for each type of disabled child.

(2) Social inclusion: Social inclusion means is to think that all classes of people are equally valuable and important in a society. Social inclusion covers four main domains of opportunity. Those four are:

(a) Opportunity to participate in society through employment. and opportunities to render services.

(b) Opportunity to connect with family, friends and local community.

(c) Opportunity to deal with personal illness or danger (Opportunity to deal with personal crises.) and

(d) Opportunities to participate in social decision-making. This means that the views of individuals/children should be taken into account in social decisions. takes

Children with disabilities will be provided with the above social benefits to move forward

(3) Cognitive inclusion: Cognitive inclusion focuses on certain issues of persons with disabilities. These are their learning styles and preferences, critical thinking skills and their associated intellectual development patterns. Therefore, the above issues should be emphasized for the intellectual development of children with disabilities. 

Changing Concept and Nature of Special Education :

Children who are disabled or specially abled and children who are gifted need special guidance. Such children require special attention, nurturing and affection from individuals. Such children or students need more or less guidance to acquire knowledge of a subject than other general subjects or their peers. Such children sometimes seek instruction that is different from that of their normal peers and sometimes they seek instruction in an environment other than that of ordinary classes. Such children or learners are called children or learners with special needs. Therefore, special education is instruction that is specifically prepared and provided for them to meet their unique needs.

The Individuals with Disabilities Act (IDEA)ৰ মতে, "Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with disability."

In a democratic country, the development of every individual's abilities and skills is considered a human right and therefore it is essential that the country, society and parents provide special education for children with special qualities and exceptional children. Special education should be provided to such children so that they do not become problematic, anti-social, mentally ill, socially ill and a burden to society. Therefore, the main responsibility and duty of educators, parents and teachers is to understand their abilities, skills, shortcomings etc. and provide special education to exceptional children according to their needs.

The development of the education movement in India helps us in particular to learn about special education. In ancient times, inability or exceptionality was influenced by exclusion. Completely from the general public to the disabled and they were separated and driven away. In ancient societies, such children were completely ignored and neglected. They were not paid any attention. Like mental illness, such disabled children were thought to be the result of sin. Such children were usually executed and often punished. In the ancient Greek and Roman empires, scholars and physicians took special measures to save the lives of children with physical disabilities and provided medical services for them. The Renaissance in Italy in the 16th century brought about a significant change in people's thinking in this regard. It is only since the late 18th and early 19th centuries that special attention has been paid to such children.

In the early stages of special education, in 1555, the Spanish monk Pedro Ponce Leon established a school in Spain to teach the deaf and dumb. It provided for the teaching of writing and reading and academic subjects. In 1967, Thomas Braidwood established the first school for the deaf in Edinburgh, UK. He emphasized oral and hands-on methods of teaching children the alphabet and symbols. The first such school was established in Paris, France, in 1755, and taught touch and vision through sensory training in the Montessori method. In 1847, Gallandet established the first school for the deaf and dumb in the United States, using the French method.

Valentin Hany started the education of the blind in Paris in 1784, and the National Institute for the Blind was formed for that purpose.

French physician Dr. Itard started an education system for slow children. He began his first education to an eleven-year-old boy who lived in the jungle and was wild. In the early twentieth century, Decroly developed a curriculum for mentally retarded children in Belgium and established schools based on the curriculum throughout Europe.

After World War II, special education services began to increase. This service is provided according to the number and type of children. Vocational rehabilitation, medical treatment, physical therapy etc. for the physically disabled are included.

Nowadays, the emphasis is on regularly teaching all exceptional or ordinary children together in schools, which has ushered in a modern era in special education. Until the 1970s, special education was used in a narrow sense. Recently, arrangements have been made to educate children with less disabilities along with ordinary children. To a greater extent, separate education is provided for children with disabilities.

In our country India, the first blind school for the blind was established in 1887 in Amritsar. For about 60 years from that time until India's independence, the number of schools for the physically disabled was negligible. In 1947, there were only 32 schools for the blind in India. By the 1980s, the number had increased to By 1947 there were only 35 schools for the hearing impaired and by 1980 there were 180 schools. Similarly, by 1947 there were only three schools for the mentally disabled and by 1980 this number had increased to The first school for birth defects was established in

The Kothari Commission of 1964-66 specifically recommended that special education and the education of children with physical disabilities should be an integral part of the education system. The National Education Policy of 1968 also recommended that more facilities be provided for the physically and mentally disabled and the development of appropriate institutions for regular schooling. The National Education Policy of 1986 also recommended that inequalities and discrimination in education should be eliminated for children who were deprived of equal opportunities and special needs.

In 2000, the Government of India launched the 'Sarva Shiksha Abhiyan' and by 2010, measures were taken to provide special educational facilities and environment to all children irrespective of caste, religion and race.

The 86th Amendment to the Constitution of India in 2002 added a new Article 21A- Right to Education, which opened a new chapter in the history of education in India. Article 45 of the Constitution of India states that all children shall be provided with free and compulsory education up to the age of 6 to 14 years. In 2005, the Department of Human Resource Development prepared a Plan for Action for Children and Youth with Disabilities. In this plan, all schools focus on building friendly relationships with children with disabilities by 2020 with the aim of providing holistic education to those with disabilities. Similarly, in February 2006, a new National Scheme for Persons with Disabilities was adopted which decided to ensure free and compulsory education and rehabilitation of all children with disabilities up to the age of 18 through inclusive education.

Objectives of Special Education:

In some cases, the objectives of special education are the same as those of regular education. The common objectives of these two educations are

(1) To provide all children with special needs with the opportunity to participate in school programs and to receive adequate services.

(2) To provide special educational opportunities to children with special needs ie exceptional and gifted children.

(3) Provide opportunities for children with disabilities to receive education and other services.

(4) Encourage parents to understand and participate in special education.

(৫) To provide vocational training to students with disabilities to take up future careers.

(৬) To develop human resources through providing appropriate education to students.

(৭) National development (National development).

(৮) Social reconstruction.

(৯) Municipal or civic development (Civic development) |

(১০) Vocational or technical development.

(১১) Personality development.

(12) Development of qualities of leadership |

(১৩) Development of scientific temper

14. Develop the character of the students and prepare them for a moral life

কৰা (Developing the character of the students and preparing them for leading a moral life) ।

15. To provide knowledge of all subjects necessary for daily life

(Providing knowledge of all such subjects which are essential for day to day life) |

In addition to the above objectives, other special objectives of special education are:

(1) Early identification and assessment of the special needs of the disabled or disabled person.

(2) To prevent learning problems, take appropriate measures early before the handicapping condition develops into a serious condition. and to prepare such children to do something new through teaching.

(3) Parents on the prevention, care and training of children with disabilities in daily living skills, self-help skills, pre-academic skills and communication skills or provide counseling to parents.

(4) To make the community alert and aware of the problems of handicapped children and their education.

(5) Arrangements for rehabilitation of persons with disabilities.

(6) Develop a realistic self-concept for effective living (as per National Education Policy 1986/1992).

Principles of Special Education:

Special education is based on the following principles.

(1) Individual differences: Some students are very different in learning from ordinary students due to inter- and intra-individual differences. Such students require special education.

(2) Zero rejection: Free and appropriate education is compulsory for all children with disabilities. No school can decide on its own whether to accept or reject such children for regular schooling.

(3) Non-discriminatory evaluation: Children who need special education should be clearly identified so that they can receive appropriate services. Assess learning progress and complexity through assessments conducted at regular intervals. Before a child is included in a special education programme, he or she should be allowed to undergo a complete individual examination.

(4) Individualized education programme: At some point during the day, individual educational programmes/activities are required for students with special needs in the resource room or special class of regular schools. Such education should be of a nature appropriate to their current level of functioning and special needs.

(5) Least restrictive environment: As far as possible, children with disabilities should be educated in regular classrooms with non-disabled children. Regular classrooms provide a minimally restrictive environment for children with disabilities.

(6) Special process: Special process means that parents of children with disabilities have the right to evaluate the efforts of the school in identifying and assessing children with disabilities and to adjust the school programmes/activities to meet the special needs of these children with disabilities They have the right to do so. If parents are not satisfied with the programs or activities of the school, they have the right to take their children from that school and enroll them in any other educational institution that has good programs for children with disabilities.

(7) Parental participation: Special education is effective if parents actively participate in the educational programs prepared for children with disabilities.

Nature / Characteristics of Special Education:

Like other educations, special education has its own nature or characteristics. The nature or main characteristics of this education are mentioned below.

(1) This education is only for children with special needs or exceptional children; For example, for physically and mentally disabled, underdeveloped and gifted children.

(2) This education is different from the education of non-exceptional children.

(3) This education requires special materials, special training techniques, special equipments, special help or special facilities. For example, hearing impaired children need hearing aids and hearing training.

(4) This education is provided in special classrooms, resource rooms, special schools or residential schools.

(5) Special educators have to use special methods to teach this education. such as sign language, multisensory method

(6) In addition to regular classroom teachers, special teachers, psychologists, speech therapists, physiotherapists and specialist doctors are required for special education.

(7) Special education is a profession and a service with tools and techniques to meet the special needs of children with exceptional children.

(8) This education places more emphasis on individual differences than regular education. This is because this education identifies the special needs of each child and takes special measures to meet these needs.

(

9. This education cannot be effective without the active participation of the parents or guardians of children with disabilities.

(10) This education places greater emphasis on the special needs of each child with a disability.

(

11. The curriculum of this education is different from the regular education curriculum.

(12) This education is entirely child-centered in nature. This is because every teaching method and other techniques used in this education is entirely child-centered.

Meaning of Inclusive Education:

Inclusive education means welcoming all children to regular or mainstream school without any discrimination and regardless of personal differences or disabilities. Inclusive education emphasizes appropriate facilities for every child. It does not ignore the expectations of parents.

There is no formal definition of inclusive education. But the draft scheme prepared by the Ministry of human resource in 2003 defines included education as follows. "Inclusive education is a process by which all learners, regardless of ability or disability, have access to general education, as well as all educational facilities in schools and communities and appropriate support services. According to this definition:

(1) Inclusive education is a process by which learners with disabilities or special educational needs are brought into the mainstream of formal school education.

(2) Schools shall provide special facilities for the achievement of the individual goals of the students in the general educational environment and activities through inclusive education.

(3) This education shall provide for appropriate support services according to the type of learner and their learning ability and shall seek to meet the needs of children rather than integrate learners into the education system through school revision.

Overall, inclusive education includes all learners from different sections of the community. Its main objective is to provide equal educational opportunities to all by removing physical, social and emotional barriers. Since all children have the fundamental right to participate in all activities and systems, they should be given the opportunity to receive education in ordinary schools without any discrimination. Non-inclusive education believes that disability is a social responsibility and should be accepted by everyone. No admission selection process can exclude students with disabilities. Inclusive policies should be applied throughout the education process. Inclusive policies should be used in open schools, special schools, non-traditional and alternative education systems.

Policies/Principles of Inclusive Education:

The education system included in the 1994 UNESCO World Conference on Special Needs Education in Spain

Encouragement was given. According to UNESCO, inclusive education is a process that increases student participation in the culture, curriculum and community of local mainstream schools. It is all forms of Exclusionary measure; For example, it involves reducing the process of neglect or ignoring of ability, disability, learning disabilities, gender, class, race, family structure and lifestyle. According to this system, not only schools but also teachers should focus on diversity of students in their school enrollment, classification of them, utilization of resources, removal of difficulties from students, and overcoming difficulties through proper development of the curriculum. Therefore, the principles of inclusive education are:

(1) Individual differences: Students

There are usually differences between them. This distinction is inter personal and intra personal in nature. Teachers must take responsibility for bridging this gap. Teachers should classify students with special educational needs and take appropriate measures to provide appropriate education according to their needs.

(2) Zero rejection: All children, able or disabled, have the right to receive education according to their needs and therefore teachers have no freedom to accept or reject such children in ordinary classes under any circumstances.

(3) Non-discrimination evaluation: Teachers should identify children with special educational needs and pay special attention to ensure that they have appropriate facilities in the classroom.

(4) Least-restrictive environment: Teachers should provide the least restrictive environment to all children in the ordinary classroom. especially those children with special needs; For example, appropriate environment should be provided for children with physical disabilities, mental disabilities, speech disabilities, hearing and visual impairments.

Background of inclusive education

(Background of Inclusive Education)

The following are the recommendations made by various Commissions and Schemes for the implementation of inclusive education in India.

National Education Policy, 1968:

This Commission is of the view that:

(1) Comprehensive education schemes should be adopted to educate physically and mentally handicapped or disabled and challenging children.

(2) Develop integrated programs for physically and mentally challenged children to provide them with education in ordinary classes.

(3) More facilities should be provided to children with physical and mental disabilities and appropriate institutions should be developed for regular schooling.

National Education Policy, 1986:

(1) Inequality and discrimination in education should be eliminated.

(2) Children with physical disabilities and those with lesser disabilities should be brought under equal access to education.

Program of Action, 1992:

Within the Ninth Five Year Plan, children with physical and mental disabilities shall have universal enrollment in education.

Sarva Shiksha Abhiyan, 2000:

By 2010, all children irrespective of caste, religion and race must be given special privileges and a special environment.

Right to Education:

The 86th Amendment to the Constitution of India in 2002 marked a new chapter in the history of education in India by adding a new Article 21(A) – Right to Education. According to the Constitution, "all children shall receive free and compulsory education until the age of 14.

Plan for Action for Children and Youth with Disabilities:

In 2005, it adopted the 'Action Plan for Children and Youth with Disabilities' from the Department of Human Resource Development in which all schools focus on establishing friendly relationships with children with disabilities by 2020 with the aim of providing them with holistic education.

National Scheme for Persons with Disabilities, 2006:

In February 2006, the National Scheme for Persons with Disabilities was adopted which decided to ensure free and compulsory education and rehabilitation for all children with disabilities up to the age of 18 through inclusive education.

The National Curriculum Framework for School Education (NCFSE):

According to the National Curriculum for School Education under NCERT,

(1) Inclusive school facilities should be provided to all children to provide quality education.

(

2. Teaching should not be done through isolation or detachment. Such teaching is harmful to all children who are disabled or ordinary.

(3) Students with special needs should be taught together with other ordinary students. Such a system works as a cost effective teaching process.

NCFSE provided critical programs to ensure that curriculum developers, teachers, learning material developers and evaluators succeed in such policies.

National Curriculum Framework, 2000:

According to the 2000 NCF,

(1) Ensure the participation of students in activities other than school.

(2) Schools should be the main focus for making the lives of children suitable.

(3) Children with special needs and children in difficult circumstances should be prepared to face any difficulties or challenges in education.

Models of Inclusive Education

There are many models of inclusive education. Below are some common models of this education.

(1) Co-teaching model: Co-teaching model teaches students with disabilities in a general educational environment. According to this model, there should be two teachers in the classroom. One is a General or regular education teacher and the other is a Special education teacher. The general education teacher is an expert in the curriculum and the special education teacher is an expert who can modify and make the curriculum easier for the students to understand. In this model, both teachers plan lessons together and teach a subject together to special and regular education students. Both teachers take equal responsibility for classroom management and providing appropriate instruction. Co-teaching is a common initiative to provide assistance to students with disabilities. The success of this model depends on the two teachers.The two teachers should follow the following steps to make that learning successful.

(a) Establish rapport: In order for co-learning to be effective, both teachers need to establish a good relationship between them. Students feel more comfortable in the classroom when they see a good relationship and cooperation between the two teachers. Such good relationships eliminate misunderstandings and motivate both teachers to solve classroom problems.

(b) Learning style is identifiable and reinforcing

Identifying teaching styles and creating a cohesive classroom: One teacher's teaching style is different from another. Therefore, both teachers need to know each other's teaching styles to make co-learning effective. An empowering classroom can only be created if one teacher knows the instructional and disciplinary styles of the other. When both teachers plan together, one should use the other’s learning style to complement each other. An empowering classroom can only be created if both teachers have the same instructional and disciplinary attitudes.

(c) Discussion of strengths and weaknesses: Both teachers should discuss the complexity of the subject, the weaknesses and strengths in terms of instruction and discipline and take necessary decisions to overcome these.

(d) Discussion on individualized education plans and regular education goals: It is difficult to educate a child with a disability without knowing his special needs. Therefore, an individual educational plan is needed for each child. To develop such a plan, the special education teacher should involve the general or regular education teacher. This is because special education students are students of both teachers. So the general education teacher

The individual needs of each student with a disability should be informed. Otherwise, the two teachers cannot implement the plan effectively. On the other hand, since the general education students are also students of the special education teacher, the general education teacher should discuss with the special education teacher what goals he has set for the general education students. Therefore, both teachers should discuss what goals and objectives they have set for the students.

(e) Formulating a plan of action: In the co-teaching model, both teachers have to make decisions continuously throughout the year. To get some relief from this, a program should be formulated at the beginning of the year.

(f) Taking risks and grow: An important aspect of co-learning is that it helps teachers to take responsibilities, learn from each other and grow as professionals. When one teacher tries to do something new and fails, another helps by applying new techniques or pointing out the complexity. In this way, teachers can develop their professional skills in this model.

(2) Consultant model: Like the co-teaching model, the consultant model has two teachers – a general education teacher and a special education teacher. However, this income of inclusive education only applies to classrooms with a small number of special needs children and a small number of children overall. In this model, special education teachers are present in the classroom to teach or advise special education students on complex strategies. The general education teacher also helps the students with special needs to solve curricular problems. Therefore, students with special needs also get help from both teachers.

(3) Teaming model: Like other models of inclusive education, the team model has two teachers – a general education teacher and a special education teacher. Just as there is collaborative planning among the members of a team, this model encourages or promotes collaborative planning and learning. A group of students with special needs are placed under the special education teacher. In this model, two special education and general education teachers work together to present the same content to all students in the classroom. The special education teacher gives some variable ideas to the students in terms of assignments, tests and behaviour.

Characteristics of Inclusive Education

The characteristics of the included education are as follows:

(1) It is a process by which children with special needs are brought back to the basic memories of school or formal education.

(2) It welcomes all children to regular or general school without discrimination.

(3) It is a process of increasing the participation of students of the same age in the culture, curriculum and community of mainstream schools.

(4) It is a special measure taken to ensure that children with disabilities or special needs are not rejected or deprived in the selection process for enrolment.

(5) It is a system that provides equal opportunities for all children to enjoy the right to education.

(6) The primary key to this is to place the partially backward and generally physically challenged children in the general category.

(7) It is a process that helps create an environment of trust and respect among students.

(8) Its main objective is to remove physical, social and emotional barriers.

(9) It facilitates social interaction especially for children with special needs. As a result, they are able to move forward by noticing the social behavior shown by ordinary children.

Role of Teacher in Inclusive Education:

Teachers play an important role in bringing children with special needs into the ranks of ordinary children and in creating an appropriate environment for the educational progress of children with special educational needs. In the included classroom, teachers should therefore take certain steps; such as-

(1) Teachers should adjust the teaching environment and methods according to the circumstances.

(2) Be aware of the physical or mental condition of the student and its general characteristics.

(3) Identify the physical and academic aspects required of the child with special needs to adapt to the ordinary classroom.

(4) Identify the strengths and weaknesses of the students.

(5) Data should be collected to determine the educational needs of each student.

(6) Evaluate the current work of the students.

(7) Develop appropriate teaching methods for individual differences among students.

(8) To help group all the students in the classroom by developing a variety of different and flexible activities.

(9) Develop various vibration teaching methods such as small group instruction and learning excellence strategies.

(10) Determine the teaching methods needed for special children to function successfully and independently.

(11) To assist children with special needs by removing various difficulties in the classroom and facilitating the use of appropriate equipment.

(12) To improve the psychological environment in the classroom by conducting various activities and to encourage students to interact.

(13) Involve students in painting, singing, physical exercise, field studies, etc.

(14) Consultation with special educators.

(15) Accepting parental advice.

(16) Facilitate classroom instruction through the use of technology.

Technique of Teaching and Training in Inclusive Education:

In inclusive education, teachers should adopt the following strategies for teaching and training.

(1) Collecting information: Teachers should first collect information about children with special needs and their needs and problems. Based on the information collected, the child should be given chairs, sticks, wheeled poles, glasses, etc. according to his needs. Class schedules should be set with the particular child in mind. Such arrangements will benefit children with special needs.

(2) Combination of grades : The burden of a single teacher can be reduced by combining all the grades and providing physical training and moral education together. However, mathematics, pronunciation, and writing must be taught separately.

(3) Classroom arrangement:

(a) Children with special needs shall be seated in the front seat and the seating of the classroom shall be arranged in this manner.

(b) The teacher must always speak at a moderate pace.

(c) The teacher shall write the letters on the board in large and clear manner and shall pronounce them orally while writing them.

(d) The teacher shall not walk around while teaching or speaking.

(e) Students should be encouraged to interact with their peers and use visual aids during teaching.

(4) Peer tutoring: Students should be divided into small groups and encouraged and trained to teach each other and provide personal guidance. Peer instruction is when two or four or five people work together. It is the basis of understanding and reconciliation. For this, the teacher should arrange the beginning, monitoring, evaluation, ending, etc. in advance. Children with special needs should be assisted in activities such as looking at the board, writing, completing class assignments, etc.

(5) Monitorial system: A good student should be selected from among the students and appointed as a monitor. Intelligent monitor can be of great help in one-teacher schools.

(6) Small Group Instruction: Small group instruction can be used to bring children with special needs into the mainstream of education. In the classroom, students should be divided into small groups of three to five and taught to work in teams. Each group should be given different tasks to work outside the classroom. Allow them to describe what they have done and encourage them to succeed.

7. Mastery learning strategy: According to this strategy, the learner's tasks should be divided into small parts and the quality and goals of the mastery should be predetermined. Such an approach gives the student time to master the techniques and concepts. According to this method, every student has to study, practice, self-examine, re-study, re-practice, re-self-examine and finally sit for the final examination.It is determined whether they have achieved a certain level of proficiency.

(8) Use of technology: Teachers can help children with special needs to meet their personal needs by appropriately showing the necessary aspects on the big screen using computers, projectors, etc.

Challenges in Inclusive Education:

The challenges in implementing inclusive education are as follows:

(1) Effective planning: of inclusion

Among the various factors involved in development, the most important factor is the preparation of appropriate plans. However, it is difficult to prepare an appropriate plan covering who will be involved, who will plan, and what measures will be taken if more children with special needs are enrolled in the same school.

(2) Conversion of mainstream schools into inclusive schools

(Converting Mainstream Schools to Inclusive Schools): Converting schools of mainstream nature and main memory to inclusive schools is the main challenge of inclusive education. Therefore, comprehensive support services are required to achieve success in this regard. Are schools ready for this? What does it mean to be ready? In answer to such questions, it is difficult to conduct private education programmes, relaxed environments, parental efforts, government efforts, out-of-community commercial and social services, resource rooms, resource teachers, etc. in a mainstream school environment.

(3) Changing the Attitude of Teachers: Changing the attitude of mainstream teachers is essential for the success of inclusive education. Whether mainstream teachers support the inclusion of students with special needs in the general classes and whether they will bear the responsibility for meeting the special needs of such students. The success of inclusive education depends on the above. However, in reality, teachers play a negative role in teaching students with special needs and feel that they do not have the proper training and skills to teach such students. As a result, they are not always responsive in bringing about the success of such education.

(4) Challenge of Preparing Teachers: Teachers who do not have formal training to meet the needs of children with special needs find it difficult to teach such students appropriately. In addition, the classroom teacher should have special qualities such as enthusiasm, flexibility and creativity to bring about the success of inclusive education. However, the lack of such qualities of teachers makes it difficult to teach such students. In addition, the development of inclusive education policies, curricula and teacher training programs are also major challenges in the implementation of inclusive education.

(5) Developing Disability Awareness Among Staff and Students: Another challenge of inclusive education is negative attitudes towards people with disabilities, perception limitations, lack of perception and disability of teachers, students and parents done special Limitations of knowledge in relation to needs.

In addition to these, other challenges of inclusive education are:

(1) Attitudinal factors.

(2) Inflexible school system.

(3) Resistance to change.

(4) Lack of professional training of teachers.

(5) Lack of clear educational guidance.

(6) Lack of public awareness.

(7) Lack of cooperation between parents, teachers and others of disabled children.

Ways of Preventing Challenges or Solving problems of Inclusive Education:

(1) The school shall make appropriate plans in advance for the inclusion of children with special needs in the general school.

(2) All schools shall cooperate and work in teams to solve various problems that may arise due to inclusion.

(3) The school shall appoint a person to delegate all responsibility for the inclusion process. This person is responsible for convening meetings, coordinating and developing and implementing the Individualized Education Program IEP and may oversee the training of teachers and the resources required for inclusion.

(4) Measures should be taken to provide training to the teachers of general or mainstream schools so that they can adjust the methods of teaching according to the circumstances.

(5) Identify the strengths and weaknesses of students with special needs and prepare the learning process according to their current needs.

(6) Teachers should improve the psychological environment of the classroom through interaction with the students by conducting various activities in the classroom.

(7) Negative attitudes among teachers, parents, etc. shall be eliminated and restrictions on perceptions of persons with disabilities shall be eliminated.

(8) Efforts should be made to meet the problems and special needs of disabled students by conducting seminars.

(9) When children with special needs are placed in an ordinary classroom environment with ordinary children, appropriate facilities shall be provided according to the needs of each such child.

(10) Comprehensive education schemes should be adopted for the included students and Integrated programs should be developed for them to facilitate education in ordinary classes. Sensual tea

(11) Social and psychological attitudes towards disability must be changed.

(12) Previous practices, traditional beliefs, practices etc. should be changed in the case of children with disabilities and special needs.

Advantages of Inclusion:

The advantages and benefits of inclusion or inclusive education are:

(1) Inclusive education helps to remove physical, social and emotional barriers.

(2) It helps students understand that all people have equal value in society and school.

(3) It contributes to an environment of trust and respect among the students.

(4) It helps students to realize that the contribution of every individual in the society is essential to the development of a society.

(5) It reduces fear and increases tolerance, understanding and respect. It allows other children to interact with children with special needs and learn about individual discrimination and exceptional religion to be tolerant.

(6) This education provides opportunities for social interaction for children with special needs. Such children notice the social behavior of other ordinary children and help them to act accordingly.

(7) This education helps in developing positive character qualities like patience, compassion, acceptance etc. among children with special needs.

(8) This education system helps to recognize that children with special needs also have many positive characteristics and abilities.

(9) This system provides education, speech therapy, physical therapy, recreational services and vocational services to ordinary children with the help of which they can choose their occupation for their future lives.

(10) This system allows teachers to expand their techniques and methods to demonstrate higher levels of competence to students.

(11) This education prepares the students to return to the mainstream of society after completing their schooling and to take appropriate roles.

(12) This education creates a close relationship between the school and the society and community.

(13) This education inspires parents and communities to become partners in making inclusion campaigns successful