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Chapter – 00:00 Addressing Learners From Diverse Backgrounds Including Disadvantaged & Deprived
Chapter – 00:25 Important Topics
CBSE – Handbook of Inclusive Education
RTE 2009 & Diversity in the Classroom
Every School is an Inclusive School
Disadvantaged Groups
Key Areas of Inclusive Education
Addressing Learners from Diverse Backgrounds
Sample Questions
Chapter – 01:36 Disadvantaged groups – Including Socially & Educationally Backward, Economically Weaker Sections
Urban deprived children
Child labour, particularly bonded child labour and domestic workers
Children :
– in ecological deprived areas – made to fetch water, fodder etc.
– in slum communities
– in the family of scavengers & other stigmatised professions
– of trans-gender community
– of sex workers
– of seasonal or migrant labour – construction & road workers
– of landless agricultural labour
– of nomadic communities and pastoralists
– of forest dwellers and people in remote areas, desert hamlets
– in areas affected by civil strife
Chapter – 03:29 Every School is an Inclusive School
Gender diversity – Gender As A Social Construct – Gender Roles, Bias & Educational Practice
Disadvantaged groups, Socially & Educationally Backward, Economically Weaker Sections, Scheduled Castes, Scheduled Tribes – Individual Differences Among Learners, Understanding Differences Based On Diversity Of Language, Caste, Gender, Community, Religion Etc.
Differently abled – Addressing The Needs Of Children With Learning Difficulties, Impairment Etc.
Chapter – 04:55 RTE 2009 & Diversity in the Classroom
Right of Children to Free and Compulsory Education (RTE) Act, 2009
Free and compulsory elementary education, access to school and barrier free access for all children including children with disability
Reservation of seats to EWS students in private schools
Rights of Persons with Disabilities Act, 2016
Inclusive education is a system of education wherein students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities.
Chapter – 06:28 Key Areas of Inclusive Education
– Educating the Teachers
– Utilizing External Resources
– Educating the Peers
– Inclusive Education
– Individual Access
– Physical Focus
– Curricular Access
Chapter – 07:05 Educating the Teachers – An important element of inclusive education is ensuring that all teachers are prepared to teach all students.
Chapter – 07:48 Educating the Peers – The interaction that takes place among peer groups has a great impact on the emotional, social and academic development.
Chapter – 08:38 Physical Access – All Children should have equal access to all school facilities – such as Classrooms, Libraries, Playgrounds, Labs, Washrooms. Basic requirements such as Study Tables, Chairs, Games & Sports equipment should be accessible to all.
Chapter – 09:41 Curricular Access – Is the Curriculum & Teaching-Learning process designed for All learners ? – Irrespective of Disabilities, Backgrounds & other Differences.
Chapter – 10:48 Individual Focus – Every Child is Different. Adequate focus & Individual attention is essential for Inclusive Education.
Chapter – 11:27 Utilizing External Resources – External resources & Experts – Such as NGOs, Government Agencies and Subject Matter Experts should be utilized wherever possible.
Chapter – 12:06 Every Child is Different – Equity is the key, not merely Equality
– In-depth understanding of the realities of the situation
– Interventions outside & inside the classroom
– Institutional adaptation
– Providing Support for All
– Emphasizing benefits to all pupils
– Celebrating diversity
– Unifying the system
– Stress on outcomes
– Focus on curriculum content
– Professionals and Teachers in partnership
– Parents for Inclusion
– Focusing on school effectiveness and improvement
Chapter – 15:12 The most effective way to convey students from disadvantaged sections that you expect them to participate and succeed, would be
– To articulate your confidence in their ability to succeed
– To develop your own interest in the topics to be taught
– To compare them with other children as frequently as possible to make them realise their goal
– To emphasise the point that you have high expectations from them
Chapter – 17:57 In India, the term ‘learners with special educational needs’ does not include which of the following?
– children from backward classes
– children belonging to SC and ST families
– children with locomotor disabilities
– none of the above
Chapter – 18:58 Children belonging to families of first generation learners should be
– sent to special schools
– educated in regular schools
– made to repeat the class
– grouped together in classroom activities
Chapter – 20:02 To cater to the children from ‘disadvantaged’ background, a teacher should
– give them a lot of written work
– try to find out more about them and involve them in class discussions
– make them sit separately in the class
– ignore them as they cannot interact with other students
Chapter – 21:20 While dealing with poverty-stricken students, schools must
– provide them with appropriate training to develop skills so as to develop self-esteem
– have zero tolerance for excuses for not attending school regularly
– attach greater importance to curricular activity by segregating them for better attention
– expect them to possess a high standard of behaviour
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