“Inclusive classrooms take the financial pressure off schools, as they will no longer require those separate classroom areas. Vaughn & Bos, (2012) state that instructional adaptations such as variations in teaching materials and grouping arrangements lead to enhanced student outcomes. Total. This article locates recent developments in inclusive education in a broader discussion about the role of teachers in educating allchildren more effectively than may have been done in the past. Teachers are expected to accommodate an increasingly heterogeneous student population. • It creates a realization of the significance of direct individualized instruction. In order to perform such a crucial role the teachers need to build up or develop their competencies and enhance their quality by taking up in-service training to up skill themselves. However, Clement-Couzner pointed out that there are also meaningful steps that principals can take to ensure an inclusive education for such children. Competency is a term used widely by different people in different contexts. The key responsibilities of a teacher for inclusive education are as follows: Overseeing the day to day operation of the scheme IEDSS in particular and inclusive education in general. The Embassy of Israel in Myanmar in collaboration with the Myanmar Centre for Responsible Business – MRCB, Myanmar - Israel Chamber of Commerce, Industry and Innovation (MICCI), and Access Israel have organized two webinars to share experiences on the role of business in promoting accessibility and inclusion for people with disabilities in Myanmar. These are often a demountables and not the best conditions for children to learn in anyway,” he said. Grubb & Lazerson, 2004). It offers grants for developing teaching-learning materials and strengthening of academic support structure at a cluster, block, and district levels. A wide range of respondents including students with and without special needs, parents of children with disabilities, school principals, special and regular education teachers, and teacher educators have been surveyed to identify these competencies. Alternate assessments such as portfolio assessments are also effective ways of evaluating differently abled students. “When children with disability are in the regular class it is due to huge determination on the part of parents and a good attitude on the part of individual teachers – not a culture and practice of inclusion.”. 4. He further says that this professional should be in the best position to help these students in working with the group, to follow routines and to follow the accepted standards of group behavior. “All the international data tells us that when children with a disability are allowed to learn in mainstream classrooms, not only do they learn to succeed, the other students in the classroom without the label succeed to a higher degree.”. Higher education is a process of imparting knowledge and skills to individuals and empowers them to; participate in development, decision making and democratic process. The nature of their work has undergone great change since the implementation of inclusive education. form individualized instruction. Among its numerous objectives, the SSA pursues to empower teachers through extensive training. Liasioning with other special educators’ of other schools for updating the information and knowledge. Regular school teachers need to be knowledgeable about different kinds of evaluation methods in order to determine the learning outcomes of differently abled students. A competency has its linkage with all the three domains on which performance can be assessed. Identification of training needs inclusive school teacher in the context of their competencies to improve the quality of in-service training programmes. Child development research also confirms the centrality of the teacher’s role and of environments that are rich with opportunities to learn .Sincere and responsive teachers who are dedicated to the inclusion of learners in stimulating learning environments are key to securing not only access to the classroom, but a quality of education that results in positive progressive outcomes. Clement-Couzner said that while legally, Australia has Federal Government anti-discrimination laws that say children can attend regular school, the culture and outcomes in NSW appear to be going backwards. It now includes the responsibility of meeting the needs of the differently abled students in addition to meeting the needs of their normal peers. The teachers must have a clear understanding of the resources and support systems which are available to help them for working with students with disabilities. Presentation and communication skills including lecturing, explaining, eliciting response, questioning, discussing, dramatizing, reading, demonstrating, using audio-visual aids, etc. When teachers possess knowledge, classroom supports, leadership and support from their school administrators and the broader education system, an inclusive approach to quality education for all learners can take root in regular classrooms and schools. From the above discussion one can conclude that for successful mainstreaming of the inclusive education, it is imperative to improve the quality of teachers in relation to competencies required and in-service training, the emphasis should be placed on: To innovate and devise teaching and learning methodologies/ strategies that fill the lacuna (if any) present in the system. Abstract. Thus, in addition to providing information on a student’s progress, CBAs help regular school teachers to match specific instructional practices and materials to a disabled student’s learning needs which results in improved performance on school related tasks. India also contributes to the philosophy of the 1993, UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities and the Salamanca Statement and Frame work For Action (1994). Differentiated instruction allows students to learn from one another in an environment of human diversity. The literature also points out that classroom teachers are required to use instructional strategies such as differentiated instruction, activity-based learning (Krishnaswamy & Shankar, 2003), adaptive and individualized instruction (Jangira, Singh & Yadav, 1995) and culturally responsive teaching and culture specific pedagogy (Valmiki, 2003) to facilitate differently abled students’ learning outcomes in regular classroom environment. THE ROLE OF THE MEDIA IN PROMOTION OF INCLUSIVE EDUCATION ABSTRACT The sole purpose of education is to ensure that all students gain access to knowledge, skills, and information that will prepare them to contribute to communities and workplaces. They are now required to accomplish a number of extra tasks in order to meet the needs of diverse learners. This emphasis also underscores the important roles family members, teachers, peers, health service providers and volunteers play in promoting community inclusion. There may be some competencies involving more of knowledge than skill and attitude, whereas, same competencies may be skill/performance loaded. This is possibly set out in brief terms for the first time the concept of inclusive education and as one needing global consensus and urged all "governments to adopt as a matter of law and policy the principle of inclusive education and emphasized that " children with special needs must have access to regular schools ". Inclusive education means all children in the same classrooms, in the same schools. CWSN includes kids with sensory impairments (hearing and vision), physical handicap, mental retardation and learning disability. It refers to an education system that accommodates all children regardless of their physical, intellectual, social emotional, linguistic or other conditions. For example, differently abled students, particularly those identified with emotional and behavior disorder (EBD) and autism spectrum disorder (ASD), may present unique behavioural challenges for these teachers. Inclusive education helping students most in need, School resources gap ‘among world’s worst’, The COVID-19 disruptions offer a unique opportunity, says UNE Adjunct Professor James White, The Educator speaks to Laurien Beane from the National School of Education, The Educator speaks to Professor John Munro, an expert in psychology and exceptional learning, The organisation’s senior systemic advocate, Meg Clement-Couzner. The paper "The Role of Effective Leadership in Promoting Inclusion" discusses that effective leadership is also critical in establishing data systems that can play a StudentShare Our website is a unique platform where students can share their papers in a matter of giving an example of the work to be done. The ‘new’ competencies derive from the social dynamics that impact the school curriculum. This technique has been accepted by regular school teachers who state that it is easier than preparing many lessons and that classroom instruction has coherence despite individualization (Porter, 1997). The first of these, held in Jomtein, Thailand in 1990, Parents play a huge role in that development. Future research directions are suggested, It is therefore vital that regular school teachers have the appropriate knowledge, skills and attitudes to fulfil their new roles and responsibilities. Process measures include the types of interactions differently abled students have with their teachers and peers. In "World Declaration on Education for All"— it has been stated in Article 1: Meeting Basic Learning Needs, that "Every person - child, youth and adult - shall be able to benefit from educational opportunities designed to meet their basic learning needs." Shukla & Singh (2011) suggested that a flexible and implementable scheme of Continuous and Comprehensive Evaluation (CCE) assumes evaluation as a routine activities and exercise of teaching learning process and it includes all aspects of pupil’s growth such as intellectual, physical, personal- qualities, social, interests, attitudes and values through using a variety of tools and techniques by a teacher. The seven core competencies include: 6. Teachers with the support of the principal of school, colleagues, special educators and parents should develop effective ways of overcoming barriers to learning and supporting effective teaching through observing the quality of teaching and standards of pupils’ achievement and by setting targets for enhancement. Putnam, (1998) these approaches enhance learning, improve inter-group relations, develop problem solving skills and improve the academic and social skills of students with special needs in regular education classrooms. 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