SEMINAR OF SPECIAL EDUCATION

NORMALIZATION, MAINSTREAMING

AND INCLUSION

NORMALIZATIONINTRODUCTION- Normalization refers

to a process or attempts for making the education and living environment of the exceptional children as close to normal as possible . Normalization gave birth to the concept of least restrictive environment and mainstreaming.

Meaning- Normalization involves the

acceptance of people with disabilities ,offering them the same conditions as are offered to the other citizens. It involves the normal condition of life –housing schooling , employment, exercise and freedom of choice.

The normalization is “ the dignity of risk” rather than an emphasis on “protection”.

MAINSTREAMINGIntroduction-

In its historical derivation, in situations where the disabled students attended the regular schools but primarily instructed in separate special classes, the term mainstreaming was describe their placement in general education classes . This placement option had to be earned by a disabled child studying in separate classes by demonstrating his ability to keep up with the work assigned by the regular classroom teacher.

Thus , integration or mainstreaming of disabled children in justified on several grounds particularly on account of the following activities in the exiting conditions-

Limited infrastructure Underestimation Need for social integration Expensiveness Disability is no problem

In education this has meant moving from segregation through integration to inclusion.

An education system for ‘normal’ children (round pegs); a different system for ‘special needs’ children (square pegs).

INTEGRATED EDUCATION

Integrated education Trying to change children so they fit into the ‘normal’ system (making square pegs fit into round holes)

Integrated Education

Child as Problem

Does not respondCannot learn

Has special needs

Needs specialequipment

Cannot get to school

Is different to other children

Needs special environment

Needs specialteacher

Agra Conference 1998

COMPONENTS OF MAINSTREAMING

Integration Planning and programming

Defining and distributing responsibilities

ISSUES IN INTEGRATION OR MAINSTREAMING Adequate Awareness Training and orientation of teachers Availabilities of suitable tests Adequate knowledge , skills and

attitudes towards the disabled Acceptance of the disabled by the

normal children Provision of supportive services and

facilities Well-developed government policy

INCLUSION“Inclusion is about engendering a sense of

community and belonging and encouraging mainstream and special schools and others to come together to support each other and pupils with special educational needs. Inclusive schools and authorities have:

• an inclusive ethos;• b. a broad and balanced curriculum for all

pupil;• systems for early identification of barriers to

learning and participation;• d. high expectations and suitable targets for

all children.”

Inclusive Education

Education System As A Problem

Teachers attitudes

Rigid methodsRigid curriculum

Many drop outsMany repeaters

Teachers and Schools

Not supported

Parents notinvolved

Lack of teaching aidsand equipment

Poor quality teaching

Barriers to disabled children at school

Inclusive ModelsPartial Inclusion

Students with moderate to

severe disabilities are included

in a regular education

classroom, but are pulled for

required services such as speech

or occupational therapy to a

more segregated setting.

Full InclusionStudents with moderate to severe disabilities are

included in the regular education classroom and supports

and aids are given to the regular education teacher to assist

the special education student

in the classroom environment.

INCLUSION: A CHALLENGE FOR GOVERNMENT Develop training capacity for teachers,

principals, administrators, disabled people and parents;

Make schools and curriculum accessible to all learners

Methods of assessment need to be flexible

The local community needs to be enlisted

Need to develop any can do approach

BENEFITS OF INCLUSION FOR CHILDREN WITH DISABILITIES- demonstrate high level of social

interaction in inclusive setting Communication skills are improved Achieving high academic gains Social acceptance Development of friendships

FOR NORMAL CHILDREN- Development of general knowledge From improved instructional technology. From improved self-esteem and

mastery mastery of academic content They learn to love and respect the

children with disabilities

INCLUSION IS NOT AN EXPERIMENT TO BE TESTED BUT A VALUE TO FOOLLOWED

DIFFERENCE BETWEEN MAINSTREAMING AND INCLUSION

‘Inclusion’ Inclusion is about recognising and

respecting the differences among all learners and building on the similarities.

Inclusion is about supporting all learners, educators and the system as a whole so that the full range of learning needs can be met. The focus is on teaching and learning actors, with the emphasis on the development of good teaching strategies that will be of benefit to all learners.

Inclusion focuses on overcoming barriers in the system that prevent it from meeting the full range of learning needs. The focus is on the adaptation of and support systems available in the classroom.

Mainstreaming’ or ‘Integration’ Mainstreaming is about getting

learners to ‘fit into’ a particular kind of system or integrating them into this existing system.

Mainstreaming is about giving some learners extra support so that they can ‘fit in’ or be integrated into the ‘normal’ classroom routine. Learners are assessed by specialists who diagnose and prescribe technical interventions, such as the placement of learners in programmes.

Mainstreaming and integration focus on changes that need to take place in learners so that they can ‘fit in’. Here the focus is on the learner.

THANK YOU

THANK YOU