ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS INCLUSIVE EDUCATION

'When good inclusion is in place, the child who needs the inclusion does not stand out. The inclusive curriculum includes strong parental involvement, students making choices, and a lot of hands-on and heads-on involvement.'

Dr. Melissa Heston

            Exclusion is a major social issue which affect the all-round development of a personality. Inclusive education is a solution to the societal attitude of exclusion. But the inclusive education is also faces many problems due to many reasons. It may have affected by the attitude of teachers, disinterest of policy makers, inadequate facilities, lack proper implementation, etc. The attitude of students is a major social issue related with the effort of making inclusive education.

What is inclusive education?

"... Schools should accommodate all children regardless of their physical, intellectual, emotional, social, linguistic or other conditions." - UN report on inclusive education.

Inclusive education indicates the public and elementary universal educational system which has includes all the children between the age group of seven to fourteen years without considering their any type of identity including physical and mental disabilities. It promotes such a school system where all are treated equally and according to the need.

UN Report on Inclusive Education says: "Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system."

In order to attract and retain children from marginalized and excluded groups, education systems should respond flexibl. Education systems must be inclusive, actively seeking out children who are not enrolled, and responding flexibly to the circumstances and needs of all learners

As a system, inclusive education should be flexible. Its principle should be education in the regular classroom whenever possible. This need for flexibility must be reflected in the methods and materials used to give these children the widest possible access to the regular curriculum. When discussing the kind of service needed, the starting point should always be what is best for the particular child. Emphasising inclusive education does not rule out special schools or centers. They would still be required to cater to children with profound and complex difficulties in need of more specialised and extensive help, including e.g. many deaf children. This alternative should, however, not be considered, unless classroom placement cannot meet their needs.

In line with the new policy of inclusive education, special schools begin to function more and more as resource centers. They involve in outreach programmes, where they draw on their vast experience and knowledge. They link their activities with those of the regular schools, the families, and the communities.

Inclusive education services allow children with disabilities to stay with their family and to go to the nearest school, just like all other children. This circumstance is of vital importance to their personal development. Interrupting a disabled child's normal development may have far more severe consequences than the disability itself.

Inclusive Education in Indian Scenario

            10% of the world’s population lives with a disability, and 80% of these people with disabilities live in developing countries. The services available for people with disabilities differ widely between developed and developing countries.

            The Government of India has created numerous policies around special education since the country’s independence in 1947. Although the Government of India has attempted to create policies that are inclusive for people with disabilities, their implementation efforts have not resulted in an inclusive system of education, nor have they reached their goal of “education for all” across the country. The Government of India needs to bridge the gaps in their education system to build a strong system of inclusive education in India.

The Indian 'Equal Opportunities and Rights of Persons with Disabilities ACT' 1995, rule 26, speak about the' education of children with disabilities up to the age of 18 years in an appropriate environment'

Education of children with disabilities in India, as all over the world, has moved from segregation, special schools to integrated education. There is a national level central government sponsored scheme called Integrated Education of Disabled Children (IEDC). This project was started in 1980s and designed based on the experience gathered from a UNICEF assisted pilot project called PIED (project on integrated education of disabled children).

India cannot achieve the goal of inclusive education. Our nation is far beyond the goal. The achievement not only lies in physical features, but it includes the change in perception of society.

Inclusive education is being practiced among or along with normal school going children. So it is essential to change attitude and behaviour of the pupil according to the need of inclusive education.

To examine the attitude of fellow pupil towards inclusive education a survey being conducted. The location of survey was Kottayam District. High School students were the sample. The questions asked to them includes their attitude towards HIV/AIDS affected students, students from back ward class, girls’ education, education of mentally and Physically disabled students.

Inclusive Education in Kerala

From the study conducted among secondary school students in Kottayam District of Keralal state, it is observed that the 10% of the secondary school students in Kerala strongly advocate for and agree with all type of inclusive education. A large amount of students (77%) in secondary school of Kerala, are moderately support the prevailing inclusive education. 13% of secondary school students are not satisfied with the inclusive education that they are compel to practice. 73% of secondary school students consider the students with mental challenge have right to educate in common schools. 14 % of secondary school students are strongly advocate for the inclusive education of mentally challenging students. 13% of secondary school in Kerala do not support the education of mentally challenging students in common schools. Girls’ education in common school is very good in the opinion of 86% of secondary school students in Kerala. 14 % of the students do not support mix schooling. 24 % of secondary school students are infavour of girls right to equality along with boys.20% of the secondary school students in Kerala are afraid of mingle with HIV / AIDS affected students. 63 % of the students from secondary schools think that HIV / AIDS affected students can school.  Only 17 % of students think that there is no any problem to work with HIV / AIDS affected students. 86 % of the secondary school students consider student from backward sphere of society are equal with all others. 7% of the student like to students from backward sphere of society to become class leader. In Kerala, 14 % of the students in secondary schools are reluctant to consider the pupil from backward classes are equal in every aspect.

Implications and recommendations

        The attitude of secondary school students in Kerala towards inclusive education require much more awareness. It is clear from the survey, that the progressive thinking seems among the secondary students is only because of continues awareness being made. The curriculum which supported inclusive education is better in promoting the awareness among the students. It is transmitting to generation to generation. But, still prevailing some superstitious about the socio-physical and mental disabilities. To make pupil free from such irrational thoughts, the curriculum should promote to think everything rationally. Values of society must not a hindrance of humanistic perspective of pupil. Diseases, whatever it is, should treat as just disease, and train the child to see them as just human. Kerala still need to make awareness among students that, all are equal. To promote equitable society, all school practices should be secular and democratic. Mid-day-meals program are not just for assist the financially backward students, but it is a call for social unity. So teacher must motivate students to have their lunch at school with their fellow students. Dining with students from all communities make communal harmony, thus enrich the goals of inclusive education ie, defeat exclusion. Teachers should take a positive role in promoting inclusive education. There is no need of pessimistic beliefs about how it works, it’s working. The survey says to be optimistic about the attitude of students towards inclusive education.

 Conclusion

The attitude of secondary school students in Kerala towards inclusive education is positive. Although the Government of India has attempted to create policies that are inclusive for people with disabilities, their implementation efforts have not resulted in an inclusive system of education, nor have they reached their goal of “education for

all” across the country. The Government of India needs to bridge the gaps in their education system to build a strong system of inclusive education in India. According to UN report on inclusive education in South Asia, India need much attention to reach the goal, and it is essential to make a just and equitable society. In this context, 87 % of the secondary school students in Kerala are supporting inclusive education is a good symptom.

It is renowned that Kerala is achieved social equality, but some findings in the survey questioning the thought. 14% of the students are believing social stratification and its practices. Most of the students don’t like students from socially backward class are not good to lead them. In the case of mentally and physically challenged students, pupil consider them, they are part of society. The misunderstanding about HIV / AIDS are not rare, though not much. Even the students are ready to consider the pupil who affected HIV / AIDS students they are not 100% sure of their physical security.  

Reference

1.    Angela Kohama, Inclusive Education in India: A Country in Transition. University of Oregon, 2012

2.    Examples of inclusive education; India. unicef, Katmandu, 2003

3.    Kerala school curriculum framework 2013. SCERT kerala, Thiruvanathapuram, 2013

4.    National Policy on Education- 1986. Ministry of Human Resource Development, New Delhi,1992