Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Responsiveness of Pre-service Teacher Education Programme Towards
Inclusive Education in India: Appraisal of Curriculum Dimensions and Practices

Dr.Pranati Panda
Reader, Department of Teacher Education and Extension,
National Council of Educational Research and Training,
Sri Aurobindo Marg, New- Delhi-110016, India
pranati_p@hotmail.com
pranatipanda2003@yahoo.com

Introduction

The articulation of global concern on ‘Education for All’ echoes India’s preoccupation with Universalizing Elementary Education by addressing the issue of access, equity and quality. Research findings from across the globe indicate that schools and teachers are struggling to respond to wide array of students .At the school level, inclusive education seeks to address the learning needs of all with a specific focus on those who are vulnerable to marginalisation and exclusion. The regular schools with inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all. (UNESCO, 1994). This has further restated in World Education Forum that school should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions, (Dakar, 2000). The Indian National Policy on Education (1986, revised in 1992) and National Curriculum Framework for school education (2000) emphasized the need for integration of all children with special needs in the regular schools. Keeping in view the observation of NPE (1986) and ‘Persons with Disabilities, Equal Opportunities, Protection of Rights and Full Participation Act (1995) and other international developments necessitate integration of all children in regular schools and common classrooms. Inclusive education as an ideology has been defined as the acceptance of all pupils in the regular education system and taught within a common framework. This necessitates buildings competences of the regular teachers to deal with diverse population of students and to learn pedagogical strategies that facilitate learning of all students in their classroom. Initial teacher education courses, therefore must respond for “preparing all teachers to teach all pupils”. This paper makes an attempt to appraise how the policy pronouncements and the conceptualization of inclusive education is operating in the present context; how has teacher education programme at elementary level been responding to the challenges of preparing regular pre-service student teachers to meet the needs of the inclusive education/ students with special needs in inclusive settings. More specifically, the paper attempts to ascertain how the concepts and strategies of inclusive education have been integrated and addressed in the elementary teacher education curriculum/syllabi across the country.

Inclusive Education: Policies and Progress

Providing quality ‘Education for All’ children in inclusive setting has identified as the most challenging, yet the most important issue in education across the world. In the economically poorer countries of the south, the issue is most urgently focused on providing schools and teachers for the 113 million or so children who has no access to basic education (Aniscow, 2003). The situation is much more glaring in India, where country is striving hard to Universalise Elementary Education, more specially for providing education to disadvantaged group, marginalized section of the society, disabled children, girls, rural poor etc. As per the Indian constitution, the country is committed to providing free and compulsory education to all children up to the age of 14.

The adoption of the National Policy on Education by the Parliament in 1986 is a major landmark in the history of education in independent India. The NPE (1986) and its Programme of Action (1992) also lay emphasis on the removal of disparities, equalization of educational opportunity, while the emphasis in others is on certain aspects of the content and process that have a bearing on education of children with special needs. The National Policy embodies the concept of a National system of Education, which implies:

• All students to have access to education of a comparable quality;
• Envisage a common educational structure;
• To adopt National Curriculum Framework which contains a common core along with other components that are flexible;
• To lay emphasis on the removal of disparities and to equalize educational opportunity by attending to the specific needs of those who have denied equality so far;
• Education to be used as an agent of basic change in the status of women;
• Focus on the education of SC/ST, other educationally backward sections and areas and minorities;
• Efforts to integrate the physically and mentally handicapped with the general community as equal partners through different measures.                    

The National Policy on Education (1986) recognizes education of disabled as a human resource development activity and not merely a welfare activity.   It recommends that, every attempt should be made to develop integrated programmes enabling the handicapped to study in general education system.   The fact is that large number of children with mild disabilities enters the school system but many dropouts due to lack of sensitivity to their educational need in the system. The National Commission on Teachers- I (1983-85) also pointed out large discrepancy between in needs and provisions of care of the disabled. Thrust areas and the specific measures suggested by National Education Policy are: access to education to all, quality education to all, teacher training and vocational training of children. Programme of Action (1992) further reiterated that for achieving equalization of educational opportunities, the disabled should have access to quality education comparable to other children and reorienting pre service and in service teacher education programs to meet special needs in the class room. The PWD Act (1995) directs the government and local authorities to assure that every child with a disability has access to free education in an appropriate environment till the age of eighteen years and promote the interaction of student with disabilities in the normal school.

             The integrated Education for the Disabled Children (IEDC) scheme, started in 1974, to cater children with disabilities under the regular system of education.    However IEDC scheme has extended to 41,875 schools benefiting more than 1,33,000disabled children in 27 states and 4 UTs (MHRD, 2003).   Besides, there are many special schools operating as parallel system. Towards this end, District Primary Education Programe (DPEP) also supported community mobilization and early detection, in service teacher training and provision of resource support, provision of educational aids and appliances, removal of architectural barriers etc. All these activities are now supported by the programe Sarva Shiksha Abhiyn that visualizes providing quality elementary education to all children by 2010. The last decade has witnessed policy interventions and also legislations for promoting education of children with special needs. ‘Current policies do not satisfy teachers in either mainstream nor separate schools, nor academics who urge more extensive forms of inclusive education (Tomlinson, 1997). This statement has larger implications for India in terms of its conceptualization and implementation.

            The Union government is preparing a ‘Free and compulsory Education Bill’ in order to make the 86 th amendment to the Constitution that has make elementary education a fundamental right, statutorily enforceable.   Therefore, under the umbrella of “Education as a Fundamental Right”, it has greater implication on the schools system and society at large.   The broad understanding is that every child has a fundamental right to education and it has to be realized by way of understanding, conceptualizing and implementing the concept of inclusive education.

            Though the idea of inclusive education is gaining momentum in many parts of the world, the very conceptualization and practices varies across developed and developing nation.   It has been observed that by many countries, inclusive education has been coined similar to disabled children or children with special education needs. While analyzing, the country report of four countries-Bhutan, India, Maldives and Nepal, it clearly reveals that children with disabilities have been the main focus for all the initiatives in the field of inclusive education. Inclusive education and integrated education more or less means the same things in these countries. (Julka, 2002). “The best way to educate a disabled child in a country like ours is to send him/her to a normal school.   However to facilitate that it is important that the existing infrastructure is strengthened and the component on disability in SSA is fully understood and implemented thereafter”.   (Chairman,RCI,Hindu News Paper, 2004).

             The National Curriculum Framework for School Education brought out by National Council for Educational Research and Training (NCERT, 2000) has made significant recommendation for inclusive schools as a measure towards achieving quality education for all learners. “Segregation or isolation is good neither for learners with impairments. Societal requirement is that learners with special needs should be educated along with other learners in inclusive schools, which are cost effective and sound pedagogical practices”. Therefore, it promotes participation of all learners without any discrimination in regular schools.   It addresses reducing discrimination on the basis of gender, class, disability etc. Inclusive education means all learners, young people with or without disabilities being able to learn together in ordinary pre school provisions, schools and community, educational setting with appropriate network of support services. (MHRD, 2003). Therefore, it calls for participation of all children with diversity and supporting diverse needs. The concept of inclusion placed the emphasis on changing the system rather that the child. The argument is that our educational system, structure and practices need to shift and become more flexible, more inclusive and more collaborative in order to accommodate children with learning differences. An inclusive school provides support to all learners with in the locality i.e. ‘school for all’ (SFA). This necessitates change and adoption in curriculum, teaching learning process and building a democratic ethos in the school.    Inclusion as the process of addressing the barriers to the presence, participation and achievement of pupils in local neighbourhood schools. (Aniscow, 2003). The index for inclusion is built on the idea of the ‘school for all’, which support education for all children within its local communities. The concept corroborates with the recommendation of Education commission (1964-66) and National Policy on Education (1986) on ‘Common School System’ and ‘Neighbourhood School’. Therefore every school has to accept inclusion as a basic philosophy or principle and provide space foe each child- socially disadvantaged groups (Scheduled caste, scheduled tribes), minorities, disabled, rural poor, urban deprived, girls, disabled etc. Though Inclusive Education concept is in evolving stage in India, but for the present deliberation, the issue is addressed to all children rather than only to disabled category.   Further inclusive education also recognizes that education is broader than schooling and school should support the education within communities rather be seen as its only source. The philosophy of inclusion hinges on helping students and teachers become better member of the community by creating new vision for communities and for schools.

Though all the policies and schemes overtly support education for all and education of disadvantaged, minorities, working children, disabled, girls, rural poor etc., yet there is a greater need for addressing the concept of inclusive education in a comprehensive manner in teacher education system.

Preparing Teachers for Inclusive Education

Teacher development has to be the heart of initiatives for developing inclusive practices in schools (Aniscow, 2003). This necessitates building competencies of all “regular teachers” to deal with diverse population of students and to learn pedagogical strategies that facilitate the learning of all students in their classroom. The entire teachers need to be prepared who can teach in inclusive setting, meeting the needs of all students. At the root of implementing a public education system that embraces a philosophy of full inclusion is well and appropriately trained teachers and school administrations (Magrab, 2000).

The inclusive education system requires a more knowledgeable, highly skilled teaching force. It is now widely accepted that the most effective way to improve the quality and effectiveness of education programme in inclusive setting is to reach teachers and teacher educators. There is need for strengthening knowledge, skills and attitudes of teachers for creating inclusive ethos and learning environment in schools. The triangulated effect of knowledge, skills and attitudinal building develop the awareness among teachers and comprehensive perspectives of inclusive education as part of their role and responsibilities. Furthermore, the competencies required by teachers to transact inclusive education i.e. a teacher who has desire to take up the challenge of life long learning, has some reflective tools to discern her/his own inclusionary capacity, has leadership who support his/her will to built personal capacity, has some mastery of cooperative learning strategies, works well with parents and colleagues.

 Teachers need to build up competencies in three areas. i.e. foundational competencies, skill competencies and reflective competencies. Foundational competencies provide knowledge base to teachers for understanding the philosophy, assumption underpinning inclusive education policy and practices, understanding the nature of barrier to learning, learning styles, nature of diversity in schools and community and participation of all children who are vulnerable to exclusion not just with disabilities.

Practical competencies require teacher to develop the skill to performs the action creating a learning environment, undertaking analyses of barrier to learning, developing strategies, developing resources to support learning, participation and drawing on variety of instructional strategies and assessment techniques.

Reflective competencies help teachers to reflect on how language, disability, race, gender, geographical locations and other differences impact on learning and appropriate adaptation to teaching strategies; maximize participation of all learners and reflective on cultural roots and skills learner    bring to the class. Further, the inclusive vision/concept and pedagogy must permeate in all aspects of teacher education for preparing future teachers.

Pre service teacher Education: Appraisal of Curriculum Dimensions and Practices

The concept of Inclusive education has implications for teacher education, which should aim at equipping the perspective teachers with skills to provide and practice inclusive education in an inclusive school irrespective of the nature of diverse students. Therefore, teacher education is a core element for building the capacities of the education systems to move towards a more inclusive system and thus a more inclusive society. This has vast implication for both practicing and pre-service teacher education, as they need to acquire the knowledge, dispositions and performances required to successfully manage an inclusive classroom. This calls for not only making regular schools and regular classrooms available to all children including marginalized and other special groups but also reviewing and revisitingpre-service and in-service teacher education program to facilitate inclusive education.   (Sukla, 2002)

Pre service teacher education, which is the central core of teacher education, provides the teacher with initial capital of professional competencies. The type and level of the teacher education institutions depends on the structure of the school education. Therefore, initial training of teachers (pre service) is organized at three levels- pre primary teacher education, elementary teacher education and secondary teacher education. The pre-service course leading to a Bachelor of education (B.Ed) degree of a University is a general pattern of teacher education for secondary stage. The minimum qualification for this course is graduation (i.e. a bachelor degree in Arts, Science, Commerce etc.) and this is a baseline degree for higher courses in education and other areas of endeavour in education sector. The elementary teacher education programme prepares teachers for primary/ elementary schools having entry qualification as matriculation/senior secondary. However, two year elementary teacher education has now became national norms with the establishment of District Institute of Education and Training (DIETs) and desired qualification for admission to this course is senior secondary (Arts, Science and Commerce). The existing teacher education system covers more than 1200 elementary teacher education institutions, 800 secondary teacher education institutions and 200-university department of education. There are also120 institutions for special education teacher training programes including four national institutes catering to specific disability group. Besides, under centrally sponsored scheme of restructuring teacher education programe, so far 500 DIETs, 87 Colleges of Teacher Education, 38 Institutes of Advanced Studies in Education have been set up as teacher education resource institutions in the country.

The crux of the entire process of teacher education lies in its curriculum, design, structure, organization and transaction mode and as well as extent of its appropriateness. A professional teacher education programe has to be sensitive to changing societal needs and also to school curriculum. As there is symbiotic relationship between school curriculum and teacher education curriculum, they must focus on:

1-Curriculum must create learning opportunities for all knowledge areas related to life and living

2-Curricular experiences should be sensitive to social purposive ness reflected by concepts like equality, equity, secularism etc.

3-Curricular inputs in all content knowledge areas must address the core values in consonance with the constitution of India.

In this section, analysis of teacher education curriculum has been done at two levels:

1-Analysis of teacher education curriculum frame works,

 2-Content analysis of teacher education curriculum/syllabi at elementary level

Curriculum Frame works

Concern about enhancing the substantive and methodological relevance of teacher education has been a continuous feature in the field. During the last five and half decades of the post independence period, Curriculum Frameworks for teacher education have brought out by National Council for Teacher Education   (NCTE) on three occasions in 1978,1988 and 1998.    Though the concept   Incisive education is in evolving stage and recent phenomena in India, the essence and principles are deep rooted in Indian society, constitution and all educational endeavors. Therefore, appraisal of three curriculum frameworks would provide us enough historical sense for reconceptualising Inclusive education in the present context and identify the existing gap for future course of action.

 National Council for Teacher Education for the first time brought out Teacher Education Curriculum in the year 1978.   The curriculum framework has emphasized in its introductory remark that – Universalization of Elementary Education demand a fundamental change in all aspects of teacher education i.e. objectives, structure, curricula, methods, evaluation etc. Further it stressed that relevance of curriculum for the personal and social needs of children and schools’ and relevant to the life, needs and aspiration of children and to the community to which they belong. The rationale provided for each curricular component was the need to develop an understanding of his (teacher’s) obligation to the nation in general and the community in particular…to re-enforce theoretical learning, actual life experiences needed to be provided to the teacher trainee so that he may verify and validate his theoretical knowledge. 1978 curriculum Framework further emphasized the rationale for working with the community as major objective of teacher education.

In the National Curriculum for Teacher Education (1988), while addressing the Education for All and Equalization of Educational Opportunity, Framework articulates that teacher education can not in any case, remain impervious to the vital concern like tremendous disparities in education between regions, social classes and sexes or girls, the schedule castes and the schedule tribes and other backward communities, the rural population generally and the disabled children continue to remain deprived of opportunities for good education.   Further, equal opportunities are to be provided to all not only in access but also in the condition for success.  Apart from developing sensitivity, teacher education curriculum should also provide for training in specific competencies like designing local specific curricula and learning experiences providing compensatory education for the disadvantaged children, identifying the learning difficulties of disabled children in integrated settings and teaching in class-rooms with mixed ability-groups and increase heterogeneity.

As a sequel to 1988 Frame work, Teacher Education Curriculum Guideline and Syllabi (Elementary, Secondary), (NCERT, 1991) were developed which suggested integration of the component of special needs education in different foundation (theory) courses, stage relevant specialization, additional specialization, practicum- field work. It suggested course elements and points at which they should be inserted into general pre-service teacher education courses. (‘Plug points’).

It is considered that the inclusion of special needs elements in different pre-service teacher education courses is advantageous in several ways:

1. The special needs material acquires the some status in curriculum transaction as any other elements.
2. Perspective teachers do not perceive the additional curriculum load.
3. All teacher educators become familiar with special needs concerns.
4. Through this process, special education is demystified. (Jangira, 1995)

Curriculum framework for quality teacher education (1998) while emphasizing on constitutional goals and teacher education, it stresses that “ the education of teacher should equip them with the competencies needed to deal with discrimination, disparities and inequalities.” While dealing with different stages of teacher education, framework has recommended as a separate theory paper on Educational of children with special needs (compulsory) at elementary stage and as optional paper at secondary stage. Further it has incorporated a separate section on “Preparation of Teacher for Students with Special Needs”. Most of the general class room teachers requires sensitization programmes where as some teacher require specialized training to deal with the severely disabled children.

The comparative picture emerging from these three frameworks those constitutional obligations like justice, equality, and equalization of educational opportunities have been addressed in preparing teachers. The education of disabled children has been dealt in more detailed manner in 1988 and 1998 curriculum frameworks. These curriculum frameworks have made significant recommendations for preparing general teachers for education of special needs. Certain concerns have been seriously addressed by three curriculum frameworks, viz., bringing teacher education programe closer to practice in schools, integrating theoretical knowledge to practice, sensitizing teachers to bring attitudinal change towards biases of caste, color, creed and disadvantaged category. Further decentralization, contextuality and autonomy of teachers have also been addressed.

Content Analysis of Teacher Education Curriculum/Syllabi from inclusive education perspectives: A Critique

Each region of the world has its own way of conceptualizing and defining inclusive education. Therefore different interpretation of inclusive education are question about what constitute content of inclusive education that perspective teacher should learn to practice it. The National Policy on Education (1986), Teacher Education Curriculum Frameworks (1988,1998) suggested that all pre-service teacher education (general) should include a component of education of special needs children besides giving a sound knowledge base of constitutional provisions-justice, liberty and equality, equalization of educational opportunities and preparing teachers for plurality. As has already been mentioned in earlier section, the concept of inclusive education has been operationalised by addressing learning needs of all children- disadvantaged children, minorities, working children, disabled, girls, rural poor, urban deprived etc. Further analysis have been done on the basis of the definition given by Salmanac, 1994; Dakar, 2000;MHRD, 2003and Booth eat.al, 2003 i.e. participation of all regardless of ethnicity, gender, social background, disability or attainment. The content analysis has been done to determine the current status of teacher education from inclusive education perspectives and how the concept and themes relating to inclusive education have been integrated in teacher education curriculum/syllabi.

Though National Council of Teacher Education (NCTE) at national level, prepares the teacher education curriculum frameworks, but each state and university has its own autonomy to develop teacher education curriculum (TEC)/ syllabi) at elementary and secondary education respectively. State Council of Educational Research and Training (SCERT) and State Directorate of Education prepare teacher education curriculum at the elementary level and each university develops teacher    education curriculum at the secondary level. The teacher education curriculum both at elementary and secondary level comprises components like theory and practice teaching..

Content Analysis of Curriculum/Syllabi at elementary teacher education level

The implication for providing basic education to all children in inclusive schools is that all teachers should be provided with requisite knowledge and skills to enable them to handle inclusive classrooms. This has larger implication at elementary level teacher preparation.             The teacher education for preparation of UEE and EFA require special consideration in dealing with students of rural background, girls, SC and STs, working children, urban deprived, disabled, children in difficult circumstances, minorities, migrant children etc.

 At elementary teacher education level, the curriculum by and large, has four broad components namely 1) foundation courses on education.   2) Methodology of teaching of school subjects. 3) Practice teaching, school experience and internship 4) and other practical work. To meet the demand of class teacher system at primary stage, the products of this programme are expected to teach all subjects namely one or two languages, mathematics, environmental studies (social studies), work experience, art and physical education at the primary stage (class I-V).

 To ascertain the responsiveness of elementary teacher education curriculum towards inclusive education, the curriculum/syllabi presently followed in 21 states namely Andaman&NicobarIslands; Assam; Andhra Pradesh; Bihar; Delhi, Goa; Himachal Pradesh; Haryana; Karnataka; Maharashtra; Nagaland; Mizoram; Punjab; Tamil Nadu; Tripura; Madhya Pradesh; Uttar Pradesh; Rajasthan; Kerala; Meghalay; Maharashtra were analyzed. Further information was solicited through discussions with teacher educators of DIETs, SCERTs and other elementary teacher education institutions. The analysis has been done both for theory papers, methodology of teaching and practical works. The findings are related only to the present discussion of inclusive education as operationalised for present paper.

There are large variations in different aspects of curriculum and the scope of the content. The student teachers are required to study a total of 10-12 courses which include 2-4 education courses, 4-6 methodology courses and three co-scholastic areas namely art education, work experience and physical education. Further from inclusive education perspectives, curriculum of the states differ from one another in terms of number of units, themes, weightage and marks in theory papers, methodology of teaching and also in practical work. The basic premise of analysis is that how the theory papers have integrated the themes/concepts relating to inclusive education and education of children with special needs.

The theory paper I (Emerging Indian Society) (having different nomenclature in different states like Teacher and Education in Emerging Indian Society) develops an insight into the nature of Indian society, its variety and complexities and making teacher education programme relevant to the community. It helps in developing awareness relating to discrimination, oppression and exploitation etc. Further it generates awareness amongst teachers regarding the contextual realities in which they work and preparing them for working in the multicultural context. Analysis has been made on the basis of themes/units, concepts relating to ideology and practice of inclusive education. Content analysis have done by classifying concepts and themes relating to inclusive education in Theory pape-1

The analysis reveals that out of 21 states only 9 states curriculum (42.85 percentage) have placed themes/units relating to Education for All, Universalization of Elementary Education and recent scheme of Sarva Shiksha Abhiyan. Further, 7 states have integrated units/theme relating to constitutional provisions, rights of the child, fundamental rights and duties, human rights, equality, liberty and social justice. The finding is very revealing to the extent that important theme/concepts like constitutional provisions, equalization of educational opportunity and Education for all have not been address in this theory paper (Paper I) by more than 50 percent of states curriculum. Education of schedule caste and schedule tribes, gender equality, girls’ education have been incorporated in the curriculum by 3 and 4 states respectively.

 In most of the states this paper is taught in the initial year of two-year teacher training course. The recently developed curriculum of Maharashtra has included concepts like nature of Indian Society, acceptance of new conceptual thoughts--- Liberty. Equality and Fraternity. The elementary teacher education curriculum in Delhi provides coverage to certain aspects of constitution under the paper on sociological bases of education. It deals with secularisim, socialism and democracy as guiding principles of Indian polity, equality, fraternity, gender equality, and diversity in Indian society etc. The curriculum of Delhi, Karnataka, Andhra Pradesh and Assam provide detail coverage to many aspects of constitutional provisions. Therefore, this theory paper have addressed the educational needs of disadvantaged group, gender issue, working children, marginalized group etc. These only provide the knowledge base to perspectives teachers. Further it raises the question of how these units/themes have been transacted, to develop not only the better understanding of these situations but also integrate this knowledge base to practice.

Each states curriculum at elementary level has its own special features of Educational Psychology as theory paper. Theoretical component is essential for understanding the learner, the community and the society, the internal and external forces impinging upon the school and the    internal and external variable operating upon the learner. The course of psychology of teaching and learning accommodate the      point of view in different units, single unit relating to education of children with special needs. Further analysis of educational psychology paper (paper II) reveals that out of 21 states 18 have integrated 1or 2 unit/units, theme relating of education of special needs children in the psychology paper, which is a compulsory paper for all the students. Only three states namely Delhi, Himachal Pradesh and Mizoram have introduced as optional papers on education for special needs children. This can be derived that all the student -teacher does not get the chance of building their knowledge base in this important area.

Further analysis reflects that nomenclature of the unit/units varies from state to state. Some of the states have use the terminology like learners with special needs, exceptional children, special education . The sub units also vary in terms of weightage and marks. However, while classifying the units/themes, the analysis reveal that each state have their own approach towards integrating the concept.   Only 9 states syllabi have included the concepts relating classification of special needs children. In most of these states, they have included disabled children (physically challenged, mentally challenged, hearing impaired, visually impaired) . Few states like Andhra pradesh, Haryana have included gifted/talented and slow learner, under the category of classifications.

Seven states curriculum have incorporated a subunit on identification of disabled children. Only one state i.e. Himachal Pradesh has included curriculum adaptation with regard to special needs children. Role of teachers in integrated context has been included in only 3 stats syllabi, only    four stats curriculum have addressed the theme relating to teaching in integrated setting, integrated education, objectives, inclusive schools and special schools.

While analyzing the optional paper of 3 states i.e. Delhi, Himachal Pradesh and Mizoram, major issues relating to equal educational opportunity, identification and assessment, curriculum adjustment, adaptation, special aids and equipments, evaluation procedures have been integrated in the curriculum etc. The overall analysis reveals that basic knowledge about special education need is meant to be part of all initial teacher education in India. The notion of inclusion or integration as part of curriculum addresses only the disabled ones not other category of children.

Practical work is an essential component of internalizing the theoretical concepts. In this regard both the theory papers – Emerging Indian Society and Educational psychology paper have practical activities relating to inclusive education. These activities provide a chance for student teachers to explore their theoretical knowledge base in the field. Few practical activities like case studies of disabled, visit to special institutions, observation of a special child, which are organized by few states/ provinces. These practical activities have some weightage. This   practical activities helps the student teacher to plan as each aspect of the theoretical inputs. Besides these activities, few states have practical activities relating to different school experiences, work education, school community interaction, action research, projects etc.

It has already been mentioned the student teacher are required to study a 2-4 education courses (theory papers). In few states one or two more theory papers have been placed as compulsory paper. For eg. in the state of Andhra Pradesh, it has included compulsory papers on Elementary Education, planning, Management and Teacher functions and Perspectives in pre-primary and primary education. The relevant theme relating to constitutional provisions, equalization of opportunities, Education for All has been integrated in this theory paper. The Karnataka state curriculum has a compulsory paper on principle of curriculum transaction. In the similar way other states have included compulsory theory paper on educational management, educational administration, school organization. However the critical appraisal of these theory papers do not reflect theme or concept relating to curriculum adaptation, classroom management etc.

The school curriculum at the elementary stage generally includes study of three languages, mathematics, science and social studies. The appraisal of content cum methodology courses, practice teaching components reveal that the curriculum of all states are pre-dominantly occupied with content knowledge of different subjects with minimum transactional strategies. The personalized and individualized approach to curriculum transaction for learners with special needs have not been included in many state syllabi either in educational psychology paper or methodology of teaching papers. These methodologies of teaching different subjects do not reflect the teaching strategies like co-operative learning, collaborative learning etc. The inclusive concept, its integration in practice teaching and as part of school experience programme has not been addressed adequately for preparing general teachers for education of children with special needs.

The overall analyses reveal that teaching of related concepts and concerns is fragmented; many of the related concepts are ignored or inadequately covered. Specially, the concept of inclusive education in broader perspectives can be integrated to cognate knowledge in a comprehensive manner. In actual classroom transaction, most of the concept and concern are treated in a peripheral way. Very few concerns come up for intensive discussion and practical works. Further, the inclusive concept are more by default than design. The relationships between some of the units/themes and inclusive education are far fetched and perspective of inclusive education is not emerging in a comprehensive way. A view of inclusion is generally integrated in to the courses of special needs education though tends to focus on disabled children or children categorized of having special educational needs.

Needed Action

           India with diversity of races, ethnic types, religions, linguistic groups and varied social structure can not but have to accept the concept of inclusive education as core of overall educational development for building inclusive society. Inclusive schooling is not only a necessity in India but it is inevitable to a great extend. The fundamental shift in school policy necessitates curriculum reforms at school level, teacher education reforms and building of a support system. Further it requires three fold changes at teacher education level i.e, 1-Teaching about inclusion2-Re orienting teacher education curriculum-content and process 3-Developing inclusive teacher education.

Teacher education as one field of action in which despite continued efforts to enhance its impact potential, there is persisting concern to actualize it. Inclusive education requires not a mere rearrangement of existing curricular inputs in teacher education in general and elementary teacher education in particular but demands a clear articulation on the substance on the conceptual contours of teacher education.

• Teacher education programmes need to be varied and flexible in the context of India’s size, diversities and complexcities, which have significant bearing in inclusive education and its process. While there is need to think of a broad curriculum framework in the overall context of teacher education it needs to be concretized in terms of activities in a more inclusive and localized manner. Accordingly the curricular coverage of inclusive concepts has to be deliberate and pre designed. It will be necessary to develop a blueprint for reorienting teacher education towards inclusive education. There is need for process based teacher education in India so as to orient the perspective teachers through field-based practice for conceptualizing, understanding and practicing inclusive concepts.
• Another relevant point relating to the theoretical framework in education concerns the social framework, within which education functions. In the India context this framework is enunciated in the constitution: create as a secular, socialistic and democratic state. The perspectives of teacher education have to be derived from this framework to build up inclusive teacher education.
• Pre-service education should engage prospective teachers with children in real contexts, learner and learning, and their own conceptions of knowledge, and positions in society vis-à-vis gender, caste issues of equity and justice. This will build up the capacity of perspectives teachers to adjust the system to respond to the needs of children.
•  Teacher education programmes should provide the platform for understanding with issues and concerns of contemporary Indian society, its pluralistic nature and issues of identity, gender, equity and poverty. This can help teachers to conceptualize education and evolve a deeper understanding of the purpose of education and its relationship with society. It is also important to understand the classroom as a social context, as it provides a setting for interaction, generation of dialogue.
• From inclusive education perspectives, attempt must made to shift from theory to practice to practice to theorization. This calls for integrating cognate discipline for arriving at composite understanding of educational components. This would help in understanding each learner not only from psychological perspectives but also from educational and social perspectives. There is greater need for pedagogical shift in transacting and organizing activities.

For building competence, knowledge base and skills of all teachers there is need to reiterate the continuity between pre-service and in-service education of teachers. There is a greater need for networking among national, state and district level institutions for conceptualizing, planning, implementing and realizing the essence of inclusive education.

The concept of inclusive education may go beyond the arena of disability, and should address all diverse learners to be part of overall educational development. The teacher education curriculum renewal need to be based on this dynamic concept of inclusive education so as to prepare all teachers more specifically at elementary level to provide quality education to all diverse students. There is need for operationalising, refining and developing indicators for inclusion and give support to strengthen capacity at all level of teacher education institutions .

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Corbett, Jenny. (2001), supporting Inclusive Education: A connective Pedagogy, Routledge Falemer, London

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Jangira, N.K. (1995), Rethinking Teacher Education, Prospects, 25(2): 261-72.

Julka, Anita. (2002). Development of Inclusive Education in the SAARC countries: A regional Perspective, Journal of Indian Education, vol.xxvii, and no.4

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