DescriptionIs it really possible to implement inclusion in emergent nations?
n countries such as India, Bangladesh and Pakistan, a large number of students with disabilities are excluded from enjoying the experience of learning alongside their mainstreamed classrooms. Some estimates suggest that over 50 million children with disabilities do not have access to any form of education in India. We have frequently blamed teachers, schools and sometimes policy makers for the lack of progress made in authentically including these students into regular classrooms. We have also blamed society for negative attitudes towards these students and their inclusion into regular classrooms. Perhaps our blames are justified and genuine. But the question that arises is that if we continue to blame others, will anything change? In this presentation, I will share some of the key lessons learnt from our research and research carried by our colleagues in economically poor countries that show that we can make significant progress in authentically including students with disabilities in regular classrooms provided we re-conceptualise inclusion and make sure to resource our educators with new knowledge, attitude and skills. A key focus of the presentation would be on presenting an innovative framework to adequately prepare our future generation of teachers who could include most, if not all, students with disabilities.
|Period||28 Nov 2018|
|Location||New Delhi, India|