Objectives of the study:
To identify and study the different components available in the schools for providing quality education for CWSN such as teachers training curricular/instructional adaptations, teaching learning process, teaching learning materials, evaluation system.
To find out the quality of implementing IE and if children with disability are really benefiting from it or not.
Sample for the study:
For the present study, a sample of 30 Elementary schools which provide inclusive education was selected that is 10 from each state of Assam, Meghalaya and Tripura. The sample also includes State Authority, teachers and Parents.
Questionnaire, Observation Schedule, and interview schedule for the head of the schools, teachers, CWSNs, children without special needs, parents, state educational authority are used.
Major Findings of the study:
From the present study it was found that the facilities which are necessaries for the CWSN are not properly provided which might lead to less enrollment and retention of CWSN in mainstream schools.
It was found that only 3.33 percent school has the required aids and appliances for the children with disability and majority of the schools that is 70 percent schools do not have any aids and appliances.
From the study it was clear that majority of the teaches do not possessed the professional qualification or any training in inclusive education required to teach at the elementary levels and CWSNs.
It was found that inclusive education could be succesfuly implemented if the level of teacher’s competency increased and this can be done if proper training and courses are being given to them which will boost their confidence.
It was found that majority of the principals felt that general education should be modified to meet the needs of all students, including CWSN to succeed but this can be done only when teachers are given proper training.
The teachers lack training and skills in effective implementation of inclusive education. It was also seen that most of the schools and teachers do not used TLMs due to unavailability of TLMs.
It was found that 63% of the teachers use local/state language and 9% use English language as their medium of instruction and 16 % use mixed language as their medium of instruction.
60.56% of teachers still follows the traditional approach of teaching without proper modification to meet the needs of CWSNs.
Assessment procedures were carried out in the same way for all children without any adaptation or modification for CWSNs.
Majority of CWSNs expressed happiness in coming school. 75%of the parents were of the opinion that their children enjoy studying in the schools together with other children while 25% said that their children do not enjoy going to school since they find difficulty in adjusting with the different activities going in the school due to their disability which prevent them so, parents shared that schools does not provide training to them on how to handle and help their children at home, this has put them in difficult situation as they could not help them much at home.
From the present studies it can be implied that schools must be empowered with all the infrastructures and facilities required for making schools disability friendly. Teachers should be provided continuous support such as trainings, orientations and other related programmes So as to enhance them with the skills required to handle CWSNs. All children should be respected and provide with all the support systems demanded for making schools free and safe for their learning and development.
Further the findings of the present study maybe beneficial for the State authorities who are concerned with the education of CWSNS and who aim at effectively implementing inclusive education in its truest sense, Hence, the findings may be used by the educational planners, administrators, officials to assess the status and level of implementation and achievement of inclusive education and further develop mechanism and strategies for assessing and monitoring the various aspects implemented at the school level.
Again, the findings of the present study implied that children lacked confidence and understanding when it comes to learning in the classroom. This study might provide them sufficient knowledge on how to make their teaching learning effective for the benefits of CWSNs in particular.
The findings also suggest that there is lack of coordination and Cooperation from the parents of CWSNS hence from this study it can be infer that parents should be given with suggestions and provided guidance in the form of trainings on how to help their children in their learning and other
activities. The authorities should also encourage parents to attend Parent Teacher Meeting as this serve as a platform for discussions of the problems and providing suggestions and solutions to the problems and also a platform for bringing positive change in the total school environment.
In a nutshell this study maybe beneficial for all stake holders such as the education authorities, principals, teachers, parents, students as well as community.
Keyword(s): Inclusive Education, Elementary Level