Symposium Program: RTE & SEN - Demystifying Inclusion

{Symposium} rte and sen Demystifying Inclusion

DRISHTI

205-206 midas chambers, off new link rd, andheri west, mumbai 400053

91-22-26732496 | [email protected] | drishtionline.com

Saturday 23rd Feb 2013

Mumbai

Program:

0900 – 0930 Registration

0930 – 0945 Introduction

0950 – 1010 " Inclusion as a school philosophy"

Ms. Neha Chheda

Principal, Shishuvan School

1015 – 1035 " Inclusion in the public education

domain" Ms. Elizabeth Mehta Founder-Director, Muktangan

1040 – 1100 Refreshments

1100 – 1120 " Setting up a resource room:

Strategies that work" Ms. Achama Mathew CEO, Bombay Cambridge Gurukul

1125 – 1145 " Advocacy & Legislation for students

with SEN" Ms. Kate Currawalla Founder President, Maharashtra Dyslexia Association

1150 – 1230 “On the Path to Inclusion: turning roadblocks into opportunities” Panel Discussion moderated by: Dr. Smita Desai, Drishti

Panelists: Our speakers of the day will be joined by Fr. Crispino D’Souza, Principal, Dominic Savio High School


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Inclusion as a School Philosophy Ms. Neha Chheda Ms. Chheda leads a team of dedicated teachers, special educators and counselors in meeting the unique, individual needs of students in their school. She will be talking about the model of remedial education that is implemented at the school.

Inclusion in the Public Education Domain Ms. Elizabeth Mehta Founder of the NGO Muktangan. She is a pioneering educator who is making good quality child-centered, inclusive education accessible to the economically disadvantaged. Today, she will be sharing her thoughts on inclusion with a focus on her work within the domain of public education.

Inclusion is a philosophy that needs to underlie the entire organization’s functioning and processes. In an inclusive environment, all classrooms should be equipped to provide differentiated learning opportunities for all students to address their individual learning needs. These needs must be identified through ongoing observation of each individual child. If such processes are in place then automatically the learning needs of differently-abled children will also be addressed. For this to be possible, teacher education practices need to change if they are to develop the values, attitudes and skills in the teachers that they require to become truly inclusive. Well designed, intensive, professional development will be required if teachers and schools are to bring about change in their current, exclusive educational beliefs and practices. Smaller class strength is another essential pre-requisite for the meaningful implementation of inclusive policies. Such reduction is even more critical in schools providing education for children from marginalized communities.


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Setting up a Resource Room: Strategies that work Ms. Achama Mathew Ms. Mathew is the CEO of the Bombay Cambridge Gurukul. She has been instrumental in, not only setting up and managing resource rooms in all 5 of the schools of the group, but also in consulting and training other schools as well. Today, she will be sharing her know-how on establishing resource rooms.

Educators the world over recognize the fact that mental health professionals have an important role in today’s society. We can only help people break down their inhibitions, fears, and misconceptions– help them take the right step today! A commitment to provide services to students who face academic and behavioural challenges in the school environment is thus vital. Setting up a Resource Room within a mainstream school is one step towards facilitating a truly inclusive school environment. Steps that the school can take to set-up a resource room are:

Appoint professionals like counsellors/psychologists and special educators who have clear guidelines about their role and tasks in the school

Provide a conducive environment by ensuring that they have space, equipment, and material to function effectively

Guide and supervise their work

Have positive regard for the services that can be provided Similarly Resource staff need to…

Understand and adapt to working in a school environment Work within specific time frames Be accountable for the services they provide

Some accommodations offered for SLD: (indicative list)

SSC board ICSE / CBSE board IB / IGCSE / CIE board

25% extra time for written exams

25% extra time for written exams

Extra time for written tasks

Condoning spelling errors Condoning spelling errors Use of a computer for written assignments Reading out of exam paper by invigilator (if requested)

Reading out of exam paper by invigilator (if requested)

Reader to read out the exam paper

Partial evaluation done through oral work.

Partial evaluation done through oral work.

Partial oral evaluations

Use of a scribe (if requested)

Use of a scribe (if requested)

Use of writer (if required) / the transcription of the candidate's script (re-written by someone who knows the candidate's hand writing)

Exemption from second / third language (Hindi / Marathi)

Exemption from second language (Hindi)

———

Lower level Math Use of calculator at the board level

Use of calculator

Monitoring on task behaviours.

Monitoring on task behaviours.

Use of prompter


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Frequently Asked Questions

What are the highlights of the RTE?

Aims at ensuring that every child between 6 and 14 gets a quality elementary education; Even private, unaided schools are required to meet these mandates; The government, State and Central together, bear all direct (school fees) and indirect (uniforms, textbooks, mid-day meals, transportation) costs.

I am associated with a private, unaided school. Does the RTE apply to me?

In private aided and unaided schools- 25% seats allotted for “disadvantaged” group of children. This group includes those at a “disadvantage owing to social, cultural economical, geographical, linguistic, gender or such other factor.”

Does the RTE require any changes to the school administration?

Yes. In order to monitor the school environment and government grant utilization, School Management Committees (SMCs) made up of local authorities, parents, guardians, and teachers have to be set up. Additionally, the Act mandates inclusion of 50% women and parents of children from disadvantaged groups in SMCs to further facilitate a child-friendly school environment.

How does the RTE affect a child with Special Educational Needs?

As per RTE, all children should receive quality education and complete it in regular mainstream schools. With a commitment to quality education for all, teachers need to be aware of possible challenges that a child may be facing and appropriate interventions should be provided.

There are not enough trained remedial educators to serve every school. How can a school be mandated to cater to children with special education needs?

Regular education teachers can also be trained and encouraged to take on this additional responsibility.

Are there laws other than RTE with regard to special education needs that I should know about?

Rehabilitation Council of India Act, 1992, helps regulate training of rehabilitation professionals and maintaining a central rehabilitation register for related matters

The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995, relates to whole gamut of areas concerning the integration and full participation of persons with disabilities in society.

Key Govt. of India schemes: Integrated Education of Disabled Children, 1974, Projected Integrated Education of Disabled Children, 1987, District Primary Education Program, 1994, and the Sarva Shiksha Abhiyan, 2000-2001.

Reference links:

http://www.mdamumbai.com/advocacy.html http://www.indg.in/primary-education/policiesandschemes/right-to-education-bill http://ssa.nic.in/ http://www.ccdisabilities.nic.in

All logos throughout this document are the exclusive property of the respective organizations. All views expressed are those of the respective presenters.

Drishti’s Core Team…

Smita Desai PhD, Madhura P MA, Ruchi B MA, Navleen C MA, Iteshree D MEd, Rohini Kr MPhil, Louiza G BA, Candice F MA, Melvita N MA, Manasi R MA, Anand D MSc

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Symposium Program: RTE & SEN - Demystifying Inclusion