Education  India Project #26194

The Inclusive Teacher Project

by The Teacher Foundation (Shraddha Trust)
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The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project
The Inclusive Teacher Project

Greetings from The Teacher Foundation !

We would like to thank all our donors who have supported The Inclusive Teacher Project.

Here is a short update on this project:

We have completed the The Inclusive Teacher Project (2017-18) with 96 teachers in Yadgiri District of Karnataka State,INDIA and submitted the final report to GlobalGiving during the month of May 2018.

The funds received till date are not sufficient to commence training for a new batch of teachers.  We will commence the training programme for the new batch of teachers from Yadgiri /  Haveri District of Karnataka State, INDIA once we have raised sufficient funds.

We will keep you posted on a regular basis.

Thanks

Regards

Suresh Babu

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The Inclusive Teacher Project

Greetings from The Teacher Foundation !

The Inclusive Teacher Project aimed at enabling selected government school teachers in the area of Inclusive Education. This was conducted for 96 teachers represented from Shahapur block of Yadgir district, Karnataka.

The Inclusive Teacher project started with an orientation to all the participating teachers. To understand the current teaching-learning practices in schools, a baseline study was conducted. This was followed by 5 days of trainings in two phases ( First phase - 3 days & second phase -2 days); interspersed with 2 rounds of School Based Support(Observation of individual teachers' classroom followed with a Feedback session).

Following activities were completed as part of this project:

  • Orientation
  • Baseline Observation

  • 5 days of training

  • 2 rounds of School Based Support

Detailed report on the baseline observation and first round of School Based Support was shared in the last quarter. Data during Baseline observations, first & second round of observationswere gathered by using a tool developed by The Teacher Foundation - 'Classroom Observation Checklist'. The data gathered from these observations help us to assess the impact of the programme.

Comparison of the data from the three rounds of observation: (refer the attached file for details)

 

Highlights:

  • Teachers took the feedback provided to them positively as some part of the discussion was focussing on the areas for improvement. A change in teachers' attitude was noticed when TTF facilitators visited the schools.

  • There is an improvement in the teacher-student interaction. Teachers were more empathic with their students and we could observe an overall change in their body language (teacher demeanour in terms of tone, use of words, eye contact).

  • High score in the teaching learning methodology can be attributed to the attempt made by teachers in using different teaching techniques in the classroom. One widely observed strategy used across schools was the collaborative learning techniques (Pair work, Group Work). This helped all children participate and learn from each other.

  • We observed that most of the teachers were giving time and opportunity for children to express their views and ideas. Some teachers asked higher order questions and challenged students to think, analyse and respond. This has also encouraged children to ask questions.

  • Teachers have shifted from 'one size fits all' to simple modifications to suit the learning needs of CWSN and to accommodate them in the learning process.

  • During endline observation, teachers were involved in revision. Use of blackboard was minimum while the teachers engaged the students in small groups.

Testimonials:

  • After the classroom observation and feedback session, I reflect on my classroom practice and have changed some methodologies to accommodate CWSN students. Now I am happy and proud about my teaching practice. - A teacher from GHPS, Kodamanahalli.

  • TTF training and School based support helped me to reflect on my classroom practices and transform the learnings into my classroom - A teacher from GHPS Dornalli Ambedkar Nagar.

  • I like TTFs way of asking reflective questions and the method followed is non-threatening. It helped me to reflect on my practice and to build confidence for effective teaching.A teacher from GHPS Gundalli Tanda

  • Through TTFs school based support and training I got to know ‘how to include CWSN students in regular classroom sessions’ - A teacher from GHPS Beernur.

  • From TTFs training and School Based Support, I got to know “how to adapt curriculum and use TLMs effectively based on CWSN needs” - A teacher from GHPS Itaga S.

  • Initially, I was not consideringCWSN in my daily classroom processes, but now I provideequal opportunities to all students including CWSN.- A teacher from GHPS, Kurkunda.

We look forward for the continued support.

 

Thank You !


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Greetings from The Teacher Foundation !

Inclusive Education project involved training 100 teachers (2 teachers from one school) from selected 50 Government schools from Shahapur block of Yadgiri district – Karnataka State. The deliverables included Baseline Observation; 5 days of training(100 teachers in 3 batches); Two Round of School Based Support.

School Based Support involves observing all the teachers in their respective classrooms followed by a feedback session. It is an opportunity for The Teacher Foundation facilitators and the teachers to discuss the areas that went well and the areas that need improvement in the area of teaching - learning. This serves as a support platform for teachers, wherein they can reflect on their classroom practices and improvise accordingly to make their classrooms an inclusive and enabling environment for all students.

Activities completed till date:

  • Baseline observation
  • 5 days of training
  • First Round of School Based Support

TTF conducted 5 days of training programme and a brief overview of the modules are provided below:

1) Understanding Inclusion:

  • Understanding the meaning of inclusions in the context of Inclusive Education
  • Examining the Bill of Child Rights and make connections with the need for inclusion
  • Identifying the key problems with regard to inclusion schools and designing a plan to tackle the problems of inclusion

2)Curriculum Adaptations:

  • Why Children With Special Needs (CWSN) require curriculum adaptation
  • Identifying the different types of CWSN for which modification is required
  • Examining the forms of curriculum adaptation in Math and Science
  • Designing a lesson using curriculum adaptation

3)Dealing with Multiple Disabilities:

  • Discussion on social attitudes towards disabilities
  • Debate whether children with multiple disabilities should go to special schools
  • Justifying the need for inclusion for children with multiple disabilities 

4) Evaluation Procedures:

  • Discussion on assessment in the context of CWSN
  • Analysing the general and specific guidelines for assessment for CWSN
  • Designing an assessment plan for CWSN 

5) Disability Specific Inclusive Classroom settings:

  • Discussion on the various barriers to inclusion
  • Designing an action plan to create a Barrier FreeEnvironment in their school
  • Reflection on the importance of disability specific inclusive settings

Detailed report on the baseline observation and first round of School Based Support was shared in the last quarter. Data during these observations are gathered by using a specially developed tool - 'Classroom Observation Checklist'. The data gathered from the observations will help us to assess the impact of the programme.

Activity to complete: Second Round of School Based Support i.e., endline observation is scheduled in the month of Feb - March 2018.

Observations during Workshops:

  • During the workshops, all teachers participated with enthusiasm, shared their views/perceptions openly, as well as shared the problems/difficulties they encounter in a classroom scenario, discussed and obtained suggestions from other participants and TTF facilitators.
  • Discussions focused on understanding special needs, identifying individual disabilities, strategies to engage children with multiple disabilities in an inclusive setup, classroom management, curriculum adaptations to meet the learning needs of CWSN, creating enabling physical environment, collecting resources and assessment strategies.

Teachers Feedback :

  • I got to know how to create an environment which poses no restrictions to CWSN in this workshop” -  Teacher from GLPS Karanagi School
  • This workshop helped me to understand how to evaluate and assess CWSN along with other students” - Teacher from GHPS Mudbool School
  • CWSN to have equal educational rights, just like others and we need to create an enabling learning environment to them too is my understanding from this training” - Teacher from GHPS Birnoor School
  • I learnt about characteristics of CWSN and types of disabilities from this training” - Teacher from GLPS Madarakki School

Next project update will be on the overall impact assessment of the project.

Thank you for your support !


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The Inclusive Teacher Project

Greetings from The Teacher Foundation !

The Inclusive Teacher Project aimed at enabling selected government school teachers in the area of Inclusive Education. This was conducted for 96 teachers represented from Shahapur block of Yadgir district, Karnataka.

Project progress:

The Inclusive Teacher project started with an orientation to all the participating teachers. To understand the current teaching-learning practices in schools, a baseline study was conducted. This was followed by 5 days of trainings in two phases ( First phase - 3 days & second phase -2 days); interspersed with 2 rounds of School Based Support(Observation of individual teachers' classroom followed with a Feedback session).

Activities completed during September – November 2017.

  • Baseline Observation.

  • Training – Phase 1 (3 days)

  • School Based Support – Round 1

Baseline Observation :To understand the current classroom practices a baseline observation was conducted for 30% of the total project teachers. Teachers were observed in their respective classrooms using 'Classroom Observation Checklist'. The data emerging from this checklist was used to understand the current practices followed in schools and also track the progress of teachers across the project at different intervals.

Training:

A three day training for 96 teachers was conducted in three batches. The modules were:

  1. Understanding Inclusion

  2. Curriculum Adaptations

  3. Understanding Multiple Disabilities

Generally teachers feel unsupported and find it challenging to practice inclusiveness as they have undergone very few or no trainings on inclusion. Main-streaming children with special needs by and large has remained at the enrolment stage. However, engaging them in the learning process has been considered as a difficult task, hence resulting in passive learning. The three day training focused on perspectives of inclusion, specific inputs on inclusion and also reflecting on the current inclusive classroom practices.

 

School Based Support (SBS):

School Based Support is consciously built into the project, which enables teachers to demonstrate the different strategies and ideas from the training into their classroom practices with support from TTF facilitator.

 TTF is tracking the changes / impact of the project , through baseline study and 2 rounds of classroom observation. The “Classroom Observation Checklist” a tool specially developed by The Teacher Foundation, was used to track teacher performance. The checklist has four key domains and teachers were marked on a scale of 0 to 1 , where 0 = Not evident , 0.5 = Evident but ineffective, 1 = Evident and effective and '-' = Not applicable.

The table below indicates the average score of sample teachers observed during the Baseline & first round of SBS. Domains which have scored 0.5 and above indicate that the teachers have improved their practice, based on the inputs given during the course of the intervention.

Scores are provided in the Table - refer Attachment 1

Data is represented graphically - refer Attachment 1

Data indicate that there has been an overall increase in the 1st round of SBS scores compared to the Baseline Scores in all the four domains.

Following is a brief analysis of the changes observed in the 1st round of SBS.

1. Teacher – Student Interaction :

Teachers addressed students by their names and showed empathy and patience during classroom interaction. The graph indicates improvement in student-teacher interaction, with respect to teacher use of language and tone thereby demonstrating positive demeanor. Teachers established eye contact and were moving around the class to check for students' involvement, thus making student-teacher interaction more constructive and engaging.

2. Teaching – Learning Methodology :

This domain focused on observation of lesson with respect to teaching-learning methodology. The graph indicates increased use of inclusive approach by teachers through personalized support. That is, use of adapted lesson, differentiated instructions, adapted teaching-learning aids, all this catered to all children and making their learning more meaningful and engaging. Teachers also provided opportunities to students to ask questions, discuss and work in groups.

3. Assessment:

The domain focused on student assessment during and at the end of each class. The graph indicates the change in the approach of assessing students' learning. Teachers were using inclusive approach by adapting assessment strategies. The adaptation in assessment gives room for teachers to check students' understanding and to feed forward for better learning for all children.

4. Physical Classroom Environment:

In this domain, we observed how effectively teachers used the blackboard during the lesson transaction. It is evident from the graph that teachers were making use of the blackboard in a more interactive manner to teach and assess student learning during the class. Also, it signifies the improvisation in using available classroom space and teaching-learning resources which catered to learning of children with and without disabilities.

Action Plan :

Phase-2 training : Nov/Dec-2017

Second Round of School Based Observation: Jan 2018

We have scheduled the second phase of the training in the month of Nov/Dec-2017 followed by the 2ndRound of School Based Support in Jan 2018.

 

We will keep you posted of any further developments.

Thank you for your support!

Glimpses of the classroom during School Based Support: Refer Attachment 1 


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Greetings from The Teacher Foundation !

The Government schools in Karnataka, commenced new academic year 2017-2018 in the month of June. The Teacher Foundation coordinated with the State Government and District Level education department for programme permission. The Teacher Foundation will train 100 teachers (2 teachers from one school) on 'Inclusive Education' in Shahapur block of Yadgiri district - Karnataka. 100 teachers will be trained in 3 batches over 5 days in 2 phases. We have completed the Baseline observation of teachers using a specially developed tool 'Classroom Observation Checklist'. This study helps to understand the current classroom practices in the project schools and the same tool is used during School Based Support. The data gathered from the observations will help us to assess the impact of the programme. We will complete 1st phase (3 days) of training for 3 batches of teachers by the end of this quarter.

Apart from the 5 days of training and baseline observation, we will also conduct 2 rounds of School Based Support for every teacher. This involves observing all the teachers in their respective classrooms followed by a feedback session. It is an opportunity for The Teacher Foundation facilitators and the teachers to discuss the areas that went well and the areas that need improvement. This process is scheduled in the month of September 2017

We will keep you with the baseline report soon.

Thank you for your support !

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Organization Information

The Teacher Foundation (Shraddha Trust)

Location: Bangalore, Karnataka - India
Website:
Facebook: Facebook Page
Twitter: @ttfUpdates
The Teacher Foundation (Shraddha Trust)
Maya Menon
Project Leader:
Maya Menon
Bangalore, Karnataka India

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