Education India Project #21939

Inclusive learning for 50,000 children in India

by The Teacher Foundation (Shraddha Trust)

Inclusive learning for 50,000 children in India

Project Report | Apr 19, 2017
Closure Report

By Umesh | Co ordinator - Training and Teacher Support

The Inclusive Education Project : The project closure and evaluation report

1. Introduction & Background

The Teacher Foundation (TTF) strives to infuse the school education system in India and the sub-continent with new energy, enthusiasm and expertise. In the past 15 years it has worked in significant ways with over 62,000 teachers from across the country. TTF's clientèle includes leading international schools, private schools and government schools. TTF provides sustained professional development programs, school-based support for teachers, school heads and teacher-educators; and customized educational consultancy services in the areas of school audit, development and improvement.

Project Implementation :

We commenced the project with a baseline observation of 30% teachers. We observed the teachers using a checklist - Classroom Observation Checklist which focusedon 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment. All 120teachers have been trained from the two districts on all the 5 modules. Also we have completed the baseline observation (Before training), first round of School Support (in-school support, after first 3 days of training modules)& End-line observation (in-school support, after final 2 days of training modules).

Findings:

We selected randomly 30% of trained teachers to understand the impact of teacher trainings and classroom support. The data was gathered through Classroom Observation checklist to record the teacher's lesson transaction across four main domains; Teacher-student interaction, Physical Classroom environment, Teaching-learning methodology and Assessment.

The impact observed has been discussed with the help of graphs:

a) Teacher -Student Interaction

Indicators used in teacher-student interaction domain:

1. When the teacher speaks to individual students, she addresses them by name.

2. Walked around the classroom to check individual students' work.

3. Showed patience and empathy when addressing students.

4. Did not use abusive or insulting language, tone or behavior.

5. Did not use labels while addressing the students in the classroom specially for students with disabilities.

6. Established and maintained eye contact with the class.

7. Teacher ensured the class was designed to maintain high levels of student engagement.

8. Responded to all child-initiated questions.

9. Maintained order by ensuring the students were engaged in their task.

10. Behavioural expectations were clear.

11. Students asked the teacher or their peers for clarification about the task rather than becoming disengaged.

12. Any children with disabilities asked the teacher or their peers for clarification rather than becoming disengaged

This domain assessed the process in place for effective teacher-student interaction during the course of lesson transaction. Teachers tried to make the classroom more inclusive by showing empathy and patience towards all children and provided them with opportunities to discuss & collaborate during group-work activities irrespective of their gender and disability. Teacherssupported the children having disability by personalizing instructions and assessment as well. The graph indicates that there has been a steady improvement in the teacher-student interaction which makes classroom environment more inclusive in terms of student engagement in learning process.

b) Physical Classroom Environment

Indicators used in Physical Classroom Environment :

1. Writing on the board was clear and visible to all students.

2. Teacher used black/white/bulletin board in an organized fashion.

3. Sequence and plan of the lesson is visible from the board work.

4. Teacher used BB/bulletin board interactively (collating students responses as well as invites students to write on BB).

5. Student work is displayed.

6. Classroom space is set up to facilitate individual, pair and group activities.

7. Any images etc. on BB/bulletin board include boys as well as girls.

8. Any images etc. on BB/bulletin board provide equally positive role models of girls as well as boys (i.e. girls are not always in passive roles).

9. Any images etc. on BB/bulletin board include children with disabilities as well as non-disabled children.

10. Any images etc. on BB/bulletin board provide equally positive role models of children with disabilities as well as non-disabled children (i.e. children with disabilities are not always in passive roles).

11. Girls and boys are distributed equally across the room from front to back (i.e. to avoid the girls being mostly at the back, the boys at the front).

12. Students with disabilities are seated along with the students without disabilities.

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

c) Teaching-Learning Methodology

c) Indicators used in Teaching-Learning Methodology domain:

1. Focused on student understanding.

2. Presented content which is factually correct in all respects.

3. Gave instructions in simple steps (can include routine instructions such as open your books, go to page number ___ OR specific task-related instructions).

4. Gave instructions in multiple ways to enable the students with disability accomplish the task. (It can include routine instructions such as open your books, go to page number ___ OR specific task-related instructions).

5. Used visual aids or manipulatives (blackboard, charts, flash cards, other displays) to reinforce the concept.

6. Teacher gave opportunities for students to periodically clear their doubts.

7. The teacher enhances student understanding by connecting the lesson to the children's environment, experiences and/or previous knowledge.

8. The teachers ensures there is differentiated instruction to accommodate students with disabilities.

9. Teacher built in time for students to discuss concepts and processes (student feedback).

10. Ensured students interact with each other to accomplish the task.

11. Presented a relaxed stance after questions were asked and gave wait time for students to respond.

12. Completed the lesson within the given time, bringing to a logical conclusion.

13. Students Asked relevant content related questions.

14. After instructions were provided, students behaved in a way that showed that they listened to and understood the instructions.

15. Answered teacher’s questions correctly.

This domain focused on observation of lesson with respect to teaching-learning methodology. The graph indicates significant increase in the use of inclusive approach by our teachersthrough personalised support by adapting current curriculum to inclusive learning context without diluting the lesson objectives and the prescribed content during teaching and assessments as compare to initial baseline observation. Most of the teachers were using learnings aids such as magnifying glasses, large print text books, and TLM/Maths kits which has been provided by Sarva Shika Abhiyan, Dept. of Education, Govt. of Karnataka through Inclusive Education Resources Centers.

d) Assessment

Indicators used in Assessment

1. Accepted all student responses including the ‘wrong ones’ with encouraging feedback.

2. Used in-class questioning or homework assignments as strategies to improve student understanding and not merely as a means to get students to repeat facts.

3. Addressed questions to individual students as well as the group at large.

4. Revised or recapitulated, highlighting the main points of the lesson.

5. Addressed questions equally to girls and boys ( ie girl/boy ration in the class).

6. Were comfortable in responding to the teacher’s assessments.

7. Responses were appropriate to the question that the teacher posed.

The last domain focused on student's assessment during and at the end of each class. The graph indicates the change in the approach of assessing student's learning. Teachers are now using inclusive approach Attachments:

Closure Report (PDF)

1 Attachment

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Jan 20, 2017
Update : Nov2016 - Jan 2017(Project Completed)

By Umesh | Co ordinator - Training and Teacher Support

Enabling Inclusive Education for 50,000 children in North Karnataka Districts - India

This project aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and 3 rounds of School Based Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

Challenges:

Provision of inclusive education involving students with disabilities is based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources, activities and practices that are otherwise available to all. Which means, provisions made are considerate of all members and not just from specific groups or, with special abilities, disabilities , and / or needs. Our schools and classrooms need to reflect this social, constitutional and legal right of every child to be included in the educational processes and practices- our classroom, now more so than before, need to be ready to include students from different backgrounds, with differing needs and abilities.

Solution:

The Teacher Foundation trained 125 teachers of Government primary schools in Haveri & Yadgiri region of Karnataka State, India. The training modules includes 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings interspersed with three rounds of classroom observation and feedback will enable teachers to think and practice inclusive approach in their school and classrooms which address the issues of children with special needs excluded in these two districts.

Project progress:

The Teacher Foundation has completed training on Inclusive Education modules. We commenced the project with a baseline observation of 30% teachers. We observe the teachers using a checklist - Classroom Observation Checklist which focuses 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment.

All 125teachers have been trained from the two districts on all the 5 modules. We have also completed the baseline observation before the commencement of training, first round of School Based Support - in-school support after the first 3 days of training& second round of School Based Support/End-line observation - in-school support after final 2 days of training. Data gathered from 3 round of observation will be used to understand the impact of the project.

Project impact:

To understand the impact of TTFs Teacher Training programme on Inclusive Education, the data from the classroom observation of teachers (30% of 125 teachers selected randomly) has been collated and analysed.

Findings indicates an overall improvement in all four domains; Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment across the rounds.

Conclusion:

Overall, the project has been effective in terms of classroom implementation. Teachers tried to incorporate the 'Inclusive Classroom Approaches” in their classes. Teachers were very positive about the Classroom Observations / Feedback sessions and were open to feedback. We have completed the project in the Yadgiri and Haveri district of Karnataka State, India.

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Oct 25, 2016
Update: August - Oct 2016

By Umesh | Co ordinator - Training and Teacher Support

Enabling Inclusive Education in North Karnataka Districts - India

This project aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and the 3 rounds of in-school Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

Challenges:

Solution:

The Teacher Foundation will train 125 teachers of Government primary schools in Haveri & Yadgir region of Karnataka state, India.Our 5 days of training modules on 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings interspersed with three rounds of classroom observation and feedback will enable teachers to think and practice inclusive approach in their school and classrooms which address the issues of being left out the children with special needs in these two districts.

Project progress:

The Teacher Foundation will train 125 teachers on Inclusive education training modules. We commenced the project with a baseline observation of 30% teachers. We observe the teachers using a checklist - Classroom Observation Checklist which focuses 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment.

90 teachers have been trained from the two districts on all the 5 modules. Remaining 35 teachers have undergone 3 days of training and yet to undergo final 2 days of training. We have completed first round of School Based Support (in-school support) for 90 teachers.

Remaining deliverables like 2 days of training for 35 teachers, 2^nd & final round of School Based Support to all 125 teachers will be scheduled in the month of November / Deecember 2016

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