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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