Capacity Building Programme for Prospective Resource Persons in Inclusion and Inclusive Strategies

Soccer Festival At RVS

Objectives: -          To develop an understanding about the various disabilities as mentioned in the RPWD Act 2016. -          To comprehend the instructions on exemptions/concessions being extended to the differently abled candidates              by the CBSE. -          To discuss the different strategies and practices for an inclusive classroom.   The workshop commenced with a self-reflective individual activity wherein all the participants were supposed to mark thirteen statements about inclusive education on a five point scale. “All students should be educated in a common regular classroom”; “all students with or without disabilities can improve academically because of inclusive education”; “A teacher’s instructional effectiveness will be enhanced by having students with disabilities in a regular class”, are examples of some of the statements. This was followed by Activity 2 - “Awareness on disability” where the participants had to answer a fifteen statement questionnaire and five incomplete sentences to get an idea of their level of awareness in the area of disability. These activities that were used as a pre-test can also be given at the end of a workshop to evaluate their increased awareness level. To emphasise on the concept of exclusion, Activity 3 was designed in a way that one person from each group was pulled out and the other group members were asked to purposely ignore once that person was back. The activity generated empathy among the group members, some participants also brought out how under peer pressure we tend to ignore someone that we don’t want to. Once the inclusion/exclusion concept was clear, all the groups had to list down five major challenges that they face while addressing the varying needs of their students. The various challenges that were highlighted were labelling and sensitisation, informing parents to take the child for assessment/ convincing parents, attitudinal and infrastructural barriers, ignorance because of peer pressure and many more. The various groups then as a whole brainstormed on the terms “exclusion”, “segregation”, “integration” and “inclusion”. The next activity based on orientation and mobility aimed at inclusion of students with visual impairment. In this activity, one person was blindfolded and the other person was to take the blindfolded person around for a duration of three minutes. Accessibility and trust were the highlighted points of discussion. Before the next group activity, the words “impairment”, “disability” and “handicap” were brainstormed, and then the candidates went through the various disabilities as mentioned in the RPWD Act 2016. As a part of the next group activity, the participants were then allotted various disabilities to prepare a presentation on it. Once all disabilities from the RPWD Act 2016 were discussed in detail, the RVS teachers as a multidisciplinary team for inclusive education defined their role in providing specific services to children with disabilities. Following which they were briefed on the ABC of functional analysis of problem behaviour and the factors associated with problem behaviour.   After the workshop, the participants were provided with a list of National Institutes and related organisations, a CBSE circular with instructions on exemptions/concessions being extended to the differently abled candidates for class X and XII.