 .

Submitted To: Iram Younas

 Submitted By : Rukhsana
Kausar
 Roll NO: BSF 1905192

 Class : B.Ed Secondry

(section#B)
Barriers to  Semester : 3rd

inclusive
Education
 Barriers to inclusive Education
 What is barrier
• A barrier to learning is anything that stands in
the way of a child being able to learn
effectively.
• Curriculum needs to be modified and adapted
to meet the needs, and limitations, of a diverse
group of children. Finally, open and ongoing
communication must exist among all involved
in educating students with disabilities.
 What is barrier

 Many factors enter into creating inclusive

classrooms in which children with disabilities
learn alongside typical peers.
 An inclusive education for students with
disabilities typically does not just happen.
 For students to successfully learn in general
education classrooms, adequate funding has to
be in place to hire support specialists and
secure resources for teachers and students.
 Inclusive attitudes have to be held by school
administrators, teachers, staff, and parents
 Pedagogical barrier
 PHYSICAL BARRIERS
 INAPPROPRIATE CURRICULUM
 UNTRAINED TEACHERS
 Language and communication
 Socio-economic factors
 INADEQUATE FUNDING
 POOR ORGANIZATION OF THE
EDUCATION SYSTEM
 POLICIES AS BARRIERS
 PHYSICAL BARRIERS

 The lack of wheelchair ramps in school buildings, malls,

parks, playgrounds, washrooms, and public transportation is
a main difficulty identified by several students with
disabilities when going to school and public places.
 Undoubtedly, most school structures do not respond to this
requirement.
 There is also lack of facilities or assistive technology to aid
children with a particular type of difficulty.
 Assistive technology (AT) means the products and the
services designed to meet the particular needs of people with
disabilities allow them to build up their abilities and
meaningfully participate in the affairs of their home, school,
work and community.
 Language and communication

 Many students are expected to learn while

being taught in a language that is new and in
some cases unfamiliar to them.
 This is obviously a significant barrier to
successful learning.
 Too often, these students face discrimination
and low expectations
 INAPPROPRIATE CURRICULUM

 The curriculum is one of the chief impediments

to the progress of inclusive education.
 It happens because it does not meet the needs
of a broad range of diverse learners.
 In many contexts, it is centralized in design
and rigid in approach which causes little
flexibility for modification based on the local
setting or for teachers to try out new
approaches.
 Socio-economic factors

 Areas that are traditionally poor and those with

higher-than-average unemployment rates tend
to have schools that reflect that environment,
such as run-down facilities, students who are
unable to afford basic necessities and other
barriers to the learning process.
 Violence, poor health services, and other social
factors make create barriers even for traditional
learners, and these challenges make inclusion all
but impossible
 INADEQUATE FUNDING

 Insufficient funding is a chief threat to the

implementation of inclusion.
 It is reflected in the scarcity of resources like
insufficient classrooms, inadequate facilities, lack
of teachers, and/or dearth of qualified staff,
scarce learning materials, and absence of support.
 Significantly, insufficient funding can hamper
ongoing professional development that helps
keep both specialists and classroom teachers
updated on the best practices of inclusion.
POOR ORGANIZATION OF THE EDUCATION SYSTEM

 Responsibility for decisions tends to be located at

the highest level and the focus of management
remains oriented toward employees, complying
with rules rather than ensuring quality service
delivery.
 Another organizational barrier is the lack of
communication among administrators, teachers,
specialists, staff, parents, and students.
 As a result, information on the number of
students excluded from the school system is
lacking.
 POLICIES AS BARRIERS

 Policy makers who have unsound grasp or

opposing views on inclusive education are obstacles
to the implementation of inclusive policies
 Many policymakers don’t understand or believe in
inclusive education, and these leaders can stonewall
efforts to make school policies more inclusive.
 This can exclude whole groups of learners from the
mainstream educational system, thereby preventing
them from enjoying the same opportunities for
education and employment afforded to traditional
students.
 SYSTEMIC BARRIERS
 Inappropriate language of learning and
teaching
 Long waiting lists at special schools
 Insufficient training of educators to manage
diversity in their classrooms
 Lack of funds for assistive devices
 Lack of teaching assistants
 Long delays in assessment of learners
 Continue…
 Inadequate facilities for children with
disabilities in schools i.e physical access for
children in wheelchairs, teaching material in
braille, etc.
 For Deaf children the barrier is access to a
natural language.
 Educators of Deaf children need to be fluent
Sign Language.
 They should also be able to study as a
learning area
 Societal Barriers
 ATTITUDINAL BARRIERS
 Some of the greatest barriers related to
inclusion in education are negative attitudes.
Many people are not prepared to interact with
people with disabilities.
 They think that persons with disabilities lack
the skills needed to live in the community or to
be educated with non- disabled children.
 Continue..
 Another attitudinal barrier faced by students
with disabilities is physical and emotional
bullying which is a serious barrier to learning
and can lead to isolation and closure of
possible inclusion.
 Often, they are the object of ridicule or
outright ostracism in school and community.
 Continue..
 As with society in general, it is important that consistent and
strong advocacy must be given to them considering that negative
attitudes and stereotypes are often caused by a lack of
knowledge, understanding, and acceptance of persons with
disabilities Societal norms often are the biggest barrier to
inclusion
 Old attitudes die hard, and many still resist the accommodation
of students with disabilities and learning issues, as well as those
from minority cultures
 Prejudices against those with differences can lead to
discrimination, which inhibits the educational process
 The challenges of inclusive education might be blamed on the
students’ challenges instead of the shortcomings of the
educational system
Thank you