INTEGRATED AND

INCLUSIVE EDUCATION
PRESENTED BY
ANJU.R.U
DHARSHANA.N
SREE LAKSHMI.R.S
RUKMA.S
ABITHA.V
 INTEGRATED EDUCATION
INTRODUCTION
EDUCATION MAY DEFINED AS DISCIPLINE THAT IS CONCERNED WITH
METHODS OF TEACHING AND LEARNING IN SCHOOL OR SCHOOL LIKE
ENVIRONMENT. EDUCATION CAN BE THOUGHT OF AS TRANSMISSION OF THE
VALUES AND ACCUMULATED KNOWLEDGE OF A SOCIETY. IN THIS SENSE, IT IS
EQUIVALENT TO WHAT SOCIAL SCIENTISTS TERM SOCIALIZATION AND
ENCULTURATION. EDUCATION IS DESIGNED TO GUIDE THEM IN THE WAYS OF
ADULTHOOD AND DIRECTING THEM TOWARDS THERE EVENTUAL ROLE IN SOCIETY.
INTEGRATION
 WHAT IS INTEGRATION

OF COMBINING TWO OR MORE THINGS INTO ONE.THE BRINGING OF PEOPLE

ENT RACIAL OR ETHNIC GROUPS INTO UNRESTRICTED AND EQUAL
AS IN SOCIETY OR AN ORGANISATION. IN CHINESE THE THE WORD
N” LITERARY MEANS PROCESS OF DIFFERENT CULTURES TOGETHER BASED ON
RAL CONCEPTS.
 DEFINITION OF INTEGRATED EDUCATION

• INTEGRATED EDUCATION IS IS THE EDUCATIONAL PROGRAM IN WHICH

EXCEPTIONAL CHILDREN ATTEND CLASSES WITH NORMAL CHILDREN ON EITHER
A PART OR FULL TIME BASIS
• IT IS PLACEMENT OF OF THE DIFFERENTLY ABLED CHILDREN IN ORDINARY
SCHOOLS WITH SOME SPECIALISED EDUCATIONAL HELP AND SERVICES
• IT DOES NOT NECESSARILY INTEGRATE ALL THE STUDENTS WHO ARE ARE AWAY
FROM THE EDUCATION FOR OR ANY REASON LIKE PHYSICALLY,MENTALLY,
SOCIALLY DEPRIVED OR BECAUSE OF ANY CASTE, CREED,
GENDER,RACE,ABILITY,DISABILITY,LIFESTYLE
 CONCEPTS OF INTEGRATED EDUCATION

• DURING 1950-60 ITSTARTED IN INDIA.

• THE CONCEPT OF INTEGRATED EDUCATION ARISES OUTCOME OF NATIONAL
POLICY OF EDUCATION 1986 RECOMMENDED TO PROVIDE EQUAL
OPPORTUNITIES TO ALL NOT ONLY FOR ACCESS BUT ALSO FOR SUCCESS
• INTEGRATION SIGNIFIES THE PROCESS OF INTERACTION OF DISABLED CHILDREN
WITH NORMAL CHILDREN IN THE SAME EDUCATIONAL SETTING.
• INTEGRATION ALSO MEANS ‘MAINSTREAMING’OR ‘NORMALISATION’. AS
DISABLED CHILDREN ARE ARE TREATED WITH NORMAL CHILDREN
 IMPORTANCE OF INTEGRATED EDUCATION
1. IT DOESN’T CREATE A FEELING OF DIFFERENTIATION AMONG DISABLED
CHILDREN
2. IT HELPS TO REMOVE INFERIORITY COMPLEX AMONG DISABLED CHILDREN
3. IT PROVIDES DISABLED CHILDREN A CHANCE TO ENJOY SCHOOL LIFE WITH
NORMAL CHILDREN.
4. IT ENSURES SOCIAL INTEGRATION.
5. IT INCLUDES AFFECTION, LOVE AND RESPECT FOR DIFFERENTLY ABLED
CHILDREN AMONG NORMAL CHILDREN
• IT IS LESS EXPENSIVE AS YOU A SPECIAL INFRASTRUCTURE IS NOT REQUIRED
SPECIAL LEARNING, LEARNING MATERIAL AND SPECIALLY TRAINED TEACHERS
ARE NOT APPEARED
• DISABLE FOR CHALLENGED STUDENTS MAY HELP FROM PEERS FOR LEARNING
AND GET MOTIVATED FOR LEARNING.
 SPECIFICATIONS OF OF INTEGRATED
EDUCATION
• TO MINIMISE RESTRUCTION
• DIFFERENT TYPES OF ASSISTANCE
• PRESCHOOL EDUCATION
• GUIDANCE TO THEIR PARENTS
• FINANCIAL ASSISTANCE FOR READING AND WRITING MATERIALS,
DRESS,TRAVEL ALLOWANCE AND TRAVEL ASSISTIVE DEVICE.
• HAVE RESOURCE TEACHER FOR 8TH TO 10TH STUDENTS AND RESOURCE ROOM
• PROVISION FOR SUPPLY OF TEACHING AND ASSISTIVE MATERIAL DEPENDING
UPON THE NEED OF SUCH STUDENTS
• AFTER THE AVAILABILITY OF SUCH FACILITIES A SCHOOL CAN INTAKE SUCH
STUDENTS FOR ADMISSION
 FOR SUCCESS OF SUCH PROGRAM

• COORDINATION AND PLANNING REGULAR AND SPECIALLY TRAINED TRAINERS

(RESOURCE TRAINER)MUST BE GOOD.
• PREPARATION OF SUCH STUDENTS
• POSITIVE ATTITUDES OF SCHOOL
• AVAILABILITY OF ASSISTIVE MATERIAL.
• AVAILABILITY OF RESOURCE TEACHERS AND ASSISTANCE
• RELATIONSHIP BETWEEN DIFFERENTLY ABLED CHILDREN WITH OTHER
CHILDREN
RESEARCH SHOWS THAT RACIAL AND SOCIO-ECONOMIC DIVERSITY IN THE
CLASSROOM CAN PROVIDE STUDENTS WITH A RANGE OF COGNITIVE AND SOCIAL
BENEFITS
 ACADEMIC AND COGNITIVE BENEFITS

• STUDENTS IN INTERACTED SCHOOLS HAVE HIGHER AVERAGE TEST SCORES

• STUDENTS IN INTEGRATED SCHOOLS ARE MORE LIKELY TO END ROLE IN
COLLEGE
• LEARNING IN INTEGRATED SETTING CAN ENHANCE STUDENTS LEADERSHIP
SKILLS
• LEARNING IN INTEGRATED SCHOOLS HELP TO REDUCE RACIAL GAPS
• STUDENTS IN INTEGRATED SCHOOLS ARE LESS LIKELY TO DROP OUT
 MODELS
1. DESIGN THINKING
2. INVENTING EDUCATION
3. PARTICIPATORY DESIGN
 MERITS

• INCREASES ACTIVE PARTICIPATION IN RELEVENT REAL LIFE EXPERIENCE.

• DEVELOPS HIGHER LEVEL OF THINKING SKILLS
• DEVELOPING SELF AWARENESS
• ENSURE ACTIVE PARTICIPATION
• GAINING LEADERSHIP, TEAMWORK AND COMMUNICATION SKILL
 DEMERITS

ACK OF FULL TIME FACILITY

NOUGH BOOKS ARE NOT AVAILABLE
N MANY PLACES LACK OF COMPUTER,MULTIMEDIA,INTERNET,PHOTOCOPYING
ACILITIES
 INCLUSIVE EDUCATION

DEFINITION
INCLUSIVE EDUCATION IS DEFINED AS A PROCESS OF ADDRESSING THE
DIVERSE NEEDS OF ALL LEARNERS BY REDUCING BARRIERS TO AND WITH THE
LEARNING ENVIRONMENT. INCLUSIVE EDUCATION IS A PROCESS OF
STRENGTHENING THE CAPACITY OF THE EDUCATIONAL SYSTEM TO REACH OUT TO
ALL LEARNERS.
 INTRODUCTION

EVERY CHILD HAVE THE RIGHT TO QUALITY EDUCATION AND LEARNING.

INCLUSIVE EDUCATION IS THE MOST EFFECTIVE WAY TO GIVE ALL CHILDREN A
FAIR CHANCE TO GO TO SCHOOL, LEARN AND DEVELOP SKILLS.
 OBJECTIVES

THE OBJECTIVE OF INCLUSIVE EDUCATION AND GENERAL CHILDREN OR ALMOST

THE SAME.SOME OF OBJECTIVES ARE:
1. DEVELOPMENT OF COUNTRY
2. PROVIDING PROFESSIONAL EFFICIENCY
3. PROVIDE EDUCATION TO CHILDREN
4. UNDERSTAND THE SKILLS
 NEEDS

• IT PROVIDE OPPORTUNITY FOR ALL CHILDREN

• IT IS AN EDUCATION IN WHICH THE PRINCIPLE OF EQUALITY OF EDUCATION IS
FOLLOWED
• BOTH NORMAL AND HANDICAPPED CHILDREN TAKE EDUCATION TOGETHER
• EMOTIONS LIKE LEARNING AND SOCIAL COMPETITIONS ARE ALSO DEVELOP

IN TODAY’S ERA, IT HAS SPECIAL IMPORTANCE BECAUSE ONLY THIS EDUCATION

CAN BRING CHANGE IN TODAY’S SOCIETY.
 MERITS

• FOR CHILDREN WITH DISABILITES

IMPROVING THE COGNITIVE ,MOTOR ,SPEECH, SOCIAL AND
EMOTIONALDEVELOPMENT.
FUNCTIONAL MYSTERY OF SKILL AND ABILITIES
FOCUS ON STRENGTH OF THE CHILDREN
PARTICIPATION IN PUBLIC LIFE
• FOR OTHER CHILDREN.
FORMATION OF TOLERANCE ATTITUDE
ESTABLISHING AND MAINTAINING A FRIENDLY RELATION WITH PEOPLE
WHO ARE DIFFERENT FROM THEM
SOCIAL COOPERATION
FORMATION OF NON STANDARD APPROACH AND INGENCITY TO ACHIEVE
COMENT RESULT
• FOR TEACHERS.
BETTER UNDERSTANDING OF INDIVIDUAL
CHARACTERISTICS
MASTERING VARIOUS PEDAGOGICAL TECHNIQUES
APPROACHING CHILDREN’S PERCEPTION FOR A BETTER UNDERSTANDING OF DIFFERENT SITUATIONS
 DEMERITS

• IMPERFECTION OF LEGISLATION IN THE FIELD OF EDUCATION

• INSUFFICIENT MATERIAL AND TECHNICAL SPECIAL EDUCATIONAL EQUIPMENTS
• INADEQUACY OF BUILDINGS
• INSUFFICIENT PSYCHOLOGICAL READING OF STUDENT AND TEACHER TO STUDY
TOGETHER PEOPLE WITH DISABILITIES
 DIFFERENCE BETWEEN INTEGRATION AND
INCLUSIVE EDUCATION
INTEGRATED EDUCATION
• MAIN AIM IS NOT INTEGRATING ALL
THE CHILDREN WHO ARE AWAY FROM
EDUCATION.SO NOT VERY BOARD
CONCEPT
• CHILDREN WITH SOME DISABILITY
ARE INTEGRATED IN NORMAL
SCHOOLS ONLY
INCLUSIVE EDUCATION
• MAIN NAME IS INCLUDING ALL THE
CHILDREN WHO ARE AWAY FROM
EDUCATION.SO BOARD CONCEPT
• CHILDREN WITH SOME DISABILITY OR
INCLUDED IN NORMAL SCHOOLS BUT
WITH SOME SPECIAL FACILITIES FOR
THEM
• NO FORMAL PLANNING IS REQUIRED
• NO SPECIAL INFRASTRUCTURE
TRAINED STAFF SPECIAL
CURRICULUM IS REQUIRED
• REGULAR CURRICULUM
• FORMAL PLANNING
• SPECIAL INFRASTRUCTURE TRAIN
STARS SPECIAL CURRICULUM IS
DESIGNED.
( EG) ROMPS FOR PHYSICALLY
CHALLENGED
• SPECIAL CURRICULUM
 CONCLUSION

INTEGRATED EDUCATION IN CRISIS OPEN-MINDED ATTITUDE AMONG PEOPLE AS

WELL AS BUILDING THE CONFIDENCE AND ABILITY TO QUESTION OBSERVE LISTEN
AND MAKE INFORMED DECISIONS. IN TODAY’S ERA IT HAS SPECIAL IMPORTANCE
BECAUSE ONLY THIS EDUCATION CAN BRING CHANGE IN TODAY’S SOCIETY.