THE CATALYSIS OF THE PROBLEM: INCLUSIVE EDUCATION FOR CHILDREN WITH INTELLECTUAL DISABILITIES IN INDIA

Education

Children with disabilities must be accepted in a school as part of the inclusion process and be allowed to participate in the classroom. The Indian constitution, the Kothari Commission, the Action Plan for Children and Youth with Disabilities (2005), the National Policy for People with Disabilities (2006), and the Rights of Persons with Disabilities Act (2016) all emphasize inclusion. An inclusive education model is proposed in this paper for children with mild and moderate intellectual disabilities in India, as well as the barriers to their inclusion in school. It is the responsibility of special schools to educate children with severe and profound intellectual disabilities. According to this model, special educators, psychologists, medical experts, and the principal should consult with one another before admitting a child to an inclusive setting. These children should be placed in separate classes with the normally growing children after they have been graded in each subject. There should be no distinction made based on a child's chronological age or any other age-appropriate factor. In this model, the general teacher shall teach the same content to all the children during their sessions in the normal classes and the co-teacher or special education teacher shall teach children with intellectual disabilities in the areas where they need intervention (reading, writing, speaking, mathematics, etc.). In art/craft activities, physical education classes, storytime, music/dance activities, and other recreational activities, children with intellectual disabilities should be integrated with normal children. To remediate or enhance course content, provide more intensive instruction, or receive related services such as speech and language therapy, psychological services, and occupational therapy, these children will have access to a resource room. It is essential that teacher training programmes develop teachers' positive attitudes toward children with disabilities and equip them with the knowledge and skills to handle them in regular classrooms. The Indian education system needs to involve more scientists and policymakers in the education of children with intellectual disabilities in an inclusive environment.

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