Meaning

Several social and political movements that have arisen since the middle of the 20th century have given rise to inclusive education. The American Civil Rights movement of the 1950s and 60s raised consciousness of the fact that many people were still being denied access to social institutions, such as schools, even in liberal democratic democracies. Movements against exclusion based on gender, race, sexual orientation, or disability emerged by the late 1960s and early 1970s, including second-wave feminism, homosexual rights, and disability rights. The adoption and execution of laws and policies intended to guarantee citizenship rights and opportunities of all types was a noteworthy result of these movements, both in the United States and in many other nations. An additional federal statute, the Individuals with Disabilities Education Act (IDEA), took the role of the EHA in 1990. Three current tendencies were reflected in and expanded upon by the IDEA. Initially, there was a growing demand that local communities teach their children in neighbourhood schools instead of putting them in separate classrooms or schools. A related need was the second: kids should be educated in the "least restrictive environment." Third, a shift occurred towards a more customized evaluation of kids to create lesson plans that could take into account the unique requirements of every kid.

According to Knight (1994), “The process of providing education to children with disabilities as an integral part of general education is called Inclusion. It is also defined as the process of bringing children with disabilities of whatever condition, into the general classroom for their education. Inclusion is a concept that sees the children with disabilities as full-time participants and as members of their neighborhood school and communities”.

Census Of India: Disabled Population

“Census 2001 highlighted that over 21 million people in India are suffering from disability. The total disabled population is 2.1%. 12.6 million Males and 9.3 million females are disabled in the country. Data has been collected according to the type of disability. In seeing or visual disability 48.5%, in movement or physical disability (27.9%) mental (10.3%), In speech (7.5%) and in hearing (5.8%).

Table: 1

Number of Disabled Population and Type of Disability

 

Source: Census of India 2001.

Table: 2

Source: Census of India 2011-Data on Disability

Review as cited in the study of (Mishra & Negari, 2021, p.2613)

“Hanushek and Luque (2003) analysed the significance of family background and show empirically how its effects on equity in education in less developed countries resemble those in developed countries. Students from disadvantaged backgrounds and from families where the parents themselves have less education tend to systematically perform worse than students who do not face these difficulties. Vaish and Gupta (2008) found that urban-rural divide, gender, caste, different religious groups, and the multiplicity of languages as influential socio-demographic factors determining equity in education. There is a large literature body on gender & caste inequity in education. In South Asia, girls still confront tremendous barriers to education about access and attainment (Chisamya et al. 2012; Ramachandran 2012). For India, Bandyopadhyay and Subrahmanian (2008) find that although female enrolment has increased since the 1990s, there is still a substantial gap in upper primary and secondary schooling. Vogel and Korinek (2012), conducted a study in Nepal and found that overall households are more willing to invest in boys’ education, although the willingness to invest in girls’ schooling increases with higher socio-economic status. Hanna and Linden (2009) and Jacoby and Mansuri (2011) investigated interacting patterns of gender and caste-based discrimination in India and Pakistan. Caste is an influential, culture-specific group characteristic impeding equitable educational opportunities in Nepal (Bhattachan et al. 2009) thus caste is a more powerful predictor of empowerment/inclusion than gender (Bennett 2006). The income of the parents played a strong determinant of children's education. Regarding fathers’ labour market position, we expect fathers who are in salaried employment to be more aware of the importance of education and hence to invest more in their children’s education (Breen & Goldthorpe, 1997).

Basu et al. (2003) found that fathers who were in salaried employment were more likely to be aware of the importance of education and hence to invest more in their children’s education. The children themselves may also be more aware of the benefits of education. Acharya (2007) conducted a study in Nepal and described multiple factors i.e. poverty, geography, gender, ethnicity and caste, and disability responsible for inequity in education. Glewwe et al. (2011) found empirical evidence that enrolment increases significantly when the distance to the nearest school decreases. Singh (2011) highlighted discrepancies between rural and urban areas as well as a lack of relevant infrastructure. Bertini (2011), highlighted the challenges faced by adolescent girls in rural areas in developing countries, thus looking at the intersecting effects of geography and gender’’.

Research Gap

The review of related literature enables the researcher to organize and use the available related information for future research. All previous studies serve as a foundation for future research. It serves as a guide and gives direction to the current research. The earlier literature reviews provided insight into the work already done in India. Because inclusive education is an emerging phenomenon, little research has been conducted. Furthermore, based on the reviewed studies, it was concluded that very few studies have been conducted at the global level, in India and Jammu and Kashmir (UT); no specific survey of Inclusive Education of Visually Impaired children has been conducted in Jammu and Kashmir (UT). As a result, to bridge the gap, the researcher has chosen the current topic i.e., Perception of Visually Impaireds for Inclusive Education: A case study of Jammu district.

Research Questions

1. What are the issues and challenges regarding inclusive education?

2. What is the role of a teacher in inclusive education?

3. Are headmasters aware of infrastructure facilities given to disabled children?

4. To suggest remedial measures for visually impaired children?

Methodology

In the present study, the investigator used a qualitative descriptive research method. Data was collected through a review of literature, survey method, journals, and interviews. Three Government High schools and Fifteen teachers were selected from R, S pura Jammu. Purposive sampling was also used in the study.

Meaning of Visual Impairement

“Snellen Chart was developed by Herbart Snellen, a Dutch Doctor. The charts show a big “E” which a normal eye can see at a distance of 200 ft. when the vision of a person is so impaired that to see the “E” clearly, he has to come within 20 ft. of it or nearer, he is then considered legally blind this vision is assessed as 20/200 in the better eye”.

Issues and Challenges in The Way of Inclusive Education

In the public education system, the enrolment rate for kids with disabilities is on par with that of kids without disabilities. A crucial element in the effective execution of inclusive education is the presence of teachers. Instructors lack the pedagogical qualifications, pertinent information, or necessary competencies to accomplish their objectives. The huge number of students is the biggest hurdle for teachers to pay attention to every child.

Pupil-teacher ratios are inappropriate. The number of teachers for all pupils and the number of special education teachers for pupils with disabilities as per the norms and standards for a school of the RTE Act 2009 & the RTE (Amendment) Act 2022.

Study conducted by (Desai, 1990, p.19). “The more severe and visible the deformity is, the greater is the fear of contagion, hence the attitudes of a version and segregation towards the crippled. In J&K visual disability or in seeing disability are 66448 according to India census 2011. (Case Study): In the interview, certain facts, are coming according to the views of Mahinder Kumar Badyal 10+2 between in school education department as he is visually impaired / blind. He also faced many problems in his childhood. He said that in school going age he has a visual inefficiency and he lost his eyesight. He faced learning and writing difficulties, he faced difficulties in performing personal hygiene and managing money. He stressed partial inclusion as compared to full inclusion. He said that visually impaired/blind children should sent to blind schools as their needs are different and it is not possible in normal classrooms because of a large number of students in class. Moreover, in J&K, there is a lack of infrastructure for government schools, especially in far-flung and rural areas. After completing their basic education these children can continue their secondary and higher with non-disabled children. According to him in the early stage, nondisabled children are not mature to understand the problems of blind children. They may taunt blind children and make fun of them. If a visually impaired child to given support from teachers, parents, and friends he can excel in his life.

1. Alur (2001); conducted a study on disability, she found that disability in India is not “natural” or “normal”, it is seen as an “evil eye”. They called these people guilty, burdened, and stigma on the family.

2. The majority of the rural population in India are poor. When poverty is associated with disability it causes deprivation of basic needs and education.

3. Parents sometimes cannot accept the disability of his/her child. The attitude of parents should be changed.

4. Dissemination of information regarding inclusive education in school, society should be aware of pwdsact passed by legislation.

5. Visually impaired children may have problems in cognitive development. They may less understand the concept and concept formation.

6. They may have poor motor coordination.

7. Visual-impaired children fail to make direct eye contact with other persons. In this way, they may lack confidence. They may develop feelings of fear and insecurity.

8. Difficulty in mobility, and having low self-esteem.

9. Most of the time, non-disabled children do not want to accept social integration and soft corners for disabled children. A friendly atmosphere should be created by teachers in the classroom. However, Right Agencies should be conscientious and dedicated to upholding the rights and provisions of the constitution to promote inclusive education policies that are devoid of formalities or loopholes.

10.   Social Perceptions of Disability Programmes to raise public awareness of disabilities must be established, and attitudes towards disabled persons, people with disabilities, and marginalized children must be fostered. These rights and provisions should be made known to the parents and families of these children through informational programmes and print and digital media ads.

11.   Increasing the reach of competency-based learning Major teacher training centres should also equip their interns with the necessary abilities to work with these kids.

Case of Devender Pal Singh Who Overcome His Disability

“Devender Pal Singh, 39 lost his leg during the Kargil war between India and Pakistan in 1999. When a bomb exploded and pierced his body. In the war, his right leg became infected and he lost his limb. He was overcome by his physical and mental challenges of losing a limb and he became a marathon runner.”

Source: www.cnn.world>asia>india.

Identification of Visual Impaired:

1. They may rub their eyes frequently.

2. They may hold things and books close to their eyes.

3. They frequently blink their eyes.

4. They may have a Problem in seeing distant objects.

5. Having blurred vision.

6. Excessive perceptivity to light.
Results and Interpretations

1. The majority of the teachers suggested that their schools provide equitable and quality education.

2. It has been found that a smaller number of teachers, provide ample opportunities to empower. Few numbers of teachers were aware of inclusive education.

3. Majority of the teachers responded that a computer laboratory was not available in the school. In addition to this, there was in adequate infrastructure for running inclusive classrooms.

Role of Teacher Regarding Inclusive Education

1. The Positive attitude of teachers plays a predominant role in the implementation of inclusive education.

2. Teachers should be given training regarding support materials like; handling special equipment i.e. Braille computer, how to start with writing. The teacher should act as a facilitator so he can develop a problem-solving approach. He should act as a motivator.

3. He may develop a positive self-concept.

4. He may prepare feedback, parents, and teacher interaction so that parents can be aware of his educational problems.

Measures for Visually Impaired Children

1. There must be congenial atmosphere in the classroom. Proper natural light and ventilation but direct sunlight should be avoided.

2. Furniture should be properly arranged in the classroom.

3. These children should start with sensory training e.g. hearing, touch, taste, and smell.

4. Blind children should be oriented with the school environment e.g. classroom, toilet, water tap, playing area, etc.

5. Blind children should have an orientation to the classroom in advance he should be familiar with the school.

6. Providing special aids and equipment like Braille books, slates, talking calculators, Audio tapes, and recorders.

To sum up: To maintain a non-discriminatory, equal, and inclusive approach, school-based interventions for individual children are required to guarantee the involvement of every single child, including children who belong to the Sustainable Development Goals. A coordinated effort is needed to address the following issues: providing curriculum and pedagogy based on Universal Design for Learning, including LTM and an evaluation system; utilizing technology in curriculum transactions for everyone; and providing supportive services, assistive devices (such as walkers, wheelchairs, hearing aids, and communication devices), technology, and suitable incentive schemes on time. Assessment and certification agencies (National Assessment Centre, PARAKH) will formulate guidelines and recommend appropriate tools for conducting assessment, from the foundational stage to higher education (including for entrance exams), in order to ensure equitable access and opportunities for all students with learning disabilities

References

1. Disability in India: Struggle of infrastructure, prejudice and Karma-CNN.com www.cnn.com>world>asis>india.

2.Special features of Education of visually impaired children.https://cd.edb.govt.hk>. Vijayavardhini S. (2018). Inclusive Education issues and challenges. Neelkamal Publication Pvt. Ltd, New-Delhi.

3. Vijayan, P. & Geeta, T. (2014) Intergrated and Inclusive education (VI) Manual

4. Kanishka Publisher, New-Delhi July 8^th, 2016
5. “The State Times Report in India” retrieved from news.statetime.in.blind.home. Disabled data retrieved from census india.govt.in. disabled-population2001

6.www.disabilityaffairs.gov.in.page.state. https://www.researchgate.net/publication/293337563_Inclusive_Education https://www.multidisciplinaryjournals.net/assets/archives/2023/vol8issue1/8004-570.pdf

7.sel.education.gov.in/sites/default/files/update/NGIFEIE_dosel.pdf https://ijariie.com/AdminUploadPdf/Analytical_Study_of_Inclusive_education_in_India_ijariie14656.pdf https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf