SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

 

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http://www.specialeducationguide.com/pre-k-12/inclusion/whats-inclusion-theory-and-practice/ "What is Inclusive Design". Inclusive Design Research Centre. OCAD University. Retrieved 13 November 2015. Wilkinson, Richard; Pickett, Kate (2010). The Spirit Level- Why Equity is Better for Everyone (2010 ed.). England: Penguin Books. p. 113. ISBN 978-0-241-95429-4 https://en.wikipedia.org/wiki/Education_in_Pune

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Sharma.Y, Sharma M(2014) Inclusive Educationspecial Educational needs. New Delhi Kanishka Publishers, Distributor. Ramaswamy B. (2013)Planning and management of special and inclusive Education, New Delhi kanishka publishers Distributors. KaurRajender (2013)Special and Inclusive school Education , New Delhi kanishka publishers Distributors. Madhumitapuri , George A (2004). handbook of Inclusive education, New Delhi sage publication. Schulz Jane B, Carpenter C (1995).Mainstreaming Exceptional Students.published by allynard Bacon

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This paper focuses on the status of inclusive education in our country.It also elaborates on the role of the NGOs in the education of the underprivileged.The contribution of a Pune based NGO the Bharatiya Jain Sanghatana(BJS) is also remarkable in this field which needs to be understood is also highlighted. The Education system of a country does not function in isolation from the society of which it is a part. Hierarchies of castes, economic status,gender relations and cultural diversities as well as uneven economic development also deeply influence issues relating to access and equity in education. The Right to Education approach in schools favours the evolution from integrated education to inclusive education were the environment is adjusted according to the needs of the child.The school system of a country  must be adjusted to meet the needs of all its children.ManyNon governmentorganisations are working at the grassroot level to improve the education standards and providing it to the underprivileged sector of our society.They are also generating awareness about the importance of education in the remote areas and the underprivileged section of the society. BJS an NGO running in Pune with a vision of holistic development of society has shown significant contribution in upliftment of the underprivileged children and is working to give them a brighter future through their disaster response strategies, women empowerment, minorityeducation, formaleducation, Career guidance ,research etc.

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Scheyeret al. (1996). The Inclusive Classroom Teacher Created Materials, Inc. The Inclusive Classroom"What is Inclusive Design". Wilkinson, Richard; Pickett, Kate (2010). The Spirit Level- Why Equity is Better for Everyone (2010 ed.). England: Penguin Books. p. 113. Cresswell,J.W.(2012).Educational Research.(4th ed.)Boston, MA:Pearson Education. Yin,R.K.(1994).Case Study Research:Design and Methods.ThousandOaks,CA:Sage. Chandwani,S.(2013)NGO participation in elementary Education an analytical study.Unpublished.PhDthesis,Lovely Professional University.Retrieved from http://shodh.inflibnet.ac.in/bitstream/123456789/1739/1/synopsis.pdf About BJS.(n.d). In bjsindia.Retrieved April 14,2016,fromhttp://bjsindia.org/about.html About Founder.(n.d).In bjsindia.Retrieved April14,2016,from http://bjsindia.org/Founder.html Vision &Mision.(n.d). ).In bjsindia.Retrieved April14,2016,fromhttp://bjsindia.org/about.html#noAction Events.(n.d).In bjsindia.Retrieved April14,2016,from http://bjsindia.org/events.html Activities &Programmes.(n.d). In bjsindia.Retrieved April14,2016,fromhttp://bjsindia.org/activities.html Mission.(n.d).In bjscollege.Retrieved April 14,2016,from http://www.bjscollege.org.in/bjs/index.php/about-us/mission-vision Infrastructure.(n.d).In thefreedictionary.Retrieved April14,2016,from http://www.thefreedictionary.com/infrastructure BJS Survey of Farmer-suicide affected families in Marathwada.(2015). BJS Survey Report.Pune. Maharashtra: Number of farmer suicides in Marathwada crosses 800 mark.(2015,October18).IndianExpress.Retrieved from http://indianexpress.com/article/india/india-news-india/maharashtra-number-of-farmer-suicides-in-marathwada-crosses-800-mark/

Social inclusion is a process encouraging social interaction between people with different socially relevant attributes or an impersonal instructional mechanism of opening up access to participation in all spheres of social life. Social inclusion requires teachers to accept the responsibility to promote it. There is central role of teachers in promoting social inclusion. Teachers do make a positive contribution to children’s lives & learning.The paper explained the meaning, need & importance of social inclusion & the role of teacher in promoting social inclusion.

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RaoUsha(2012), INCLUSIVE EDUCATION. Mumbai, Himalaya Publishing House. Khakal D., (2017), School & Inclusive School, Shree Prakashan, Pune https://en.wikipedia.org/wiki/Inclusion_(education) www.academia.edu/.../IMPORTANCE_OF_INCLUSIVE_EDUCATION_. www.create-rpc.org/pdf_documents/PTA15.pdf www.education-inquiry.net/index.php/edui/article/view/27311 https://www.duo.uio.no/.../MaiaxJavakhishvilix-MasterxsxthesisxFinal.op... www.eenet.org.uk/resources/eenet_newsletter/news7/page3.php https://prezi.com/.../social-inclusion-anecdotal-experiences-and-the-teacher-...

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This paper tries to Role of Globalization In Inclusive Education. This review begins with the concept of Globalization which is transmitted in societies throughout the world are now passing through the process of profound and rapid change. This change is closely related with the process of globalization. The review then analyses concept of inclusive education.  The review then examines educational reforms in school. The review then examine role of globalization in inclusive education and policies for inclusive learners.

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Ann Cheryl Armstrong, Derrick Armstrong & Ilektra SpandagouInclusive Education: International policies & Practice, Sage Publications Ltd oseph Zajda: Globalization, Education and Social Justice,springer publication Ltd Manfred Steger, Paul Battersby, Joseph Siracusa: Globalization, Sage Publications Ltd Ž. M. Milenovi?: Inclusive education as a consequence Metodi?ki obzori 12, vol. 6(2011)2 https://www.researchgate.net/publication/265051334_One_nation_globalization_and_inclusive_education Journals.sagepub.com/doi/pdf/10.3102/0091732X030001065 http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/34101/ https://www.wto.org/english/res_e/booksp_e/glob_soc_sus_e_chap9_e.pdf http://www.csnlg.com/blog/the-concept-of-inclusive-education-and- understanding-children-with-special-needs/ http://www.specialeducationguide.com/pre-k-12/inclusion/

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Work.chron.com www.brighthubeducation.com Drum.lib.umd.hu Inclusive Education Dr.UshaRao

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http:/www. European agency org or Www ride.rigov. eric. Ed. Govlid= E J84745 http:// www.Info.com A support

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‘Education of Exceptional Children’- K.C.Panda Notes of Google.com Bhintipalikadlishala : Madhuri Deshpande

Keywords: Inclusive Education, disabilities, barriers

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From the constitution to the Kothari Commission in the early days of the republic, to the 2005 Action Plan for Children and Youth with Disabilities and the 2006 National Policy for People with Disabilities recently, the Indian government tends to write inclusive policies on education. The progress in governmental policies that point towards efforts of inclusion in mainstream education in India. However, the current statistics and literature point to an entirely different situation on the ground. There are several areas across which people with disabilities receive unequal services in India. Out of such services, Education is an important area which is helpful to make disabled ones educated, skilled, to make aware social realities and for their rehabilitation. Simultaneously, teachers play an important role in the implementation of three models of special education, i.e., segregated, integrated and inclusive education. Therefore, to know about the awareness among school teachers regarding these three models of special education, researcher decided to undertake a survey study. The purpose of the study was to know about awareness regarding segregated, integrated and inclusive education among school teachers. The study included use of opinionnaire for data collection from one hundred and twenty-six teachers from eighteen different schools.

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Baglieri, S., & Shapiro, A. (2012). Disability Studies and the Inclusive Classroom. New York, NY: Routledge. Biklen, D.2000. Constructing inclusion: Lessons from critical, disability narratives.International Journal on Inclusive Education, 4(4):337 –353. Biklen, D., & Burke, J. (2006).Presuming competence. Equity & Excellence in Education, 39, 166-175. Connor, D. (2006). Michael's Story: "I get into so much trouble just by walking":Narrative knowing and life at the intersections of learning disability, race,and class. Equity & Excellence in Education, 39, 154-165. Davis, L. J. (2010). Constructing normalcy. In L. J. Davis (Ed.), The Disability Studies Reader. (3rd ed.) (pp. 9–28). New York: Routledge. Erevelles, N. (2011). "Coming out Crip" in inclusive education. Teachers College Record, 113 (10). Retrieved from http://www.tcrecord.org Id Number: 16429 Graham, L., &Slee, R. (2007). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40, 277-293.

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www.inclusiveschools.org www.inclusionbc.org/.../inclusive-educ

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Constitutional Provisions Regarding Education in India Constitutional Provisions Regarding Right to Education in India The Union Territories of India: it’s Constitutional Provisions Constitutional Provisions for Social Reforms in India Constitutional Provisions of the Scheduled and Tribal Areas of India Education and Closed Society Situation after Independence in India Essay on the Constitutional Concept of Scheduled Tribe Who Constitute Minorities in India? The Meaning of Breakdown of Constitutional Machinery in India

The objective of the present study is to investigate the awareness and application of Inclusive education among school teachers of Vijayapur city. The sample of the study comprised 60 teachers randomly selected from various schools of Vijayapur city. The study reveals that the teachers are aware about Inclusive Education but there is lack of implementation. The study suggests special training for school teacher to practice Inclusive education.

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Anke De Boer (2011): Regular Primary school Teacher’s attitude towards Inclusive Education: A Review of the literature, Vol 15, Issue 3, pg 331 -353. AlkaArora (2015) : Inclusive education in India: How and Why?, Journal of Disabilities Studies, Volume 1, Issue 1, pg 31-34 Christina Tilstone (2003): Strategies to promote Inclusive practice, Publishing – RouttedgeFalmer, London. David Skidmore (2004): Inclusion: The Dynamic of school Development Open University Press, Buckingham. Dr.KumarSanjeev (2007): Inclusive education in India, Electronic Journal for Inclusive Education, Vol 2, Issue 2. Gary Thomas (2001): The making of the Inclusive School, RouttedgeFalmer, London. J.D.Singh (2016): Inclusive Education in India – Concept, Need and Challenges, Scholarly Research Journal for Humanity Science and English Language,Vol 3,Issue 13, pg 3222 – 3232. Lani Florian (2008): Inclusion- Special or Inclusive education: Future Trends, British Journal of Special Education,Vol 35,Issue 4, pg 202 – 208. Richard.A.Villa (2005): Creating an Inclusive School, Publisher: Association for Supervision and Development. Sip Jan Pijl (1997): Inclusive Education: A Global Agenda, Roultedge, London. Spasovski,Ognen (2010): Principles of the Inclusive Education and the role of teachers and in school professional staff ,The Journal of special education and rehabilitation,vol.11,no 1.

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Social integration is a highly desirable outcome that reflects the existence of social cohesion, a strong institutional foundation and a culture of acceptance. Societies are better off if they promote social integration through inclusive policies that reduce economic inequality and poverty, and promote sustainable and equitable development (Maria Amparo Cruz-Saco, 2008).Inclusive education is educating ALL students in age-appropriate generaleducation classes in their neighbourhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. According to the NO CHILD LEFT BEHIND ACT (NCLB) of 2001, all children should obtain a high  quality education as per the standard age and to attain the improvement in achievement, the schools of now a days are putting immense pressure on teachers which in turn is reflected on the students. In these circumstances Inclusion is a difficult task to achieve and follow. Regular classrooms with students with different abilities help in building tolerance and acceptance. Inclusion promotes social integration and togetherness where ALL are accepted as they are.Inclusive education lays the foundation of social integration which leads to the foundation of inclusive societies.

Keywords: Social cohesion, Individuals with Disabilities in Education Act (1991), No Child Left Behind Act (NCLB),  Least Restrictive Environment (LRE), Inclusion, Social exclusion, Special Educational Needs (SEN) Students 

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The Importance of Education is the development and progress of human being. It is also a master key to open an overall transformation of a society, it helps to cultivate knowledge, information, skills and values appropriate to the changing socio-economic and political structure. Education can play important role as a single remedy for the settlement of several socio-economic problems, like poverty, inequality, unemployment. Social change can be occurred by natural or by the planned effort.  Social change can be different in place or nature. Social change is continuous process. Through the Indian Constitution the education facilities for the weaker section like Scheduled Caste, Scheduled Tribes, Other backward class, Minority, Women providing reservation and scholarshipcan improved their capacity building.Education at various levels formal or non-formal, is a major tool for economic changes that would lead to the upliftment of a person. It reduces the economic inequalities existed in the society and leads the development of primary, secondary and tertiary sectors. Education gives much more stress on human development.  Educationalso produces social changes in making the people conscious of their rights, enabling them to fight against various social evils. It also has interlinks with social policy variables like family, health, nutrition, status of women, life expectancy and social awareness. Present paper deals with education for weaker section through the education how the social change will occur in society.

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Dash,B.N (2005)Teacher and Education in the Emerging Indian Society,Hyderabad:neelkamal publications. National Commission for Denotified,Nomadic and Semi-nomadic Tribes(Ministry of Social Justice and Empowerment. www.ashrayainitiative./org/ www.shodganga.inflibnet.ac.in

PURPOSE:Purpose of this study was to investigate how VI students understand abstract sciencecontent at secondary level in inclusive classroom.

Key words: visually impaired; science teaching;, instructionalstrategies

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soni,(2001) Attitude towards integrated education ,New Delhi,Rajat publication Disabled Persons in India. NSS 58th Round (July – December 2002), Report No. 485, National SampleSurvey Organization, Ministry of Statistics and Programme Implementation, Government of India,New Delhi, December 2003 Pandey, R.S. and Advani, L. Perspectives in Disability andRehabilitation.Vikas Publication, New Delhi, 1995. Evangeline (2006) Survey of Teacher Attitude Regarding Inclusive Education Within an Urban School District "Access & Technology: Making Science Accessible to Blind Students" by Marc Krizack, Disability World. "Adapting Science for Students with Visual Impairments – A Handbook for the Classroom Teacher and Teacher of the Visually Impaired” American Printing House for the Blind. Fennell,F.&Rowan,T.(2001).Representation :An important process for teaching and learning mathematics. Jones, J., Curriculum Process in School and University Physics. J. Curro Studies Pace, D. (2003). Increasing awareness and understanding of students with disabilities Peetsma, T. (2001). Inclusion in Education: Comparing pupil's development in special and regular education Strategies for teaching students with visually impaired http// www.as.wvu.edu/-scidis/vision.html. American foundation for blind :http//www.afb.org http://www.disabilityworld.org/June-July2000/access/Science.html “Feeling the Chemistry”, by Scott Roark, Cal Poly Magazine Online http://www.calpolynews.calpoly.edu/magazine/fall-07/Chemistry.html

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Das, Kartick.(2013): Inclusive Education in India. Delhi: The Associated Publishers. Prasad, S.,(2004): Special Education. Jaipur:Pointer Publishers. Sangolkar,A,(2011): New Emerging Issues in Society.Nashk: Insight Publications. 4.Umadevi,M.,(2010): Special Education. New Delhi:Neelkamal Publications.

Keywords: Child with Special Needs, Overview, Inclusive facilities-tools-kits

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“Use of Smart Wheelchairs” to provide Independent Mobility to visual & mobility Impairments, http://clinicaltrials.gov “How Braille began” http://www.brailler.com “How Braille began” http://www.brailler.com

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Dakar Framework for Action – Education for All, meeting our collective commitment. On Internet:http://www2.unesco.org/wef/enconf/ dakframeng.shtm Karten, T. (2010). Inclusion strategies that work! Research-based methods for the classroom (2nd ed). Thousand Oaks, CA: Corwin Press A new guide on increasing inclusivity in the classroom.Vanderbilt University.Center for Teaching. cft.vanderbilt.edu/2014/11/a-new-guide-on-increasing-inclusivity-in-the-classroom/ Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective instruction. NY: Pearson.

This paper is intended to suggest how excluded children can be brought in education in the early years of their life. It begins with a brief introduction, which provides importance of Early childhood development, importance of inclusion and describes how they both go hand in hand and contribute to the all-round development of a child. It also suggests what practical changes at the preprimary level can be brought about to ensure social equity. These guidelines are intended to provide information and awareness, to be a policy tool for revising and formulating plans, and to serve as a basis for discussion among policymakers, educators, NGOs and international organizations impacting policy in both private and public Pre- school education and concerned with promoting access for ALL learners. The theme presented is also the area of work of UNESCO, UNICEF, and SAVE THE CHILDREN. These guidelines attempt to demystify the notions surrounding inclusion and demonstrate that challenges can be overcome through a willingness to change attitudes regarding inclusion. By following these guidelines, those working with and analyzing National Plans for Education can identify gaps and strategies in order to take steps to ensure that inclusion is achieved within their educational systems and that every child has access to a quality education.

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Bernard, A, Education for All and Children who are Excluded.Education for All 2000 Assessment. Thematic Studies, 2000 EFA Global Monitoring Report, The Quality Imperative, 2005 Inclusive Pre-Primary Education – Project Plan, November 2014 Inclusive Pre-Primary Education (Ippe) Project: Conceptual Framework,2015 Kumar.R, Challenges In Elementary /Pre Primary Education And Probable Solutions Without Any Special Budget Making Schools Inclusive (2008),Save the Children, London Theis, Joachim (2003) Rights-based Approach to Education, Save the Children, Sweden https://en.wikipedia.org/wiki/Child_Development_Index http://indicators.report/indicators/i-32 https://www.mygov.in http://www.norrag.org https://www.unicef.org/earlychildhood/index en.unesco.org savethechildren.org.uk www.inshea.fr

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Inclusive Education is a new concept towards educating the children with disability &learning difficulties with that of normal ones within the same roof .it brings all students together in one classroom &community, regardless of their strengths or weakness in any area,& seeks to maximize the potential of all students .it is one of the most effective ways in which to promote an inclusive & tolerant society. What is the current staff structure of our country’s education system,Do the regular Pre-Service teacher training curricula provide essential knowledge &skills with diverse needs ?What are the current policies in the country to support  both education staff & children with disabilities. Keeping in view these questions, this article discuss in detail the concept of Inclusive education ,Attitudnal changes & awareness raising Activities among classroom teachers,Kewy teachers ,school principals & policy makers.

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Branllinger, E. (1996). Inflence of pre-service etchersbeliefs about Pupil achievement on attitudes towards inclusion. Teacher Education and Special Education 19(1), 17-33 Kilgore.K.L. and Griffin, C.C. (1908).Beginning Special Educator: Problems of Practice and the influence of School context.Teacher Education and Special Education 21 (3) 155-73. Lombardi, T.P. &Hunka N.J. (2001).Preparing General Education Teachers for Inclusive Classroom Assessing the process.Teacher Education and Special Education 24(3) 183-97. Peters; S.J. (2004). Inclusive Education : An Education for All Strategy for all children. Washington DC. World Bank. Stayton, V.D. &McCollum, J (2002). Unifying general and special education; what does the researcher tell us? Teacher Education and Special Education 25 (3): 211-18

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Sharma,Y. K. Sharma Madhulika, “Inclusive Education: Planning And Management Of Curriculum”(2014) Kanishka Publisher, New Delhi Dr.BhangaleShailja, “ SamaveshakShikshan”(2016), Prashant Publication Jalgaon

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RaoUsha,(2012) Inclusive Education,Himalaya Publishing House,New Delhi. MustafaK.M.,(2016)InclusiveEducation,A.P.H.Publishingcorporation,New Delhi. Hallahan,D.P.,andKauftman,J.K.(1988) Exceptional children, Introduction to special Education,N.J.Englewood cliffs. www.ncbi.nlm.nih.gov www.somsd.k12.nj.us/cms/lib7/NJ10011050/Centricity/Inclusion/spring2014

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and synthesis of literature. Journal of Special Education Technology, 21, 47-56. Ashton, T., Lee, Y., & Vega, L. A. (2005). Assistive technology: Perceived knowledge, attitudes, and challenges of AT use in special education. Journal of Special EducationTechnology, 20, 60-63. Assistive Technology Act. (2004). Putting technology into the hands of individuals withdisabilities. [Online] Available:http://republicans.edlabor.house.gov/archive/issues/108th/education/at/billsummary.htm Ahmad, FouziaKhursheed (2014): "Assistive Provisions for the Education of Students with Learning Disabilities in Delhi Schools." International Journal of Fundamental and Applied Research, vol.2, no 9.pp.9-16. Ahmad, FouziaKhursheed (2015a): "Challenging Exclusion: Issues and Concerns in Inclusive Education in India." Researchpaedia, vol.2, no.1, pp.15-32. Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Computers and Education, 50, 224-234. http://dx.doi.org/10.1016/j.compedu.2006.05.002 Bowser, G., & Reed, P. (1995). Education TECH points for assistive technology planning. Journal of Special Education Technology, 12, 325-338 Bryant, D. P., & Bryant, B. R. (1998). Using assistive technology to include students with learning disabilities in cooperative learning activities.Journal of Learning Disabilities, 31, 41-54. http://dx.doi.org/10.1177/002221949803100105

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www.tandfonline.com www.researchgate.net www.eric.ed.gov www.eenet.org.uk www.corescholar.libraries.wright.edu www.thehindu.com www.create-rpc.org

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Bauer, A. M., & Shea, T. M. (1999).Inclusion 101: How To Teach All Learners. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624. Retrieved on 27thjan 2017 from https://eric.ed.gov/?id=ED432843 Lipsky, D. K., & Gartner, A. (1997). Inclusion and School Reform: Transforming America's Classrooms. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, Maryland.Retrieved on 27th Jan 2017 from https://eric.ed.gov/?id=ED410723 Schools, I. (2004).Alternatives to overreliance on paraprofessionals in inclusive schools.Journal of Special Education Leadership, 17(2), 82. Retrieved on 27th Jan 2017 from https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0F795CA9DE364B6BE/ alternatives_to_paras.pdf http://symbiosisinternationalschool.net/final_site/pastoral-care.html

In the fast changing world of the early 21st century public education is also changing. As part of the changes the role of schools and education will also be different in the educational system.  These are changes in teaching methods.  It can include changes in:

–      where you teach,

–      who teaches

–      how you teach

–      how the student can respond

–      Materials you use.

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Aggarwal, J.C (1985) Development and Planning of Modern Education, Vikas Publishing House Pvt. Ltd., New Delhi. Aggarwal, J.C (1988) Teachers Role, Status, Service Conditions and Education in India, Vikas Publishing House Pvt Ltd., New Delhi https://www.quora.com https://cft.vanderbilt.edu/guides-sub-pages/disabilities/

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www.inclusionbc.org/our-priority-areas/inclusive-education/what-inclusive-education https://en.wikipedia.org/wiki/Agile_management http://agilemethodology.org http://agilemanifesto.org https://de.wikipedia.org/wiki/Social_Mobile_Analytics_Cloud

There are many people in the world who are not able to receive basic education (3 R’s) such as Reading, Writing and Arithmetic (Literacy) skills. Education is the pond of knowledge and it makes people superior to other forms of living things. Its aim is to give everyone a chance to learn and benefit from basic education – not as an accident of circumstance, or as a privilege. The Education for All movement is a global commitment to provide quality basic education for all children, youth and adults. Education is the key to the new global economy, from primary school on up to life-long learning and it is central to development, social progress and human freedom. Infact, education makes people educated, acquaints them with some need based skills.

Keywords: education, innovative, approaches. 

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https://www.researchgate.net www.unesco.org/new/en/education

The issue of teachers’ perception and its impact upon the required inclusion of marginalised students acquires added significance on two counts. First, the teachers constitute a core group of those who make schooling what it is.  Secondly, India’s socio-economic scenario is highly stratified leaving vast room for the formulations and operation of perceptions emanating from language variations, socio-economic and religion based determinants. The question however remains whether these concerns stand true in regards to the inclusion of students belonging to marginalised sections of society studying in the state-run schools situated in metropolitan cities such as National Capital Delhi, State capital, etc where most of the persons come from somewhere else but retaining their own linguistic identity. With the express purpose of seeking answer to this question, the present study was undertaken in the Delhi and Bhopal State-run schools. In Bhopal, the State run schools are crowded with migrated tribal students in addition to other low SES children. The answer thus being provided is based on facts that the researcher gathered through a field survey of selected schools. In this study, the ‘perception’ is determined by ascertaining teachers’ views on the language and expression   of the marginalised children hailing from lower segments of   society. The overall discussion with the teachers leads us to infer that teachers’ perception for the overall, particularly lingual behaviour of children is neither sympathetic nor positive. It is discriminatory and even derogatory and, above all, hardly disguised. Teachers passed judgements on the ability of students to communicate with reference to ‘standard language’ that is the language used by middle class the teachers belonged to. The teachers assert rather arrogantly that the children remained deprived of the ability of using ‘mannered communication’ on account of the ‘unhealthy environment’ in which they were being brought up. The overstress on ‘standard’ deflects the enormity of its wider meaning, essence and purpose. In this, the frame is oftentimes determined by the teachers holding the power who perceive the import of value rather narrowly and apply it with parochial rigidity. The monolingual child faces cognitive and communicative problems where the instruction is in the major regional language. Such children suffer for speaking in their mother tongue and not being able to speak the school language. They neither understand the language of the text nor of the teacher. As the teacher does not know the language of the learner and the parents neither know the language of the textbook nor of the teacher, the break is almost complete. The education loses its meaning and falls down to becoming merely symbolic.   

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Alexander, Karl, Doris Entwisle, and Carrie Horsey. (1997. )From First Grade Forward: Early Foundations of High School Dropout. Sociology of Education 70(April):87-107. Alexender,K.L., Entwistle D.R.,& Thomspson, M.S (1987) School Performance, status relation and the structure of sentiments: Bringing thr teacher back. ,American Sociological Review,52 (October) 665-682 Anitha, B.K.( 2000). Village, Caste and Education. Jaipur: Rawat Publications,. Bernstein, B. (1975). Towards a theory of educational transmissions. London: Routledge Birch SH, Ladd GW. (1997)The teacher–child relationship and children’s early school adjustment. Journal of School Psychology. ;35:61–79. Bourdieu, P. (1974). 'The School as a Conservative Force: Scholastic and Cultural Inequalities'. In Eggleston, L, (Ed,) Contemporary Research in the Sociology of Education, pp. 32-46. London: Methuen.

Human Rights are an integral part of our society and belong to every human being. One cannot differentiate Human rights on the basis of race, gender or on the basis of any other background. Human Rights are the consequences of humanity’s mounting and continual insist for equality, dignity, justice, respect and freedom. All these things are needed for decent human existence. Call for Inclusive Education and Human Rights Education has been increasing day by day. Education can play vital role in the promotion and protection of human rights. This paper throws light on the development of concept of human rights education at global level and at national level also. Researcher tried to study inclusive education from the perspective of human rights principle.

 

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Flower, Nancy (2000), The Human Rights Education Hand Book effective practices for learning action and change, Washington real comet press. Kumar, Sanjeev and Khagendra kumar, (2007),Inclusive Education in India, Electronic Journal of Inclusive Education,Vol.2 No.2. Panda, Pranita.(2005),Responsiveness of Teacher Education Curriculum Towards Human Rights Education in India, Human Rights Education in Asian School, Volume VIII. Singh, J.D.(2016), Inclusive Education in India Concept, Need and Challenges, Scolarly Research Journal for Humanity Science and History Language. Sathiyaraj A., Jayaraman K. (2013). A study on child rights awareness among the primary school teachers in Tiruchirappalli district of Tamilnadu, International Journal of Scientific and Research Publications, vol.3.6 June 2013. Recommendations of National Human Rights Commission, (2007). Module on human rights education for teaching professionals imparting education in Primary, Secondary, and Higher Secondary level. Rajika Press Services, NewDelhi. Recommendations of National Human Rights Commission, (2007).Human Rights Education at the University and College Level. Rajika Press Services, NewDelhi. UNESCO. (2012).World Programme for Human Rights Education Plan of action Second phase, New York and Geneva. Yamasaki, Megumi. (June2002). Human Rights Education on Elementary School Level: Case Study, University of Minnesota.

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https://www.kaplanco.com/ii/classroom-environment-special-needs https://cft.vanderbilt.edu/guides-sub-pages/disabilities Problems with Inclusion in the Classroom, Howard Gerber on July 26, 2011

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Flipped classroom is a technique, which we can use for giving theoretical knowledge about the strategies used for the inclusive education.  It is a pedagogical model and a type of blended learning in which the typical and traditional methods of lecture and homework elements of a course are reversed. Student teachers will study the given topic by using provided study material. Later on, self study followed by classroom discussion session after required gap. If project is given as a homework activity, it will take more time to complete. After the deadline, discussions will be held in the classroom.  The output of the project may be in the form of modules for the inclusive class.  Because of the classroom discussions and brainstorming sessions student teachers will able to find out more strategies to tackle with the inclusive class. This student centre technique will help student teachers to retain the theoretical knowledge for long lasting and they will use these strategies for handling inclusive class in different situations. Here in the effective implementation of the flipped classroom technique, teacher educator’s role is very important.  

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https://expertbeacon.com/create-inclusive-classroom-helps-all-types-students/#.WIru0OP3Teo https://en.wikipedia.org/wiki/Inclusion_(education) http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/special_ed_final1.pdf https://en.wikipedia.org/wiki/Flipped_classroom https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ https://net.educause.edu/ir/library/pdf/eli7081.pdf https://learningsciences.utexas.edu/teaching/flipping-a-class http://info.lecturetools.com/blog/59158/The-advantages-and-Disadvantages-of-the-flipped-classroom

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KMMSG is KusumbaiMotichandMahilaSevagram, near Bhide Bridge, Pune. And the Municipal Corporation school named Anusuyabai Khilare Primary School situated in the same premises. The girls from this orphanage attended SNDT Kanya Shala, Karve road, Pune. The girls were taken to and fro to this secondary school. This paper narrates the four factors equity, inclusion, learning and orphan girls. Shrikant Bolla and Malvika Joshi are a couple of examples with full support from home. Getting admission in MIT is much valuable for Malvika Joshi without doing SSC or HSC or Shrikant Bolla despite of his visual disability.On the other hand among 11 girls 8 girls passed SSC, is a great success not only for the girls who are stepping in the beautiful world outside their orphanage run by KMMSG,  but also for the team of Ballaleshwar Pratishthan who tried to bring equity and inclusion through preparing the girls for SSC exam. with great efforts. Girls were taught here voluntarily.The method used to teach the orphan girls has proven to be useful for the disabled, marginalized and even for gifted children who have lost the hopes of getting education. This method has proven useful for the normal average children going to normal schools too.

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http://www.quora.com/Educationin India/ http://education.penelopetrunk.com/2014/09/23/how-my-unschooled-son-got-into-college/ http://antiwhirl.com/learning/iits-rejected-genisuses/ www.excelpublish.com

The focus of this study was to identify challenges faced by female teachers while implementing inclusive education in schools. Teacher is the Teacher is the key part of the teaching and learning process, which faces many challenges to implement the inclusive education due to which they cannot play their roles effectively. This paper, bases on a thorough review of the existing literature, critically analyses the challenges faced by female teachers. Since the passage of the persons with disabilities (PWD) Act in 1995 and subsequent implementation of various policies and programmed by the Indian government to enhance the participation of students with disabilities in regular schools, but there has been no remarkable growth of inclusive education. Such initiatives have placed new demands of schools, specially on teachers who have the major responsibility for implementing inclusion at the classroom level. Therefore it is become essential that regular school teacher must take additional efforts to include students with special needs in their classes. But unfortunately the absence of professional development of teachers is the key challenge to implement inclusive education in schools.

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Ajuwon, P.M. 2008. Inclusive education for students with disabilities in Nigeria: benefits, challenges and policy implications. International Journal of Special Education, 23(3),11. Beacham, N., & Rouse, M. (2012).Student teachers attitudes and beliefs about inclusion and inclusive practice. Journal of Research in Special Educational Needs. 12 (1), 3-11. Lindsay, S.,Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101-122 www.iiste.org http://onlinelibarary.wiley.com

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Bhama, Venkataramani (2009) Inclusive Education - Challenges and Perspectives with Special Reference to India. Retrieved on November 28, 2014 from http://ssrn.com/abstract=2187639 Census of India (2011) Data on Disability: Office of the Registrar General & Census Commissioner, India, New Delhi, Retrieved on December 1, 2014 from http://www.censusindia.gov.in Das, Ashima & Kattumuri, Ruth (2013) Children with Disabilities in Private Inclusive Schools in Mumbai: Experiences and Challenges. Retrieved on December 5, 2014 from www.lse.ac.uk/collections/ Dutta, Julie & Banerjee Debasri (n.d.) Inclusive Education: attitude and problems as perceived by the secondary school students.pdf. Retrieved on December 3, 2014 from www.caluniv.ac.in Jha M.M. (2002) School Without Walls: Inclusive Education for All Oxford: Heinemann. Jha, Madan Mohan ( 2007) Barriers to Access and Success: Is Inclusive Education an Answer? Retrieved on January 7, 2014 from www.col.org/pcf2/ papers%5Cjha.pdf

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http://iosrjournals.org/iosr-jhss/papers/Vol20-issue4/Version-6/E020463950.pdf http://www.dnaindia.com/mumbai/report-study-on-inclusive-education-highlights-challenges-faced-by-teachers-of-disabled-2012175 http://www.tandfonline.com/doi/abs/10.1080/13603110601103162 RajibSaha&Jayanta Mete, Implementation of inclusive Education: Issues and Challenges. Arun Kumar Mandal&Jayanta Mete, Some measures of Inclusive Education into practice and realization: An overview. Umesh Sharma, Integrated Education in India: Challenges and Prospects C. Jonah Eleweke& Michael Rodda,The challenge of enhancing inclusive education in developing countries Susie Miles &NidhiSingal, The Education for All and inclusive education debate: conflict, contradiction or opportunity? Maya Kalyanpur, Equality, quality and quantity: challenges in inclusive education policy and service provision in India

Inclusive education is a relatively controversial topic for many parents and educators. The idea behind inclusive education is that students with special needs will be placed in the same classroom environment as other students their age who do not have special needs.Within inclusive education, there are two main branches of thinking: mainstreaming and full inclusion. Mainstreaming is a process that allows children with special needs to enter certain standard classrooms after they show the ability to keep up with the rest of their peers.Full inclusion puts students with special needs in standard classroom environments without testing or demonstration of skills. Individuals that support full inclusion believe that all children belong in the same classroom environment no matter what.

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Kettunen, J., Kairisto-Mertanen, L. & Penttilä, T. (2013). Innovation pedagogy and desired learning outcomes in higher education Lehto Anttoni- Kairisto-Mertanen Liisa – Penttilä Taru (edit.) (2011): Towards Innovation Pedagogy – A New Approach to Teaching and Learning For Universities Of Applied Sciences. Penttilä Taru – Putkonen Ari (2013). Knowledge In The Context Of Innovation Pedagogy In Higher Education.

Keywords: Local Governments,  Social Inclusion,  Social Participation

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Gray,Molina,G.2000 Popular Participation, Social Service Delivery And Poverty Reduction1994-2000.INDES,Japan Program And IADB;Kohl,B2003 Democratizing Decentralization In Bolivia. The Law Of Popular Participation. Journal Of Planning Education And Research 23:153-164. Angeby,Martin(2007) Social Integration In The Stockholm Region .A Contribution To The Expert Group Meeting On "Creating Inclusive Society: Practical Strategies To Promote Social Integration ," Paris. Daniel, C.(2001)Integrated Programme For Social Inclusion In Santo Andre, Brazil Stiglitz,J.E.,( 1999) , Public Policy For Knowledge Economy. World Bank. News And Media Research Centre, University Of Conberra, Act, Australia E-Mail; Julie Freeman @Canberra. Edu.Au. Van Klinken,R.(2003) Local Governance In Kilimanjaro. Development In Practice. Vol.13, No. 1.Pp. 71-82.

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Chatterjee, G. (2003): The movement for inclusive education, India Together. Available on www.indiatogether.org Dash, N. (2006): Inclusive Education Why Does it Matter? Edutracks, Vol.5 No. 11, July 2006. PP. 5 – 10 Janshala (2003): Perspectives in Special Needs Education in India: A Journey from Isolation to Inclusion. Available on www.un.org.in/janshala/janmar03/ incluson.html-38k MHRD (2005): Action Plan for Inclusive Education of Children and Youth with Disabilities. Available on http://www.education.nic.in UNESCO (2006): Inclusive Education. Available on http://portal.unesco.org/education/en/ev.php-URI_ID

Inclusive Education is educating ALL students in age-appropriate general education classes in their neighbourhood school, with high quality instructions, interventions and supports so all students can be successful in core curriculum.School Headmasters are the leaders of the school. As a school leader headmaster play an important role in promoting and sustaining change in schools. Without their efforts, school can not change or improve to become places where all students are welcome and where all students learn essential academic and non-academic lessons in preparation for life in society.Research tell us the role of the school headmaster is pivotal in creating and promoting inclusive school cultures. The environment and culture of the school setting can have a direct impact on acceptance of students with exceptionalities. Including students with exceptionalities does not have a negative impact on the academic achievement of other students. Social benefits occur to both regular and exceptional students in inclusive education. It increases advocacy and more tolerant.Because of the high expectations that come with both the values and mandates to achieve inclusive schooling, schools today need highly accomplished leaders. Inclusive school needs headmasters who are familiar with new techniques and know that inclusive services and supports produce educational benefits for students with and without disabilities, teacher and families.No doubt there are some difficulties for headmasters in conducting inclusive education programs. Separate programs are costly. It require personnel to expend a tremendous amount of resources in determining eligibility. Separate programs result in some students receiving services and others being denied.

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‘Leadership, School Administration and Financial Management’-Training Module for Head of the Schools, SCERT. 10th Joint Review Mission of SarvaShikshaAbhiyan, Government of India (2009). www.plan-international.org/Inclusion/Disability www.inclusionbc.org/parent-s...inclusive-education/your.../school-roles-and-r-6 inclusiveschools.org/the-principals-responsibilities-in-supporting-quality-instruction/

Indian Education Commission (1964-66) clearly indicates the intent of the Commission to look at Common School System as an effective instrument to build a society grounded on the principles of equality and social justice.  For actualizing this, what is necessary is acceptance of the principle of ‘inclusion and percolation of the  same across all levels of society. The Commission dreamed of a society which will be free of all discriminations and education having the key role of bringing the social change which creates a socially just and equal society for all. The prime objective of the Common School System is equalisation of educational opportunities .The Common System is the only option that provides the necessary framework for resolving not just the complex multi ethnic conflicts within and across each state in the north east but also for reversing the rapidly growing alienation between the  northeast and the rest of India. If this framework is adopted throughout the nation,India would be in a unique position to offer a meaningful policy alternative to its neighbours across the border.

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Common School System , Retrospect and prospect, NCERT , 1999 Das.Ashima, Das Shankar and Kattumary Ruth, (2013) ‘Inclusive Education' concept Publishing company PvtLtd. New Delhi 59. Indian Education Commission 1964 -66, Government of India. J. P.Naik, (1997) ‘The Education Commission and After, A. P. H. Publishing corporation, New Delhi 2. National Policy on Education, 1986 (as modified in 1992)Govt. of India. UN Convention On Persons with Disabilities. 2006: Article 24.

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Bansibihari Pandit ( Sept. 1997) Shaikshanik Sanshodhan, Ntan Prakashan, Sadashiv Peth Pune 411030. Bapat B.G. (1998) Shaikshanik Sanshodhan, Nutan Prakashan, Sadashiv Peth Pune 411030. Bhide V.R. ( Jully 1999) Shaikshanik Sanshodhan Paddhati, Nutan Prakashan, Sadashiv Peth Pune 411030. Mulley R.S. & Umathe V.T. (1998) Shaikshanik Sanshodhanachi Multatve, Vidya Books, Aurangabad, Third Edition. Apag Punarvasan Kayade (1992/1995) Apang Udyog Kendra, Pune Second Edition, 26 Jan 2000 Menducha Pakshaghat ( Cerebral Palcy) Rastriya Trust, Ministry of Scoial Justrice, Central Govt. India, New Delhi-110002. Tungar V.N. Apang Udyog Kendra, Apang Warta, Tri Monthaly, Paresh Apartment Pune. Walsangkar Shirish, Neurologist, ‘Purntechya Shodhat C.P. FAMILY DOCTOR Sakal, February 2005.

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AnutaiWagh born on March 17, 1910. She was married at the age of 13 and became a child widow 6 months later. She returned to her parent’s home where she continued her education. After passing the Vernacular Final (VII Std) examination, she took up primary teacher\'s training in Pune. In the final examination, she obtained a first class. She then served as a teacher for 3 years in villages, after which she joined the famous HujurPaga School in Pune. While teaching there, she joined a Night School and passed matric in 1937. Later in 1950, she graduated from the S.N.D.T. Women\'s University. As the eldest in the family & sole earner she had to support and educates her younger brother and sister. Anutai bore the burden of this domestic responsibility with cheer, but as the years went by, she longed to devote herself to social work in a rural area.

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Maharashtra Navnirman (2009). "TarabaiModak: India’s ‘Montessori’ and the country’s first pre-schooling expert". Archived from the original on 27 Sep 2010. Singh, Preschool Education. APH Publishing.p. 7. ISBN 978-81-7648-757-3.Retrieved 17 July 2012. R.P. Shukla (1 January 2004). Early Childhood Care and Education.Sarup&Sons.p. 106. ISBN 978-81-7625-474-8.Retrieved 16 July 2012. Padma Awards" (PDF).Ministry of Home Affairs, Government of India. 2015. Retrieved July 21, 2015.

UNESCO believes that information and communications technology (ICT) has great potential to facilitate knowledge dissemination, improve learning and assist the development of more efficient education services especially for Visually imparted students (UNESCO, 2013). ICT can extend educational opportunities to marginalized groups; increase education quality; and reduce inequalities based on gender, class, race, age, and disabilities. Today, large population is using mobile for communication. Now a day, many researchers point out that mobile learning is an integral part of educational process and best gadgets for current scenario. In the age of ICT, we must commit that ever one gets education without any hurdles, we as part of educational system to devote for inclusion of education (Fraser, &Maguvhe, 2008). The widespread diffusion of mobile technologies offers an opportunity to develop policies aimed at participation and social inclusion. Thus, mobile devices are rapidly becoming the key to making information "universally accessible" (Wellman, 2007).The research is based on Bloom’s Mastery Learning Theory, as this theory advocates that any individual who desires to learn can learn and have mastery on learning if learning conditions are modified per individual needs of student (Bloom, 2000). However, mobile learning can contribute to the global commitment to provide quality education for children, youth and adults specially students with disabilities i.e. visually impaired. M-learning has been championed as “a personal, unobtrusive, spontaneous, ‘anytime, anywhere’ way to learn and to access educational tools and material that enlarges access to education for all” (Kukulska-Hulme&Traxler, 2005). A person is defined as visually impaired who has no vision or greatly reduced vision or partial vision and cannot perform their work without assistance of sighted person or assistive technology as the sighted person can do.

In tis paper, we focus on interaction of visually impaired users with educational content delivered via mobile devices, posing a special attention to touch screen technology. The paper is organized in 2 sections. In the primary section, we are discussing about learning for especially visually impaired. And other section we have been discussed about our cases. As a case study, we work on some persons, who has no vision but with help of mobile and other supplementary, they can perform their duties. Today some of them are using this gadget for their profession and earn desirable amount for their life. Peoples with visual disabilities will benefit from the significant social, cultural, and economic benefits of assistive technologyif the information and services are designed appropriately.

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Benjamin Bloom (2000) Prospects: The quarterly review of comparative education. Paris. 9 Fraser, J. W &Maguvhe, O. M. (2008) Teaching life sciences to blind and visually impaired learners.Journal of Biology Education.42-2. 84-89 Kukulska-Hulme, A., &Traxler, J. (2005).Mobile learning in developing countries. Vancouver: Commonwealth of Learning. Retrievedfromhttp://www.col.org/resources/publications/trainingresources/knowledge/Pages/mobileLea rning.aspx World Health Organization, (1997).Global initiative for the elimination of avoidable blindness: An informal consultation. Geneva: WHO; Wellman, S. (2007). Google lays out its mobile user experience strategy (11 April). Retrieved from http://www.informationweek.com/blog/main/archives/2007/04/google_lays_out.html

Inclusive education is key component for developing inclusive society. For mainstreaming the weaker sections of society, we have Right to Education Act 2009 which ensures free and compulsory education to all children irrespective of their region, class, caste, religion etc. But still there are many sections of the society that need attention urgently of them are tribes. The present small scale study focuses on the issues of language problems faced by Pawara tribal students. Good inclusive education is that which respects and accepts diversity. Language barrier is a big challenge for adopting inclusive education in India. The present research paper throws light on the problem faced by Pawara tribal students due to language barriers. They are inside school and still excluded.

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Behera, Smriti. (2015).Communication barriers faced by tribal students in tertiary education. National Institute of Technology, Rourkela, Odisha. Gupta N.K. (2006). Constraints in Education of the Children belonging to Scheduled Tribes: Issues and Challenges. Journal of Indian Education, 32 (2). Pradhan P. & Pattnayak J. (2012). Challenges in Education of Schedule Caste and Schedule Tribe Children: Case Study of an Ashram School. The Raven Shaw Journal of EducationalStudies, 1. Rajput, K.(2015). A sociological study of Pawara tribes as an unrecognized tribes. International Journal of Social and scientific research. Vol. 01, Issue 2. Rao, V.S. (2009). Lack of Community Participation in the Sarva Sikshya Abhiyan: A Case Study. Economic and Political Weekly, Issue Feb 21, 2009. Sahu, Kabita. (2014).Challenging issues of tribal education in India. Journal of economics and finance. Vol. 3 Issue 2. Singh, J. (2016). Inclusive education in India – concept, need and challenges. Scholarly research journal for humanity science and English language. Vol.3 / 13.

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Bordoloi, Ritimoni (2011). Challenges in Elementary Education in India: Various Approaches.Journal of Education and Practice.Vol2, No. 7, ISSN 2222-288X (Online) accessed at http://www.iiste.org/journala/index.php/JEP/article/view/561/450 Dr. J. D. Singh (2013). Education for All in India : The Major Issues, Challenges and Possible Enablers. EducationiaConfab.Vol 2, No. 4 ISSN2320-009X accessed at http://www.researchgate.net/publication/ Dr. Prakash Chandra Jena (2013) Education for All in India: More Opportunities and Many Challenges Eucationia Confab.Vol 2, N0.4 ISSN 2320-009X accessed at http://www.researchgate.net/publication/ http://en.wikipedia.org/wiki/Education-in-India http://mhrd.gov.in/rte http://www.educationforallinindia.com/ssa.htm Jhingran, Dhir (2005). Learning challenge in Primary Education, New Delhi:APH

Inclusion, the process of allowing all children the opportunity to fully participate in regular education classroom activities regardless of disability, race, or other characteristics is often fought in public schools. Inclusion is most commonly associated to the field of special education in United States. It involves providing a variety of activities and experiences so that all students can participate and be successful in the regular education classroom of their neighborhood school. Most educators use the terms mainstreaming or integration to refer to the placement of students with diverse characteristics into a shared educational setting. The term inclusion became widespread in the 1990’s and is often used in place of mainstreaming or integration. Inclusion is a more comprehensive term and emphasizes the addition of specially designed activities that engage all the students collectively.This paper highlights on concept of Inclusion, characteristics of inclusion, importance, barriers of inclusion, and effective measures to implement inclusion in education system. Thus, the overall paper presents the essentiality of implementing the inclusion in system of education and minimizing diversity needs of learner.

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Alur, M (2002). Special needs policy in India. S Hegarty and M. Alur (Eds), Education and children with special needs (pp 51-66).New Delhi Sage publication. Puri M & George A. (2004).Handbook of Inclusive education.New Delhi Sage publication. Schulz J. B. & carpenter C Dale (1995). Mainstreaming exceptional students.A guide for Classroom teachers. A Simon and Schuster company Needham Heights. Sharma Y., Sharma M. (2014) Inclusive Education special Educational Needs (SEN) of Learners.New Delhi Kanishka publishers, Distributors. Ramaswamy, B. (2013). Planning and mangement of special and inclusive education.New Delhi Kanishka Publication. Kaur, R. (2013). Special and Inclusive School Education, Development and promotion.New Delhi Kanishka Publications. Reddy G., Raman R. &Krushna A. (2000).Education of children with special needs. New Delhi, Discovery House. Chadha A. (2003). Perspectives in special needs education in India: A journey from Isolation to Inclusion. Janshala. 6,1

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Pahuja N.P. (1995), Teaching of English,AnmolPublication Pune Pandit, Kute, Suryavanshi, (2007),Communicative Language Teaching in English,NityaNutanPrakashan Pune Singaravelu – (2007),Teaching technique in English – Neelkamal Publication, Pune Wang Shuqin, (2004), How can I Help the Students Improve their Speaking Ability in the Speaking and Listening Part in the Class of Integrated Skills of English, Experimental Centre for Educational Action Research in Foreign Languages Teaching, Guyuan Teachers College, Guyuan, 756000, Ningxia Province, P.R. China, Retrieved from http://www.actionresearch.net/living/moira/wangshuqin.htm in Jan 2017

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http://dictionary.cambridge.org/dictionary/english/inclusion http://www.nos.org/media/documents/SecSocSciCour/English/Lesson-16.pdf https://en.wikipedia.org/wiki/Fundamental_rights_in_India

Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof.It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area and seeks to maximize the potential of all students.It is one of the most effective ways in which to promote an inclusive and tolerant society. It is known that 73 million children of primary school age were out of school in 2010, down from a high of over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO Institute for Statistics (UIS). About Eighty percent of Indian population lives in rural areas without provision for special schools. It means, there are an estimated 8 million children out of school in India (MHRD 2009 statistics), many of whom are marginalised by dimensions such as poverty, gender, disability, and caste. Today, What is Inclusive Education?, what are the challenges for achieving the goal of inclusive education? What are thepolicies concerning education of children with disabilities?What are the problems of Inclusive Education in India? What are the suggestions to overcome the problems? Keeping in view these questions, this article discusses in detail the concept of inclusive education, including importance, challenges,problems and constraints  to implement inclusive education in India.

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http:// www.education.nic.in/inclusive .aspQzadand MadhaviR.L.,”Developmental Challenges of special groups and technological determinism.University News Vol.4 ,8 /10/10 yadava,Shalini,Inclusive Education : Challenges and Prospects In India ,Educationia Confab/Vol.2 ,No.4,April 2013 Singh,Yashpal, AgrawalAnju ,Proceeding of the 3rd Global Summit on Education GSE 2015,Kuala Lumpur,Malaysia,March 9-10,2015 Sharma,Umesh,Das,Ajay,Inclusive Education In India Past,Present & Future,SFL nasen/2015 Joshi,Kadam,Jadhav(2011)VisheshShikshan,Vidya Prakashan,Nagpur00

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Baumgartner, J.N., Burns, J.K, (2013). Measuring social inclusion – a key outcome in global mental health.International journal of Epidemiology. 10.1093/ije/dyt224 Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS.and SIMPLIS. Mahhaw, NJ: Lawrence Erlbaum Associates, p. 4 Chan Rico (2007).Integration of Haptic & Audio Interaction Design [HAID] to Evoke the Stimulation of Visual Connection for Visually Impaired People in a Museum Environment. Retrievedfrom-http://www.sd.polyu.edu.hk/web/Postgraduate//ResearchStudents Cobigo, V., Ouellette-Kuntz, H., Lysaght, R., Martin, L. (2012). Shifting our Conceptualization of Social Inclusion. Stigma Research and Action, Vol 2, No 2, 75–84. DOI 10.5463/SRA.v1i1.10 Community Care (2010).Proven Practice 22 July 2010: including children with disabilities. Retrieved from - http://www.communitycare.co.uk/Articles/16/07/2010/114918/proven-practice-including-children-with-disabilities.htm Garger, John (2011). Latent Constructs in Social Science Research. Retrieved from – https://johngarger.com/articles/methodology/latent-constructs-in-social-science-research Halprin D.,(1999).Democracy, inclusive schooling and the politics of education. International Journal of Inclusive Education .Volume 3, Issue 3 P.225-238 Harlow, Harry F. (1949).The formation of learning sets. Psychological Review, Vol. 56(1), Jan, 51-65. Retrieved from - http://psycnet.apa.org/journals/rev/56/1/51/ Hilary Silver (2007). The Process of Social Exclusion: The Dynamics of an Evolving Concept. SSRN.Retrievedfrom:http://ssrn.com/abstract=1087789or http://dx.doi.org/10.2139/ssrn.1087789 Huxley, P., Evans, S., Madge, S., Webber, M., Burchardt, T., McDaid, D., & Knapp, M. (2012). Development of a social inclusion index to capture subjective and objective life domains (Phase II): Psychometric development study. Health Technology Assessment, 16(1), 1366-5278.

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Ahsan M. Tariq, et al.,( 2012) .Exploring PreService Teachers‘ Perceived Teaching-Efficacy, Attitudes and Concerns About Inclusive Education in Bangladesh, International Journal Of Whole Schooling. AndrejaIstenic STARCIC, (2010), Educational Technology for the Inclusive Classroom. TOJET: The Turkish Online Journal of Educational Technology – July 2010, volume 9 Issue 3 BanargiRuma, MehendaleArchana, MangulaNanjundaiah (2011), Editors), ?Understanding Inclusive Practices in Schools, Examples of Schools from India.published by Seva in Action, Belcher, Rebecca Newcom,(1995), Opinions of Inclusive Education: A Survey of New Mexico Teachers and Administrators. ERIC, ED381321 Dakar Framework for Action (UNESCO 2000), Education for All, DeshpandeMadhuri (2010), Case Study On AnkurVidyamandir, Pune - An Inclusive School. Loreman T, Deppeler J, Harway D. Inclusive Education-a Practical Guide to Support Diversity in the Classroom Soni, R.B.L (2003) ?Perceptions of parents, teachers and students about education of disabled children? Department of Elementary Education, NCERT, New Delhi

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Samual T. Gladding, Counselling, (2009), Pearson Education, page no 400)

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Teaching of Science (2005).Sood J.K., VinodPustakMandir –Agra – 2. Modern Science teaching (2002).R.C.Sharma, Shukla, Dhanpatrai Publishing company. Teaching of Mathematics (2001).S.D.Khanna, V.R.Saxena, T.P.Lamba, V.MurthyDoaba house publisher, Delhi. Teaching of modern Mathematics (2001).S.M.Aggarwal, Dhanpatrai publishing co.New Delhi. American association for the advancement of Science (1993).Benchmark for Science Literacy, New York Oxford University Press. Nagel fornest (1961) The structure of Science London, Routledge and Hegan Paul. Kartwohl, David P.(1964) Taxonomy of educational objectives. Handbook II : Affective Doman New York : David Mckay company, Inc. Honery, R.E.(1964) The development of scientific attitude. The Science teacher 31.33-35.

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As a teacherswe do witness the fact that many of the school going children suffer from learning difficulties.In many developing & developed countries , such children remain hidden as a result of the stigmatizing attitude and negative value dispositions of the community members. As a teacher we know including all children in education system is the major challenge facing educational systems in India and around the world, in both developing and developed countries. On research evidence and ideas from a range of international literature, this paper argues thatelement in gearing education systems towards inclusive values and importance of basic elements bringing about sustainable change.

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Dr.UshaRao(2012), INCLUSIVE EDUCATION. Mumbai, Himalaya Publishing House. Khatal D., (2017), School & Inclusive School, Shree Prakashan, Pune

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Kulkarni.Bhintade.[2006]. English – Third Language. Kolhapur: Phadke Publication. Morey L.S. [2008] Methods and Techniques of English Teaching. Nagpur: Manohar Pimplapure and Co. Publisher Lado Robert [1967] Language Testing. London: Longman , Green & Co. LTD. ELTAI[2010] The Journal of Language Teaching in India . Chennai: Vol: 48/1 Jan. Feb. ELTAI[2010] The Journal of Language Teaching in India . Chennai: Vol: 49/2 March- April

Keywords: Social Exclusion, Caste system, Development, Caste based exclusion, Indian society, backward castes.

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Ambedkar, B R (1987; 1936), “Annihilation of Caste”, in Vasant Moon (ed.), Dr. BabasahebAmbedkar: Writings and Speeches, Vol. 1, Education Department, Banerjee, B. and J. B. Knight (1985), “Caste Discrimination in the Indian Urban Labour”. Deshi AK, Singh H 'Education, Labour Market Distortions and Relative Earning of Different Religious-Caste Categories in India'

Keywords: teaching learning strategies, Act it out, reports, Jigsaw, Take a stand, PWIM, 5W, Semantic gradient, Semantic map 

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https://social.un.org/coopsyear/documents/SaxenaINCLUSIVEDEVELOPMENTTHROUGHINFORMATIONCOMMUNICATIONTECHNOLOGY https://www.discretesearch.com/search?eq=IrxiiHovsSlb2vYqzp6%2BWGjDxDlTiV005V5YxZu0Tf3Mi0iOO6%2FcqGWX46CcWZQV http://unctad.org/meetings/en/SessionalDocuments/ecn162014d3_en.pdf http://www.learnnc.org/lp/editions/every-learner/6776 http://mavoigt.weebly.com/semantic-maps.html www.ncte.org/cee/positions/diverselearnersinee https://prezi.com/z9skef9zswjh/benefits-of-culturally-linguistically-diverse-classrooms/

Keywords: Dynamic society, Social change, Inclusive education.

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kayaMdopaTIla(2010)]dyaaonmauKBaartIyasamaajaatIlaiSaxaNa- SaOxaiNakt%va&anacaOtnyapiblakoSansanaaiSak kuMDlaoma.baa(2003),SaOxaiNakt%va&anavaSaOxaiNaksamaajaSaas~,EaIivadyaap`kaSanapuNao Madankar R R(2007) Inclusive Education – A hope for children with special needs, Edutracksvol 6 -9 Mehta, Arun C, (1998) Education for all in India – Enrolementprojections,New Delhi, Vikas Publication House.

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Keywords: Inclusive education, policies of inclusive education,  challenges and innovative practices.

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Govt. of India.,“Draft of Inclusive Education Scheme”, MHRD, 2003. NCERT., “Position Paper National Focus Group on Educational of Children with Special Needs”, New Delhi,2006. Rao, I. (2003)., “Inclusive Education in the Indian Context”, NCERT, 16-17 September, New Delhi. SSA., “Education of Children with Special Needs in SSA Confluence Concept and Meaning of Inclusion”, Vol.(1) New Delhi, (2006) Tyagi, K.Ed., “Elementary Education”, APH Publishing Corporation, New Delhi, (2013).

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www.studentsorg.co www.google.com Best J.W. and Khan J R. (2008), Research in Education, Printice Hall of India Pvt. Ltd, New Delhi

Keywords:- Inclusion. Inclusive Education, constitutional provision, and Sarva Siksha Abhiya Etc

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Handbook on Inclusive Education (2006): DEP-SSA, IGNOU New Delhi .Jha, M.M. (2002), School without walls, Inclusive education for all National Policy for Persons with Disabilities, Ministry of Social Justice and Empowerment, Govt. of India, 2006 Bhattacharya, T (2010). Re-examining Issues of Inclusion in Education, Economic & Political Weekly XLV(16) Bindal, S. & Sharma, S. (2010). Inclusive Education in Indian Context, Journal of Indian Education. XXXV(4):34-44

Inclusive education is pairing of philosophy and pedagogical practices that allow each student to feel respected, confident and safe so he or she can learn and develop to his or her potential. It is based on system of values and beliefs centered on the best interests of the student, which promotes social cohesion, belonging, and active participation in learning, a complete school experience, and positive interactions with peers and others in the school community. The number of difficulties came forward on the account of spreading education among the children. There are lots of students who suffers due to different reason and are not able to continue their education or even not able to start their education. If the reasons are categorized, it finds as working children, children in tribal areas, street children, children of migrant labors, children with HIV/AID and under chronic illness, girls living in difficult circumstances, and children with disabilities. In view of the above, the present paper emphasized on “accessing inclusive education for the children with disabilities (CWDs) in General Schools‟ and the policies and the framework designed to access education to CWDs with dignity and self respect.

Keywords: - Inclusive Education, CWDs, Policies, RTE, Schools.

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Ahamad, W. (2012). Barriers of Inclusive for Children with Intellectual Disability.Indian Stream Research Journal, 2(II). Bhattacharya, T (2010). Re-examining Issues of Inclusion in Education, Economic & Political Weekly XLV (16) Bindal, S. & Sharma, S. (2010). Inclusive Education in Indian Context, Journal of Indian Education. XXXV (4):34-44 Julka, A. (ED) (2007). Meeting Special Needs in School – A Manual, New Delhi : NCERT Kauts, A. & Bhardwaj, P. (2012). Inclusive Education: Concerns and Policy Perspectives, University News 50(02) : 7 – 13.

Inclusion is the topic of debate now a day. To understand the meaning of inclusion, the kind of society should be of great importance. Nature of society provides us what is the need and significance of inclusion, mainly social inclusion.  Social inclusion is understood as a process by which efforts are made to ensure equal opportunities for all, regardless of their background, so that they can achieve their full potential in life. It is a multi-dimensional process. Its objective is to create conditions which enable active participation of every member of the society in all aspects of life, including civic, social, economic, and political activities, as well as participation in decision making processes. How can this be possible? How can we make all individuals in society be active in all activities? What strategies we have to adopt? How the government able to do this? All these questions must be introspecting by everyone in a society. The role of every individual is worth a lot for the society. Nobody is isolated, and nobody can live as isolated. This paper deals with elements that are inevitable to create an inclusive society, steps to promote inclusion and areas where to be focused upon.

Keywords: Inclusion, social inclusion, society, government

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Gender Equality Action Plan (2007-2009). Making faster progress to gender equality. http://www.un.org/esa/socdev/egms/docs/2009/Ghana/inclusive-society.pdf Goran Therborn (2007). Creating an Inclusive Society: Practical Strategies to Promote Social Integration http://www.un.org/esa/socdev/egms/docs/2009/Ghana/inclusive-society.pdf, (accessed 22.08.2015)

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www.wikipedia.com http://www.worldbank.org/en/topic/socialdevelopment/brief/social-inclusion https://aifs.gov.au/cfca/publications/social-inclusion-family-support-sector/conclusion

Keywords: Differently able, special schools, NGOs, Good governance practices and Organizational climate   

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Ahamad, W.(2012).Barriers of Inclusive for Children with Intellectual Disability, Indian Stream Research Journal, 2(II). Awadhesh, K.S. (2006). Rights of the Disabled. Perspective, Legal protection and issues: Delhi: Serials Publications, Bart and Mcqueen(2013)Why women make better director, International Journal business governance and ethics,Vol.8 No. Basavraja, M.G. (2007). Economic welfare measures for persons with disabilities, New Delhi: serials publication.

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Clifford. T. Morgan, Richard A. King (1993) Introduction to Psychology Seventh Edition .Tata Mc Grand Hill education private limited: New Delhi. S. K. Mangal (2012) Advanced educational Psychology PHI Learning Private Limited : New Delhi . A.V.Nayak, V.K.Rao.(2012) Educational Psychology. APH Publishing corporation :New Delhi. ShamshadHussain (2007) Understanding Human Behaviour. H p Bhargava Book House:Arga. K. C. Panda(2011) Education of Exceptional Children. Vikas publication house PVT Limited. Department of Education (2003). Inclusive Education Scheme (Draft). New Delhi: MHRD, GOI

Keywords:  Grounded Theory, Inclusive Education, The Process in Grounded Theory,Features of Grounded Theory Research Design

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Aronowitz, S. and Giroux, H.A. (1985). Education under siege: The conservative, liberal and radical debate over schooling. South Hadley, MA:Bergin& Garvey Publishers Barber, B. (1992). An aristocracy of everyone: The politics of education and the future of America. New York: Ballantine. Cooper, H.M. & Good, T.L. (1983). Pygmalion grows up: Studies in the expectation communication process. New York: Longman. Dahl, R. A. (1989).Democracy and its critics. New Haven: Yale U. Press,

Baskin, C. (2003). Structural Social Work as seen from an Aboriginal Perspective. Canadian Scholar’s Press. Ferguson, I.; Lavalette, M. and Whitmore, E. (2005). Globalization, Global Justice and Social Work. London and New York: George, P. and Moffat, K. (2007). Redefining Social Work Standards in the Context of Globalization: Lessons from India. International Social Work.

Keywords: Innovative teaching-learning, Inclusive Classroom.

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Bender, W. N. (2002) Differentiating instruction for students with learning disabilities: Best practices for general and special educators. Thousand Oaks, CA: Corwin Press. Best J.W. (2006) Research in Education. (9th Edition)Ê New Delhi: Prentice Hall of India Pvt. Ltd. Kagan, S. (1994) Cooperative learning. San Clemente, CA: Kagan. National Education Policy 2016 NCERT (2005) National curriculum framework Putnam, J. W. (1998)The process of cooperative learning. In J. W. Putnam (Ed.), Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom (pp. 17-47) Baltimore: Paul H. Brookes.

Keywords: Inclusive Education,Children with special needs, Disabilities, Inclusion, measures, interventions

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Census of India (2011).Government of India.Retrieved from http://censusindia.gov.in/ Chatterjee, G. (2003). The global movement for inclusive education.Retrieved January, 2016, from http://www.indiatogether.org/2003/apr/edu-inclusive.htm Das, A. K., Kuyini A. B., & Desai I. P. (2013). Inclusive Education in India: Are the Teachers Prepared? International Journal of Special Education.28 (1). Giffard-Lindsay, K. (2007). Inclusive Education in India: Interpretation, Implementation and Issues. Sussex: The Consortium for Educational Access, Transitions and Equity (CREATE) Available Online at http://www.create-rpc.org/pdf_documents/PTA15.pdf

Keywords: Religious Inclusiveness, Linguistic minorities, Social harmonyNovel Paradigms.

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Deshpande, Ashwini 2011.“The Grammar of Caste: Economic discrimination in contemporary India”, Oxford University Press, New Delhi. Imam, M. (1972).Minorities and the Law. Bombay: N. M. Tripathi Private Ltd. Kumar, A. (1985). Cultural and Educational Rights of the Minorities Under Indian Constitution. New Delhi: Deep and Deep Publications. Mahajan, G. (2000). Linguistic Heritage of India and Asia (pp.121,122). Mysore: CIIL Printing Press. Mahapatra,

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Ainscow, M. (2005) From Special Education to Effective Schools for All, Keynote presentation at the Inclusive and Supportive Education Congress 2005, University of Strathclyde, Glasgow peaceful and sustainable development of humanity Alur, M. (2002) Introduction, in Hegarty, S &Alur M (eds) (2002) Education and Children with Special Needs: from Segregation to Inclusion, New Delhi: Sage Publications

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Dewey, J. (1939). Freedom and culture. New York: G. P. Putnam’s Sons. http://disability-studies.leeds.ac.uk/files/library/CSIE-inclusive-ed.pdf http://www.unesco.org/new/en/indigenous-peoples/social-inclusion-and-social-change/ http://www.education-inquiry.net/index.php/edui/article/view/27311 https://capacitybuildingnetwork.org/article6/ http://www.un.org/esa/socdev/egms/docs/2009/Ghana/inclusive-society.pdf https://www.cdli.ca/resources/sdm/DocumentSection/SDMChapter8.pdf http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Making-Inclusive-Education-Work.aspx

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http://www.thinkinclusive.us/biggest-barriers-to-inclusive-education/ Barriers to implementing inclusion practices Sara Ann; SposaroJulie ;MaraLensink, (1998) http://www.specialeducationguide.com/pre-k-12/inclusion/the-general-ed-teachers-guide-to-the-inclusive-classroom/ http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Making-Inclusive-Education-W http://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/

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Make and Break’ model (Neil Mac Kay: ‘Removing Dyslexia as a Barrier to Achievement’ ISBN 190384203/4). Singh Anita, (April 2016) Effectiveness of Inclusive education in Chattisgarh, SiyalReetika (January 2015), Civil society and inclusive governance. Mina Kalitha (Dec, 2013)A study of the inclusive education programme for disabled children under sarvashikshaAbhijan mission in Assam

Keywords :- Creativity, De Bono, Techniques, The six thinking hats, The concept fan, Provocation,  Movement,  SettingUp Provocations.

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Bono, E. d. (1992). "Serious Creativity". New York: HarperCollins Publishers. Kumari, S. (2014). "Effectiveness of six thinking hats strategy on the development of parralel thinking, lateral thinking and general creativity in high school students". Kurukshetra: Ph.D. thesis, Department of Education, Kurukshetra University. Pal, R. (1986). "Manual for a new test of Creativity". Agra: Agra Psychological Research Cell. Passi, B. (1988-92). Creativity and Innovations. Fifth survey of the educational Research, Volume-1, Pg-170-215.

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Bates, A.W. (2005) Technology, e-Learning and Distance Education London/New York: RoutledgeFalmer John W, Best (2013) “ Research and Education” Prentice Hall of India Pvt. Ltd. www.library.up.ac.za/digi/docs/masalela_paper.pdf www.csu.edu.au/courses/master-of-inclusive-education www.csu.edu.au/courses/graduate-diploma-of-inclusive-education

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http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/making-inclusion-a-reality/ http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/common-misconceptions-about-inclusive-education/ http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/

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http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/making-inclusion-a-reality/ http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/common-misconceptions-about-inclusive-education/ http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/

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http://missallisonsclass.blogspot.com http://www.kidstogether.org/inclusion/benefitsofinclusion.htm http://nvpie.org/inclusive.html https://teach.com/inclusive-education/ http://www.specialeducationguide.com/pre-k-12/inclusion/

Keywords: Understated Violence, Social Contexts, Adolescent Girls

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Bjoerkqvist, K., Lagerspetz, K. M. J., &Kaukianen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117-127. Csikszentmihalyi M, Larson R, Prescott S. The ecology of adolescent activity and experience.Journal of Youth and Adolescence. 1977;6:281–294. Dave A. and G. Slinky. 2000. Special Cell for Women and Children: A Research Study on Domestic Violence’, in Domestic Violence in India 2: A Summary Report of Four Record Studies. Washington DC: International Centre for Research on Women and The Centre for Development and Population Activities.

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https://en.m.wikipedia.org/wiki/Pastoral _care https://www.teachermagazine.com.au/article/pastoral-care-a-10-step-action-plan https://www.tsc.nsw.edu.au/tscnews/is-pastoral-care-at-schools-important symbiosisinternationalschool.net/final_site/pastoral-care.htmt

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“Education of Exceptional children” -- K. C. Panda “Education of Handicapped children”-- Janardan Prasad & Ravi Prakash Notes on google.com

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http://www.testsucesskey.com

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A “slow learner” is a term used to describe a student who has the ability to learn necessary academic skills, but at rate and depth below average their peers. In order to grasp new concepts, a slow learner needs more time, more repetition, and often more resources from teachers to be successful. Integration spaced learning in our conventional system of education minimizes the problem of slow learners and also the gifted. The objective of the present study was to develop a programme based on Spaced Learning for Slow Learners and test its effectiveness.  The methodology used for the study is a experimental. In the present study the researcher has selected the Ten students (Slow Learner)of grade IX from SSC board of Anglo Boys High School in Pune city. The researcher has used purposive sampling technique for the current research. The statistical tool used was‘t’ test. The major findings of this study there was a significant difference between the means score of Pre- test and Post- test of experimental group. Thus Spaced learning program was effective for slow learner students in bringing about learning of the chapter: Life Around You. (The research hypothesis is accepted)

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Best J. and Khan J. (2005) Research in Education; Prentice-Hall of Publication. LokeshKaul (2005),Methodology of Educational Research; Vikas Publishing House; third edition. http://www.jstor.org/stable/1421733 http://www.work-learning.com/catalog http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196912_ingle.pdf http://files.eric.ed.gov/fulltext/ED536925.pdf http://eric.ed.gov/?q=review+of+spaced+learning&id=EJ937893 http://eric.ed.gov/?q=review+of+spaced+learning&id=EJ999814 http://makingminds.net/2014/10/neuroscience-education-trials-announced

(a) Objectives:-

1) To identify the existing support systems for disabled students in Inclusive Education.

2) To assess present situation of support systems in different school.

3) To enlist the different Problems and Constraints with respect to support systems.

(b) Rationale:- Research shows that when a children with and without disabilities attends classes together and teach them together, positive academic and social outcomes occur for all the children involved. We also know that children with and without disabilities simply placing together and teach them together does not produce any positive outcomes. Inclusive education occurs when there is planning, good support and commitment. Out of these, support systems is very important component. Researcher is interested to enlist different support systems required for success of inclusive education. Researcher is also interested in assess the present status of these support systems and find out different problems and constraints in inclusive education  .

(c) Methodology:- Researcher used survey method for study.

Tool for collection of Information:- Questionnaire and Interview for Headmaster.

Population:- Aided Marathi medium Secondary schools in Pune city.

Sample selection method:- Random selection method.

Selection of Sample:- 30 Aided Marathi medium Secondary schools.

(d) Findings:- These are some of the important support systems required for success of  Inclusive Education.

 1) Attitudes and Expectations support.

2) Physical environment support.

3) Curriculum support.

4) Personal support.

5) Guidance and Counselling support.

(e) Conclusions of the research:- There is a great need to pay attention in all these support   systems for success of Inclusive education.

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https://en.wikipedia.org/ Allen, K. E.; Schwartz, I. (2000). The Exceptional Child: Inclusion in Early Childhood Education (4 ed.). Delmar Cengage Learning. ISBN 0766802493. Scheyer et al. (1996). The Inclusive Classroom Teacher Created Materials, Inc. The Inclusive Classroom https://researchdirection.org/UploadArticle/123.pdf www.ibe.unesco.org Definition of inclusion, accessed October 11, 2007. Archived 2009-10 Feldman, Robert S. “Understanding Psychology Eighth Edition”, (2008), page 309. Praisner, C. L. (2003), Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, page 69. Cortiella, C. (2009). The State of Learning Disabilities. New York, NY: National Center for Learning Disabilities. http://dictionary.cambridge.org/dictionary/english/challenge www.inclusionbc.org www.businessdictionary.com Umesh Sharma , Chris Forlin , Tim Loreman Impact of training on pre?service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society Vol. 23, Iss. 7, 2008 Kala Parasuram Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India Disability & Society Vol. 21, Iss. 3, 2006

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Inclusive Education For Disabled Children M. Manivannan* Asia Pacific Disability Rehabilitation Journal UNESCO on Inclusive Education

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United Nations Educational, Scientific and Cultural Organization. (2008).Barriers to inclusive education. Retrieved April 6, 2010, from www. unescobkk. org/ education/ appeal/programme-themes/inclusive-education/thematic-issues/barriers-to-inclusive-education/ Armstrong, Derrick (2005), ‘Reinventing “inclusion”: New Labour and the cultural politics of special education’, Oxford Review of Education, vol. 31 (1) Cigman, R (2001), ‘Self-esteem and the confidence to fail’, Journal of Philosophy of Education, vol. 35 (4) Dr. Usha Rao ( 2015) : inclusive Education - Himalaya Publishing House New Delhi. Jaswant Virk, Alka arora and Richa Sharma Sood (2010) Fundamentals of Inclusive Education Twenty first century publications. Dr. Darakshan Andlib Khan( 2016) - Inclusive Education – Thakur Publications Sanjeev and Kumar- Inclusive Education in India Published by CORE Scholar, 2007 The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994. UNESCO and Ministry of Education and Science, Spain 1994. Rao Indumathi, - (2002) Country status on inclusive education/special needs documentation good practices, UNICEF, Regional Office. Mani MNG - (2000) Inclusive education, Ramakrishna Vidyalaya, Coimbatore.

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1)      The journey of Fundamental Right to Elementary Education and Education for All in India started during British Rule (1880) and stops at Right To Education Act 2009.

2)      To provide quality Elementary Education or Fundamental Right and Education for All  the  following constitutional provisions help it for inclusion of every child.

·         Right To Education  Act: 2009

·         Education of Minorities: Article 30

·         Education for Weaker Sections: Article 15, 17, 46

·         Equality of Opportunity in Educational Institutions: Article 29(1)

·         Instruction in Mother -Tongue: Article 26 (1)

As Education play a vital role for making a equitable society, it’s a duty of Teacher community to make inclusion of all the sections for equitable society.

Keywords: Constitutional Provisions, Fundamental Right, Education for All, Right to Education.

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Ganga, R. & Suputhai M., (2007). Children’s Rights As Basic Human Rights. New Delhi: Reference Press. Report: Education for All: The Indian scene (IInd edition), MHRD, Govt. of India, Oct, 1993. Report: EFA Global Monitoring Report, 2007, Regional overview: South 45 and West Asia, UNESCO. Report: Gender and Education for All -THE LEAP TO EQUALITY, in Regional Overview – EFA Global Monitoring Report- 2003-04, UNESCO. Report: Goals and objectives of Education for All in India, MHRD, Annual Report: 1997-98. Mehta, Arun C. Elementary education in India- where do we stand?- state report card, 2005-06, National University of Educational Planning and Administration, India. Mehta, Arun C. “Education For All in India with Focus on Elementary Education: Current Status, Recent Initiatives And Future Prospects” Padmalatha Ravi, “Mid- Day meals: school meals make slow progress”,

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Lani Florian, , Martyn Rouse, The inclusive practice project in Scotland: Teacher education for inclusive education, volume 25, issue 4, may 2009, pages594-601 Ashwini Tiwari, Ajay Das, Manisha Sharmac, Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs, volume 52, November 2015, pages 128-136. Umesh Sharma, Ajay Das, Inclusive education in India: past, present and future, 10.1111/1467-9604.12079 Mitchell, D. and Desai, I. (2005) Diverse socio-cultural contexts for inclusive education in Asia. In D. Mitchell (ed), Contextualizing Inclusive Education: Evaluating Old and New International Paradigms, pp. 166–201. London: Routledge Falmer. Revised syllabus of two year B.Ed. course by Savitribai Phule Pune University.

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NCERT (1998). Sixth All-India Educational Survey. National Council of Educational Research and Training, New Delhi. MHRD (1986). National Policy on Education. Ministry of Human Resource Development, New Delhi. MHRD (1992). National Policy on Education. Ministry of Human Resource Development, New Delhi. UNESCO (1996). Resource Teacher Education Resource Pack: Special Needs in the Classroom. UNESCO, Paris. Booth, T. (2003) ‘Inclusion and exclusion in the city: concepts and contexts' in Potts, P. (ed.), Inclusion in' the City: Selection, schooling and community. London: Routledge/Falmer.

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Salwe B., Khakal D.(2016) - School and Inclusive School, Shree Prakashan Ambedkar B.R. (1987) “The Women and counter Revoluation “ in Dr.Babasaheb ambedkar Writings and speeches,vol.3 Education Department, Govt. Of Maharashtra,Mumbai Jafferlot,christophe (2005) “Dr. Ambedkar and Untouchabillity;Analysing and Fighting caste” permenant black,New Delhi Zelliot ,Elenor (2003) ‘Dr. Ambedkar and the Empowerment of women Unlimited,New Delhi,pp-204-218 AshalataP(2013) ‘ Status ofdalit women in India –Caste and gender based exclusion’ Paper- aindian jurnal of research volume 2. Muthumary J(2011)’ Dalit women in India IDSN briefing paper – Dalit women facing multiple forms of discrimination National Federation of dalit women – Dalit women status in India

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Burkill, B & Eaton, R (2012) Developing Teaching and learning. UK, Cambridge University Press. Dash, N. (2006). Inclusive education: Why does it matter? Edu Tracks, vol. July 2006, p.5-10 Fogarty, R., & Pete, B. (2005). How to differentiate learning: curriculum, instruction, assessment. California: Corwin. A sage company. Kothari, C.R. (2006). Research methodology: Methods and techniques. New Delhi, New Age International (P) Limited, Publishers, Reprint. Kumar, G. and Shankar, A. (2007). Inclusive education: Education for all children with disability – A reality in India. Disabilities and Impairments, vol. 21(1), p. 63-66. Thakur, K. (2014). Differentiated Instruction in the Inclusive Classroom, Research Journal of Educational Sciences. Vol.2 (7), p. 10-14. William, B. (2002). Multiple intelligences: For differentiated learning. California: Corwin. A sage company. Woolfolk, A., Misra, G., & Jha, A. K. (2010). Fundamentals of Educational Psychology. New Delhi: Pearson.

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A.R. Rather - Psychology of learning and Development Discovery publishing House, NewDelhi. Bhatia K.K., TrinathPurohit - Educational Psychology and Technique of Teaching, Kalyani Publishers Ludhiana. Mike Adams and sally Brown – Towards Inclusive Learning in Higher Education, Routledge, 2006 Agarwal J.C. (2001) ‘Teacher and Education in Developing Society” New Delhi, Vikas Publishing House Pvt. Ltd. Best & Kahn (2010) “Research in Education” New Delhi, Prentice Hall Publication. Buch M.B. (2007) “Sixth Survey of Research in Education” NCERT, New Delhi. Gupta M., Sindhu, S. (2007) “Role of Inclusive Education in the Rehabilitation of Persons with Disabilities” University News. Rekha Rani. (2013) “Inclusive Education for Disabled Children in India: A Ray of Hope” Edutracks, Vol. 13 No. 3. Sharma N. S. (2010) “Teacher Education, New Delhi, KS Publishers and Distributors. UNESCO (2009) “Policy Guidelines on Inclusion in Education”. Revised Syllabus for The B.Ed. Two Year Programme Choice Based Credit System Annual Pattern S P Pune University Pune Pattern-2015.

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