Author(s): Minati Rani Mohapatra

Email(s): minatirani@gmail.com

DOI: 10.5958/2321-5828.2018.00119.5   

Address: Mrs. Minati Rani Mohapatra
Assistant Professor in Special Education (Visual Impairment), Department of Disability Studies, Rabindra Bharati University, 56A, B. T. Road, Kolkata – 700 050 West Bengal, India
*Corresponding Author

Published In:   Volume - 9,      Issue - 4,     Year - 2018


ABSTRACT:
Teachers in inclusive classrooms must incorporate a variety of teaching methods in order to best reach students of varying learning abilities. In this process, both disabled and non-disabled children will be benefited within the classroom. Despite the benefits, there still ar e many barriers to the implementation of inclusive education. UNESCO outlined many of them. Attitude of various stake holders towards inclusion is a mater of concern. Adequate funding is a necessity for inclusion and yet it is rare. Schools often lack adequate facilities, qualified and properly-trained teachers and other staff members, educational materials and general support. At the same time a flexible curriculum has major role in inclusion. Sadly, lack of resources is pervasive throughout many educational systems in India. India, having developing country maximum families in the rural India are below the poverty line and facing financial crises, which raises the maximum problems for them to survive. Due the lack of awareness, parents can not able to identify defectives in their children on immediate basis, and later identification increases the struggle of the children. Family disturbances in poor families, poor health services, and other social factors make create barriers even for traditional learners, and these challenges make inclusion all but impossible. Government should take necessary actions for upliftment of these children which reduces exclusion by increasing inclusion.


Cite this article:
Minati Rani Mohapatra. A Study on Challenges for Implementing Inclusion. Res. J. Humanities and Social Sciences. 2018; 9(4): 711-714. doi: 10.5958/2321-5828.2018.00119.5


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DOI: 10.5958/2321-5828 


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