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Additional reading on models of disability

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Additional reading on models of disability

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This is a good read on models of disability and helps to understand how the notions shifted over time.

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What can be barriers and supports to inclusion

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What is the role of early educators in inclusive settings ?

The thumb rule for any Teacher is to impart education without discrimination. Early educators must be trained to adapt to situations of inclusion in their school settings. Training to be an Early educator is one part, but learning to be empathetic towards children with special needs is crucial. He/she should also have a lesson plan that is inclusive, activities that are inclusive.

The Early Educator's role is to understand the class dynamics ,and conduct the class according to the needs of the children.

For ex: A 3 piece puzzle may be easy for some and a little tough for child who has a weak fine motor skill and cognition. Hence a two piece puzzle or a diagram showing the 2 pieces and teaching the child to repeat the activity might help. Also fostering peer learning is important.

The Educator may have expertise, but may lack experience. The Early Educator may not have the knowledge on how to create an inclusive curriculum. Hence training is important .Conversations with parents is also important here, to understand the child

Will there be a shift in their roles?

Yes there will be a shift for sure. The teacher will have to create a responsive learning environment which addresses the need of the special child in the class as well.

A teacher will have to plan a class activity that will be interesting for all the students. The teacher will have to find ways to keep the curriculum flexible and allow children to explore and learn.

Role of a teacher will be to foster peer learning in the classroom without discrimination.

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What will it take to or how can we build inclusive schools?

Building inclusive schools :

An inclusive infrastructure that addresses all the basic needs of children .

Children with disability have the right to education and to express their wish .

Children ,regardless of their social ,emotional and physical conditions have the basic right to education

Fostering diversity is also a part of creating inclusiveness in class

Some invisible disabilities have to be understood in depth

Inclusive curriculum that has activities that can be done by all ,and some activities that can be done by children with special needs to achieve their set goals/milestones.

Collaboration with Parents is also very crucial. Again this collaboration is important because the parent of a child without disability also needs to oriented of being empathetic towards children with special needs and ensuring that their child practices empathy towards his/her peers

Funds to create a responsive infrastructure

Regular hands on training for all teachers

Mentioning about inclusiveness in bold letters in the school brochures and school premises, like notice boards etc. It highlights the school ethos and makes a parent comfortable in approaching the school with ease.

Finally, we can build inclusive schools only if there is a deep concern and passion towards building an inclusive and free thinking society.

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To create safe space

To create awareness among the parents community about how the classroom atmosphere is going to be and to seek their help when ever need. To create a inclusive set up we definitely need parental support.

To have IEP for the children.

To know what kind of early intervention should be given to the children.

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To build an inclusive school all should keep one thing in mind that every children deserve the right of education.

Awareness among parents, teachers and as well the support staffs should have an understating for this inclusive set up.

Flexible curriculum for the children.

Need for them to have the conducive school space which caters to the needs for the children. from infrastructure to having IEP also to have experts in their school to help children.

creating empathy among the students, on how to help their peers when they are in need especially in a inclusive set up.

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What is the role of early educators in inclusive settings ?

The thumb rule for any Teacher is to impart education without discrimination. Early educators must be trained to adapt to situations of inclusion in their school settings. Training to be an Early educator is one part, but learning to be empathetic towards children with special needs is crucial. He/she should also have a lesson plan that is inclusive, activities that are inclusive.

The Early Educator's role is to understand the class dynamics ,and conduct the class according to the needs of the children.

For ex: A 3 piece puzzle may be easy for some and a little tough for child who has a weak fine motor skill and cognition. Hence a two piece puzzle or a diagram showing the 2 pieces and teaching the child to repeat the activity might help. Also fostering peer learning is important.

The Educator may have expertise, but may lack experience. The Early Educator may not have the knowledge on how to create an inclusive curriculum. Hence training is important .Conversations with parents is also important here, to understand the child

Will there be a shift in their roles?

Yes there will be a shift for sure. The teacher will have to create a responsive learning environment which addresses the need of the special child in the class as well.

A teacher will have to plan a class activity that will be interesting for all the students. The teacher will have to find ways to keep the curriculum flexible and allow children to explore and learn.

Role of a teacher will be to foster peer learning in the classroom without discrimination.

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Early Inclusion

What will it take to or how can we build inclusive schools?

Building inclusive schools :

An inclusive infrastructure that addresses all the basic needs of children .

Children with disability have the right to education and to express their wish .

Children ,regardless of their social ,emotional and physical conditions have the basic right to education

Fostering diversity is also a part of creating inclusiveness in class

Some invisible disabilities have to be understood in depth

Inclusive curriculum that has activities that can be done by all ,and some activities that can be done by children with special needs to achieve their set goals/milestones.

Collaboration with Parents is also very crucial. Again this collaboration is important because the parent of a child without disability also needs to oriented of being empathetic towards children with special needs and ensuring that their child practices empathy towards his/her peers

Funds to create a responsive infrastructure

Regular hands on training for all teachers

Mentioning about inclusiveness in bold letters in the school brochures and school premises, like notice boards etc. It highlights the school ethos and makes a parent comfortable in approaching the school with ease.

Finally, we can build inclusive schools only if there is a deep concern and passion towards building an inclusive and free thinking society.

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An inclusive school must have a clear vision and mission in providing an effective learning experience for all children. just by building a team of educators who follows the same vision and mission of the school. considering each child's strength and weakness in designing physical structure of the school and also in planning curriculum.

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The teachers must act as a observers to understand each child's curricular as well as emotional needs . It helps in regulating their emotions in emotional break outs and also helps in providing an effective learning experience. The educators must know the medical background of every children and educate themselves about it before an academics start. teacher must plan differentiated learning approach to meet each child's developmental needs.

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What is the role of early eeducators in inclusive settings?

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What is the role of early eeducators in inclusive settings?

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Early educators play a very important role in fostering an inclusive classroom environment. To achieve this they begin by observing and understanding each child's diverse learning speeds and styles. Based on these observations they plan activities and lessons that cater to their individual needs. They ensure equal opportunities for all the children regardless of their learning capabilities and maintain an unbiased approach. Additionally, they work closely with families to understand each child's specific requirements and collaborate with special education professionals and therapist to enhance their teaching practices.

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Building an inclusive school requires strong leadership and commitment to diversity. The school environment would be one where children of all abilities feel welcomed and respected. It would provide regular training to teachers and staff on inclusive practices. The curriculum will be designed to meet diverse learning needs. The school will ensure that the building and classrooms are easily accessible to children with physical disabilities, like building a ramp, elevator, and accessible restrooms. It would provide special education support for additional assistance.

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we cannot emphasize enough on important role that teachers and educators play in not just lives of students but also in society at large.

The role of early educator in inclusive setting is to create an environment where every child feels welcome and heard. Teachers are often the only link between children with special needs and other children so they must be trained to create a bridge between the students. Not Only children with special needs require teacher's attention but other children in class looks up to the teacher in order to seek connections with their peers.

Teachers and educators must be trained to understand diverse needs of the classroom. In inclusive class, they will need to understand behavioral issues, special assistance required by the students and understanding the trigger points in order to ensure smooth and cohesive classroom procedures .

Teachers in inclusive classroom environment while planning lessons will need to factor in the learning pace of students. They must be able to modify the lessons or even prepare alternate lessons to make sure each and every child is learning despite the differences.

Will there be a shift in their roles?

Yes, there is going to be a significant shift in their roles, teachers will need to adapt the strategies where they can carry on the class with adhering to each child's learning speed and their understanding.

Teachers will now need to get in touch with parents as well from time to time to discuss the progress of the child. Constant dialogue between parents and teachers will not only benefit students but also help build the confidence of parents.

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Building inclusive schools need to overcome certain challenges for examples:

First challenge in today's time is the lack of resources, teachers will need appropriate trainings and they will need to come up with contingency classroom plans, they will need to manage the presence of special need children without compromising on quality.

Teachers will need to collaborate a lot more with parents, school administrations and their fellow teachers to come up with best practices for children, they can debate and support the cause .

Teachers and schools will need to fight the stigma and biggest change comes from within.

Encourage open conversations amongst the students.

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What is the role of the early educators in inclusive settings? Will there be a shift in their roles?

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What is the role of the early educators in inclusive settings? Will there be a shift in their roles?

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Early educators play a crucial role as they are in a position to observe children closely and during a variety of activiites . They are likely to be less biased as the relationship is not biological; also they would be able to observe the child vis a vis other children in the group and hence may be able to find developmental delays / special needs.

The ECE educator should thus be able to demand an environment that addresses the needs of allchildren; should be able to raise a voice for the children; should be able to design the activiites that ensure peer learning- will need to be updated on inclusive strategies and be able to work with the special educator , the parent and the management and develop IEPs

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What will it take to or how can we build inclusive schools?

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What will it take to or how can we build inclusive schools?

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Advocacy to ensure awareness and allocation of budgets

Resources-using CSR of private organsiations - money and expertise-for instance technical knowledge can be used in providing assistive devices

Forming networks among parents and making support groups

After school clubs to promote social integration

Plan for activities where children with special needs can share their skills with others

Strong leadership which is committed to ensuring inclusivity

Support from local community by involving them in school activities-get help by drawing out spirit of volunteerism

Recognise schools which promote inclusivity-ratings

Sensiitse the community through workshops

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How do we and what will it take to set up inclusive schools?

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How do we and what will it take to set up inclusive schools?

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Creating a supporting policy framework, guaranteeing access to essential resources, and fostering an environment of acceptance and respect for diversity are all part of setting up inclusive schools. This entails creating flexible curricula, building accessible infrastructure, and providing professional development to teachers so they can adopt inclusive teaching methods. To guarantee that every kid has an equal chance to achieve, regardless of their skills or background, cooperation between educators, parents, students, and the community is also necessary.

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What is the role of the teachers in an inclusive school?

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What is the role of the teachers in an inclusive school?

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By employing inclusive teaching practices, customising curriculum to meet the unique needs of students, and creating a welcoming and happy classroom environment, teachers play a crucial role in an inclusive school. They are in charge of determining and resolving obstacles to learning, attending to each student's unique requirements, and working with parents, specialists, and other educators to develop individualised lesson plans. In addition, teachers act as role models for their students, encouraging virtues like inclusion, empathy, and respect.

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What may be barriers to setting up inclusive schools?

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What may be barriers to setting up inclusive schools?

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Lack of funds and resources, poor training for teachers in inclusive practices, inflexible curricula, and cultural attitudes that may be resistant to change or fail to welcome diversity can all be obstacles to the establishment of inclusive schools. Significant obstacles can also arise from physically inaccessible infrastructure, inadequate support services, and a lack of knowledge or comprehension of the advantages of inclusion. All parties involved must work together to prioritise inclusion and offer the required resources and support in order to remove these obstacles.

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Role of early educators in inclusive settings. Will there be a shift in the roles?

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Role of early educators in inclusive settings. Will there be a shift in the roles?

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Early educators in inclusive settings play a crucial role by fostering an environment that supports all children's holistic development. From planning yearly activities to daily execution, teachers must consider the needs of every student. Effective planning and adaptability are essential to help each child develop and reach their full potential.

Engagement with parents is an essential component in the ECE setting, and an early educator might need to do more for a special child, as it is a collaborative approach.

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What will it take to or how can we build inclusive schools

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What will it take to or how can we build inclusive schools

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This requires a multi-faceted approach, by establishing a clear vision for inclusivity from the outset, driven by committed leaders who prioritize and model inclusive practices. The choice of pedagogy that will be facilitated in the school, the environment, materials, teacher hiring and regular training and assessment all must fit into the bigger picture of an inclusive school. Ensuring that the physical environment, including classrooms, playgrounds, and other facilities, is accessible to all students, including those with disabilities

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Kaushik S - Role of Early Educator - Inclusive setting, will there be a shift in roles

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Kaushik S - Role of Early Educator - Inclusive setting, will there be a shift in roles

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Role

1. Early identification of need.

2. Identifying mechanisms to create an inclusive setup - physical environment, teaching learning

3. Engagement with class, parents - Social environment - for an inclusive setting - sharing information ( Think, Feel, Do), reiteration and taking support for ensuring quality set up ( from community, parents and specialists as required)

Any shift in roles

They should anyways be doing these activities for other children also as every child will anyways have some differences that need special attention. So not much of a role shift. In very serious cases of developmental delays/challenges - teacher needs to have more expertise in handling such situations and more rigorous engagement with parents and specialists.

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Ritika S- The role of early childhood educators in inclusive settings?

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Ritika S- The role of early childhood educators in inclusive settings?

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-- I believe that early childhood educators in inclusive settings must embrace the philosophical ideals of justice in every aspect of their practice. Their responsibility extends beyond merely understanding the theoretical aspects of these principles; it is essential that they apply them in their everyday classroom interactions. Educators who are committed to justice framework better understand the psycho-social world(s) of the children and families they work with.

-- In his book What is Worth Teaching?, Krishna Kumar (1992) emphasises that children's choices and needs change frequently, highlighting the need for a flexible curriculum. Therefore, the role of the teacher is to know how to practice or shape the existing curriculum while maintaining inclusivity within the context. In such cases, a teacher or practitioner, as a critical pedagogue in the Freirean sense, must be a reflective practitioner. This involves implementing individualised educational practices for children with special needs, providing scaffolding when necessary, and identifying and supporting children from diverse socioeconomic and cultural backgrounds.

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1. Policy implementation and time to review review of the classroom experiences.

2. Engaging educators and parents

in understanding of inclusivity from the lens of empath (SEE Learning can be used as a tool)

3. Fund for teacher training and parent's positive engagement in the learning process of the children

4. Fund for making the classroom child-centric

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Ritika S- Will there be a shift in early childhood educators roles?

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Ritika S- Will there be a shift in early childhood educators roles?

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-- Since there are many kinds of teachers, I believe that whether a shift is required in educators' practices—either in part or as a whole—depends on the nature of teacher's classroom practice and the teacher as an individual. I believe the role of early childhood educators must evolve based on the curriculum, context, and pedagogy. So, yes strengthening theory and practice is always required for teacher professional development.

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Barriers :

1.Resistance among families of children with special needs.

2.Lack of learning materials /equipment for children with special needs.

3.Resistance among therapists.

4.Lack of awareness of the need of the child.

5.Lack of time to communicate with families of children with special needs.

6.Not enough opportunities for children with and without special needs to be together in future placements.

7.Not comfortable with therapists, deep inhibitions/concerns.

8.Concern that inclusion is not cost effective.

Supports:

1. Open to integrate children without any biases.

2. Ready to allocate funds to provide better learning opportunities and good investment on toys and equipment. that will be useful for children with special needs.

3. Full day child care options available and accessible.

4. Clearly defined roles of adults involved in providing special therapies and services.

5. Collaborating with different agencies ,programs and professions.

6. Clear Mission statements that support children with and without disabilities to learn together.

7. Training provided to prepare specialists for inclusion.

8. Transportation is available for children with special needs enrolled in regular child care and preschool programs.

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The first step towards this is the awareness among the different stakeholders that run the school. The empathy and right attitude to include children with disabilities is something that we need to build in people. Once that is set, we need to train the regular teachers on how to handle these children and the different situations.

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Role of Early Educators in inclusive settings - To become more alert and sensitive about the new children who needs extra support in the classroom. Educate the children who don't have disability to accept the other children and don't tease them etc. To plan activities which will include the special children too. Will there be a shift? The shift is mainly in planning and executing the activities. The attitude and the abilities to include special children are also important.

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awareness among staff as well as parents

skills in educators to manage their own biases, creating an inclusive learning environment

something that i have been pondering about:

in order to create an inclusive space, holding 'all' children to same expectations is necessary. however, keeping in mind learning outcomes, if CWSN are struggling to meet the outcomes, do we differentiate in our teaching practices? at what point do we do this and how do we do this?

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1. How can we build welcoming and inclusive setups in early childhood?

As educators - upskill and practice differentiated, data driven instruction, collaborative problem solving, scaffolding and diversification of learning methods and materials

As policymakers - listen to teachers. Help them by giving them more time, money, and necessitating community/parental SUPPORT through actionable with consequences

As administrators - literally just relationship management. EVERYBODY is a stakeholder, especially the child. Work accordingly

As businessfolk - be creative in the services you're offering. Do market research. EMPLOY COUNSELORS, SPECIAL EDUCATORS AND SOCIAL WORKERS.

As citizens - be so loud about the problems in your life that would have been less difficult if you grew up in an environment that demonstrated care, not just acceptance, for all.

2. What are your predictions for the transformation of the role of the early childhood educator as schools progress through the stages of inclusion?

Pre-service training - more modules on ethnographic and developmentally appropriate instruction if funding improves. If not, then same number but with the option to specialize.

In-service training - hopefully, training from mental health and healthcare workers

Infrastructural support - resources, both physical and personnel.

KRAs - shift in expectations regarding children being "left behind"

MEL/surveillance - since KRAs will change, so will evaluations of performance?

Attrition rates - unless funding improves drastically, we're going to lose a lot of teachers to simply the unfair burden of taking care of everything

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Role of early educators in inclusive settings, and additional/shift of roles.

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Role of early educators in inclusive settings, and additional/shift of roles.

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Current Roles:

Differentiated experience: While the learning material in an inclusive setting is ideally same for all, differentiated experience aimed at children with different learning capacities would be a welcome step.

Welcoming experience: Bringing about an atmosphere of respect and acceptance by teaching children about diversity and celebrating differences. This can help children appreciate and understand each other's unique qualities. Additionally, ensuring that the physical environment is safe, accessible, and learning-friendly for all children alike.

S&E skills: Encouraging social behaviour and interactions among children, and teaching them to collaborate, communicate, develop emotional resilience and empathy, and support one another can go a long way.

Possible Roles (Shift):

Technology: Incorporating more tech-based tools that support inclusive learning, such as adaptive learning apps or communication devices for children with speech impairments.

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Role of Early Educators in Inclusive Setting.

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Role of Early Educators in Inclusive Setting.

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Early educators must believe in inclusion to align with the norms and culture of inclusivity in a learning centre. Their beliefs about inclusion will then be reflected in their actions. They can set a culture in and outside class that supports Inclusion through their actions.

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Encourage all of you to submit your responses and comment on each other's responses as well. You could also form groups amongst yourselves to discuss and then put down your responses. If it is a group response please include names of all group members in the response piece even if one of you upload it on behalf of all group members.

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Yes!! As we are discussing constantly ,the term ,"Inclusion" the understanding is getting better. Thank you for that constant push :)

Su

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Attached!

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Final Draft_Index for Inclusion Indicator_ Group 4 Presentation

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Group 3 (Parent/Caregiver Questions) Jhanani, Ketaki, Kirti, Meera, Riti, Sanjana, Suchismita, Sujata

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Group 3 (Parent/Caregiver Questions) Jhanani, Ketaki, Kirti, Meera, Riti, Sanjana, Suchismita, Sujata

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Culture

The school strives to build a culture that respects diversity and varied perspectives.

1. What are the different festivals celebrated in the school?

2. Have you noticed any specific programs or activities that encourage students to appreciate diverse perspectives or backgrounds?

The school has an atmosphere of accessibility and acceptance for all.

3. How comfortable does your child feel in the school environment? Have they ever expressed feeling left out or unsupported for any reason?

4. Are there children with different needs in your child's class? If yes, how does the school support children with different needs?

5. Is your child encouraged to be friends with children with different needs?

6. What is the school's official stance on including children from disadvantaged groups?

7. Have you observed any barriers, such as physical, financial, or communication-related, that prevent children from fully participating in school activities?

Partnerships between parents and staff benefit students in a fair and equitable manner.

8. Is there an SMC? Who is on it? Whose inputs carry the most weightage?

9. Do you feel that your opinions and concerns are valued by the school staff? Do you feel that they actively collaborate with you to support your child’s education?

10. To what extent are parents involved in decision-making regarding behavior management, learning, culture, making sure all students and parents feel welcome, etc.?

11. To what extent does the school encourage you to participate in decision-making in general?

12. Do you feel that there are benefits (re: changes in your child’s learning or behavior) of the school's approach to working with parents?

Policy

Student expectations are set to include non-academic/co-curricular areas.

13. What are the co-curricular activities the school provides keeping the children's interest in mind? What kind of sports activity does the school include? Are all children encouraged to participate in co-curricular activities, regardless of their abilities or interests?

14. How does the school handle children who may not show interest in traditional co-curricular activities? Are there alternative opportunities offered?

15. What all domains of development does this school enable? Have you felt the need to enrol your child in music/art/martial arts/sports classes?

16. What are the metrics by which your child's growth is measured in your child's report cards?

The school strives to minimize discriminatory practices in admissions.

17. When you applied for admission, did the school provide clear information about its admission criteria and process?

18. Do you think this school offers admission for people from all social and economic statuses?

19. Do you think the school encourages enrollment of children with disabilities? Are you aware of the various policies that protect the Rights of people with disabilities? Has the school ever conducted workshops or sensitizing sessions on topics like this?

The school strives to minimize discriminatory practices related to student learning.

21. Do you think the school caters to the needs of all kinds of learners? If so, how?

22. Have the teachers ever discussed individualized learning plans or adaptations for your child? How responsive have they been to your child's specific learning needs?

23. Do you think the teachers and staff are trained to address different learning styles, especially for children needing extra support?

24. How effective is the school's response when a child faces academic or social difficulties? Does the school offer additional support or resources to help?

25. Have you observed any ableist or demeaning name-calling by any staff member?

26. What is the school's stance on bullying? How does management address discrimination? What would you change?

27. Has the school provided guidelines on reporting or responding to discriminatory behaviours/acts? If not, what steps would you recommend?

Practice

The school seeks to remove barriers to learning and participation for all.

28. Does the school provide specialists for children with disability?

29. How will you address the barriers? What kind of initiative will you take to address the barriers?

Communication between stakeholders is open and transparent.

30. How and how often do you receive communication about your child or programs at school from

a. teachers

b. administration

c. other parents

d. assemblies/other events where children perform

31. If you have any doubts or queries, whom do you contact? Can you give an example of one such scenario? How do you feel about it? (If they are not satisfied with the response) How else do they think the school could have managed the situation?

32. How often does the school interact with the parents, like PTM?

33. How often does the teacher/school give you feedback on your child's progress?

34. Are you made aware of your child’s strengths and areas of development? If yes, how do you and the teachers address them?

35. Do you feel informed about school policies or changes that might affect your child, such as curriculum updates or new programs? How are these communicated?

A variety of activities are available so that students can fulfil their potential.

36. Does the child bring any Home Work? What kind of homework do they get?

37. What activities are designed to foster active participation by all students in the class?

38. How was the age-appropriate concept taught in the class? What activities were done?

39. Have you observed whether the school offers a variety of activities that cater to children with different strengths, such as visual, auditory, or kinesthetic learners?

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Please upload your submissions here

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Final Draft_Index for Inclusion Indicator_ Group 4 Presentation

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Group 3 (Parent/Caregiver Questions) Jhanani, Ketaki, Kirti, Meera, Riti, Sanjana, Suchismita, Sujata

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Group 3 (Parent/Caregiver Questions) Jhanani, Ketaki, Kirti, Meera, Riti, Sanjana, Suchismita, Sujata

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Culture

The school strives to build a culture that respects diversity and varied perspectives.

1. What are the different festivals celebrated in the school?

2. Have you noticed any specific programs or activities that encourage students to appreciate diverse perspectives or backgrounds?

The school has an atmosphere of accessibility and acceptance for all.

3. How comfortable does your child feel in the school environment? Have they ever expressed feeling left out or unsupported for any reason?

4. Are there children with different needs in your child's class? If yes, how does the school support children with different needs?

5. Is your child encouraged to be friends with children with different needs?

6. What is the school's official stance on including children from disadvantaged groups?

7. Have you observed any barriers, such as physical, financial, or communication-related, that prevent children from fully participating in school activities?

Partnerships between parents and staff benefit students in a fair and equitable manner.

8. Is there an SMC? Who is on it? Whose inputs carry the most weightage?

9. Do you feel that your opinions and concerns are valued by the school staff? Do you feel that they actively collaborate with you to support your child’s education?

10. To what extent are parents involved in decision-making regarding behavior management, learning, culture, making sure all students and parents feel welcome, etc.?

11. To what extent does the school encourage you to participate in decision-making in general?

12. Do you feel that there are benefits (re: changes in your child’s learning or behavior) of the school's approach to working with parents?

Policy

Student expectations are set to include non-academic/co-curricular areas.

13. What are the co-curricular activities the school provides keeping the children's interest in mind? What kind of sports activity does the school include? Are all children encouraged to participate in co-curricular activities, regardless of their abilities or interests?

14. How does the school handle children who may not show interest in traditional co-curricular activities? Are there alternative opportunities offered?

15. What all domains of development does this school enable? Have you felt the need to enrol your child in music/art/martial arts/sports classes?

16. What are the metrics by which your child's growth is measured in your child's report cards?

The school strives to minimize discriminatory practices in admissions.

17. When you applied for admission, did the school provide clear information about its admission criteria and process?

18. Do you think this school offers admission for people from all social and economic statuses?

19. Do you think the school encourages enrollment of children with disabilities? Are you aware of the various policies that protect the Rights of people with disabilities? Has the school ever conducted workshops or sensitizing sessions on topics like this?

The school strives to minimize discriminatory practices related to student learning.

21. Do you think the school caters to the needs of all kinds of learners? If so, how?

22. Have the teachers ever discussed individualized learning plans or adaptations for your child? How responsive have they been to your child's specific learning needs?

23. Do you think the teachers and staff are trained to address different learning styles, especially for children needing extra support?

24. How effective is the school's response when a child faces academic or social difficulties? Does the school offer additional support or resources to help?

25. Have you observed any ableist or demeaning name-calling by any staff member?

26. What is the school's stance on bullying? How does management address discrimination? What would you change?

27. Has the school provided guidelines on reporting or responding to discriminatory behaviours/acts? If not, what steps would you recommend?

Practice

The school seeks to remove barriers to learning and participation for all.

28. Does the school provide specialists for children with disability?

29. How will you address the barriers? What kind of initiative will you take to address the barriers?

Communication between stakeholders is open and transparent.

30. How and how often do you receive communication about your child or programs at school from

a. teachers

b. administration

c. other parents

d. assemblies/other events where children perform

31. If you have any doubts or queries, whom do you contact? Can you give an example of one such scenario? How do you feel about it? (If they are not satisfied with the response) How else do they think the school could have managed the situation?

32. How often does the school interact with the parents, like PTM?

33. How often does the teacher/school give you feedback on your child's progress?

34. Are you made aware of your child’s strengths and areas of development? If yes, how do you and the teachers address them?

35. Do you feel informed about school policies or changes that might affect your child, such as curriculum updates or new programs? How are these communicated?

A variety of activities are available so that students can fulfil their potential.

36. Does the child bring any Home Work? What kind of homework do they get?

37. What activities are designed to foster active participation by all students in the class?

38. How was the age-appropriate concept taught in the class? What activities were done?

39. Have you observed whether the school offers a variety of activities that cater to children with different strengths, such as visual, auditory, or kinesthetic learners?

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Group 4 ( Nikita, Arun, Kaushik, Ritika) : Index for Inclusion _Questionnaire for School Leadership

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Group 4 ( Nikita, Arun, Kaushik, Ritika) : Index for Inclusion _Questionnaire for School Leadership

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Final Draft_Index for Inclusion Indicator_ Group 4 Presentation

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Inclusion

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UDL case study worksheet by Samarpita,Sujata,Sudeeksha,Madhumita and Sanjana

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UDL case study worksheet by Samarpita,Sujata,Sudeeksha,Madhumita and Sanjana

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UDL case study worksheet - Aditi, Rajitha, Mubashir, Kirti, Kaushik

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UDL case study worksheet - Aditi, Rajitha, Mubashir, Kirti, Kaushik

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Group Members : Sujata, Samarpita, Sanjana, Sudeeksha and Madhumita 

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Group Members : Sujata, Samarpita, Sanjana, Sudeeksha and Madhumita 

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We have tried our best to provide various activities that will help us be more inclusive and flexible with the theme.

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UDL Case Study Worksheet

Chose any topic pertaining to the early years (3-8) and describe the current ways of engagement, representation and action & expression and ideate on changes you can make the lesson more universal in its design. You may use any resources and a good starting point is here: https://udlguidelines.cast.org/

Goals: Shapes

primary Gaol:Percepption & Identification of Shapes

Engagement:

This lesson targets to make children understand the basic shapes and their perceptions, details below

Topics:

Interesting and meaningful activities that the children can perform in the learning process.

How two or more shapes can be used to form new shapes.

The fact that how different things around us take different shapes

What change could foster interest?

Introducing shapes using various senses, such as touch (using shape blocks), sight (visual aids, colourful images), and movement (drawing shapes in the air or on the ground)

Encouraging problem-solving through manipulating of physical objects, which can also encourage kinesthetic learning

Can also be used to teach diversity and teamwork in the classroom by forming shape teams and forming shapes together with the members

Representation

1. using 3D models for children to get a sense of a shape, how they look like and sense of dimensions.

2. using paper shapes to match with their shadow.

3. looking for objects with similar shapes.

4. Using self-corrective shapes puzzles.

What change could enhance how information is provided?

1. children gets an opportunity to explore shapes themselves

Action & Expression

In what ways do learners express what they know?

physically interacting with materials by hand, voice

multiple media such as text, speech, storyboards, design, film, storytelling, dance/movement, (showing/explaining similar objects)

facial expression (small/big), Imitation of characteristics (slide/roll)

(creating shapes as a group, Drawing, clay work)

Engagement

Representation

Action & Expression

What activities or topics about this course capture the learners' interest?

The fact that how different things around us take different shapes

How two or more shapes can be used to form new shapes

Interesting and meaningful activities that the children can perform in the learning process

In what ways is information for this course provided?

Use of images followed by

3D shape

use of multi shapes block

use shapes puzzles.

Using shapes cut-out for identification & past it in books, Shadows

Shapes Using similar objects.

origami shapes, wireframe

In what ways do learners express what they know?

physically interacting with materials by hand, voice

multiple media such as text, speech, storyboards, design, film, storytelling, dance/movement, (showing/explaining similar objects)

facial expression (small/big), Imitation of characteristics (slide/roll)

(creating shapes as a group, Drawing, clay work)

What change could foster interest?

Introducing shapes using various senses, such as touch (using shape blocks), sight (visual aids, colourful images), and movement (drawing shapes in the air or on the ground)

Encouraging problem-solving through manipulating of physical objects, which can also encourage kinesthetic learning

Can also be used to teach diversity and teamwork in the classroom by forming shape teams and forming shapes together with the members

What change could enhance how information is provided?

Shapes exploration by students themselves.

What could allow other ways of action and expression?

Using technology

Access to item (different material)

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UDL  Nikita , Padma.V, Padma.J , Poornima Philip

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UDL  Nikita , Padma.V, Padma.J , Poornima Philip

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We have tried but we are not sure if this is what was asked for.

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Has broadened the knowledge base; has demystified inclusion and special ed to a large extent-the F2F and visits really suplemented the online sessions 

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Has broadened the knowledge base; has demystified inclusion and special ed to a large extent-the F2F and visits really suplemented the online sessions 

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A UDL on Teaching Shapes: Prerna, Vimal, and Murali 

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A UDL on Teaching Shapes: Prerna, Vimal, and Murali 

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Bringing children to know shapes around them, and bringing shapes to pique children's interest. Here's our presentation on the UDL based on our understanding of the concept.

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A UDL on Teaching Shapes: Prerna, Vimal, and Murali

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A UDL on Teaching Shapes: Prerna, Vimal, and Murali

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Here is our presentation on a UDL plan on teaching Shapes based on our understanding of the concept. We welcome any, and as many, suggestions!