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How has your understanding and practice of early inclusion evolved through this course?

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How has your understanding and practice of early inclusion evolved through this course?

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Reflecting on your journey through this course, how have the topics discussed such as - principles of inclusion, models of disability, applying the Index for Inclusion, and Universal Design for Learning (UDL) shaped your understanding and approach to inclusive early childhood education?

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Based on your group's understanding illlustrate a mind map of an inclusive school.

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How to participate:

1. Select any indicator from the the Index for Inclusion by Booth and Ainscow (refer pages 47-49)

2. Create a post with your chosen indicator as the subject. Mention the dimension and the specific section under the dimension where the indicator is placed.

3. Write your interpretation explaining the indicator’s meaning and relevance to disabilities inclusion in Early Childhood Care and Education in India

Each participant should contribute one thoughtful interpretation.

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Kularashmi, Lisa Beypi, Pritika Joseph, Vandhana Venkatesan - Group 4

1. A brief definition (in simple terms) of the model,

The Medical Model looks at Disability as the problem of the child or the person. Disability is caused by health conditions or impairment, and the solution is to ‘fix’ or ‘treat’  the person through doctors and therapy

In a medical model, the disability is a defect or an impairment; a distinction between normal and pathological.

A brief definition:

. Social Model: If something or someone changes the way a society follows its established practices, there is a chance that the society will view them differently. This will have a significant impact on the child's mind and social functioning. It is also likely to affect the child's self-confidence and effort.

Example: A left-handed child
2. Two key features or examples of the model,

Key points :

The individual is the cause.  Focus is on the child’s limitations or diagnosis (for example: speech delay, hearing loss, cerebral palsy). So the goal is mostly the cure of the disability medically or with rehabilitation.

The drawback is that the medical model completely ignores the social-psychological barriers. It is more of a segregation.

Key features:

.Cultural Influence:
Since people have been using their right hand for a long time, this society accepts it as the right way, and they blindly believe in their practices without questioning why a child uses their left hand.

. Social Attitude:

Social attitudes such as looking at left-handed people differently and isolating them can lead to a child who uses their left hand thinking it is a big mistake and feeling broken.
3. One real-life implication or example of the model in the context of early childhood education in India. (You are free to share your personal thoughts or perceptions about disability here)

In India, Families still see Disability as a medical Model. If a child in an Anganwadi centre cannot walk, the first response is to take the child to a hospital or a rehabilitation centre for treatment and therapy rather than focusing on how the school environment can support the child’s learning and participation.

While the medical model is important, the problem with this model is that it often overlooks the child’s ability and the role of the environment in making learning inclusive.

In India, even some of the top international schools that call themselves ‘inclusive’ are only partly so. Instead of having children with disabilities in the main classroom, many schools set up a separate ‘learning centre’ for them. These spaces are often well-equipped and meet the child’s individual needs, but the children are grouped only with peers who also have additional needs. This means the larger classroom is not actually inclusive. From what I’ve seen and heard, this creates a clear divide, children in the main classroom versus children in the ‘learning centre.’ The social model reminds us that real inclusion is when all children learn and play together, and the environment adapts to support everyone, not just a select group.

Real-life implication:

*Teachers should encourage left-handed children in the classroom by not using any kind of imposition methods to force a left-handed child to use his right hand.
*If a child is left-handed, that child should be encouraged because it may be a natural or genetic trait of the child.

Videos:

https://www.youtube.com/watch?v=FolCetXtYG0

https://www.youtube.com/watch?v=IJHTkHZUTrU

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1. Inclusion is a two way thing - efforts must be from both the sides.

2. Acceptance - mindset, sometimes we create barriers of our own, we need to come out of it and explore.

3. The other children must also learn to accept differences.

4. if a child can't come, other children must include them - adults around need to push for this.

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“Ian” tells the story of a young boy with physical disability who longs to play and make friends. Despite his eagerness, he faces exclusion and barriers because of his disability. At one point, an adult carries Ian away, symbolizing how children with special needs are often removed instead of being included. Through simple yet powerful animation, the film highlights themes of empathy, belonging, and the importance of inclusion. It reminds us that every child deserves acceptance and friendship, and that small acts of kindness can make a big difference. Members : Jinal, Reshma, Safoora and Snahy

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Diversity in gender, appearance (one kid wears spects), differences in behaviours( one child is mischievous,one is considerate), mother is seen sympathetic to child, but helpless, we see there is self pity in the main lead, no belongingness; but in the end every child is seen empathetic 

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Diversity in gender, appearance (one kid wears spects), differences in behaviours( one child is mischievous,one is considerate), mother is seen sympathetic to child, but helpless, we see there is self pity in the main lead, no belongingness; but in the end every child is seen empathetic 

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IAN -reflections:

the reason for exclusion could be the inability of the kid on the wheelchair to participate in the play activities

the reason also could be lack of knowledge about the disability by the other children.

the mesh represents the barriers as discrimination; physical limitation and social barriers. the tile shattering related to the emotion trauma. moving the wheel chair showed motivation and the extra try. the other kids coming to the other side ; knowing and seeing through the differently abled, then the barriers breaks and INCLUSION happens

room 5 : vintha,tuba,asha,pallavi and rashmi.

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1. There are two barriers which we could notice :- the physical and attitudinal barrier.

2. Even if the infrastructural barrier is removed, and the child could access the playground, the attitudinal barrier is strong which makes it difficult for the child to have a accessible space.

3. It is needed for us to go the other side of the fence to understand the the issue completely.

we need to understand the persons point of view - understand the lived experiences and need to include them the way they need to be included.

4.even though the child is trying to break the physical barrier which could only possible with breaking the attitudinal barrier and by accepetance.

Inclusion is a mindset and everyone should be acceptable and everyone should be given a place in the table.

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1. Child’s own mental block because of this he is not able to include other children.

2. The environment is not welcoming for him to include and play with other children as there is no place for disabled children.

Neetu, Gaurang, Vandhana, Shanthi, Pritika

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1. Is there a single definition of inclusion that we can arrive at?

No, there isn’t just one definition. But the main idea is clear: All students, no matter their differences, should learn together in regular schools. Everyone gets the support they need to fit in and do well. Inclusion means that schools should change to help every child, whether they have disabilities, come from a poor background, or have different learning needs. The goal is to make sure no one is left out, and all students get the chance to learn and grow together.

2. How does inclusion relate to the right to education?

Inclusion is part of the right to education. This right means every child should have the chance to go to school, no matter what their background is. But going to school isn’t enough. Students must be able to take part in lessons and do well. Inclusion helps make sure every child can join in, feel part of the school, and learn. It’s about removing anything that could stop students from learning and giving everyone an equal chance to succeed. It’s about fairness and making sure all children can do their best.

3. How would you define/describe Inclusive Education?

Inclusive education means making schools a place where all kids, including those with disabilities or facing difficult situations, can learn together. Schools need to change to help each child learn and do well. It’s about making sure the school is a welcoming place for everyone. Inclusive education isn’t just about putting kids in the same classroom, it’s about giving them the right help, support, and resources they need to succeed. Schools need to make sure all kids feel part of the class, no matter their differences.

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Kularashmi, Lisa Beypi, Pritika Joseph, Vandhana

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Kularashmi, Lisa Beypi, Pritika Joseph, Vandhana

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·         Is there a single definition of inclusion that we can arrive at?

There is no single universal definition of Inclusion because it is a dynamic concept. Inclusion can mean different things in different places. But at its heart is making sure every child feels valued, welcomed, accepted and supported. It’s about removing barriers- whether those are physical, social or attitudinal, so that no one is left behind.

*There is no specific general definition for inclusive education. The definition of inclusive education is that it should be tailored to the abilities of children and balance their physical and mental strengths and weaknesses. Thus, an education system that includes the condition of all children and helps them take them to the next level will be considered inclusive education.

·         How does inclusion relate to the right to education?

Education is right for every child. But this right does not mean much if some children are still left behind because of disability, poverty, gender, language, or any other reason. Inclusion makes the right to education real by ensuring that all children not only go to school but also learn and  participate meaningfully

*In ancient times, there were various education systems such as caste-based education system, economic-based education system, and gender-based education system. In some places, such education systems continued even after independence. But the Right to Education for All Act was a major turning point in eliminating various differences like caste, economy, and gender and providing equal education system to all. The Right to Education for All Act plays an important role in giving equal access to an inclusive education system. Despite the diversity of cultures and traditions in our country, everyone has equal rights and duties as per the Constitution of India. Thus, the right to education for all, brought under the Constitution of India, has created equal opportunities for everyone to get education regardless of the culture or tradition of a child.

·         How would you define/describe Inclusive Education

Inclusive education means that children learn together in the same classroom and schools, regardless of their abilities, backgrounds, or challenges. It's about teachers adapting lessons so everyone can understand,  classmates support each other, and schools creating space where children feel they belong.  Inclusion in education means equity, meaning giving each child the right support so they can all reach their full potential. Inclusion makes that possible.

Inclusive education is about every child learning, playing and growing side by side with the support they need to succeed

*Inclusive education is the provision of education that is based on an understanding of the needs and circumstances of children and is not determined by socially constructed factors such as caste, religion, language, ethnicity, culture, or natural or genetic factors such as physical appearance and mental abilities.

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1. The medical model of disability is where disability is treated as a health condition. In this model it is believed that a person's disability needs to be treated before that person could join the society or community. It defines disability in a negative sense and thus it is also called as the personal tragedy model.

2. The two features of the medical model of disability are:

1. Treating disability as a defect or something to be cured or managed. It is viewed as a problem in an individual, akin to a disease that needs to be addressed.

Eg: The child has a hearing impairment, which is considered a child's problem and requires medical treatment, but the school does not provide sign language or any teaching method. The child needs to be normal to get a regular education.

2. Children with disability are grouped in a special school or classroom, while assuming that they are the same and they need separate kinds of curriculum.

E.g.: In many countries, Children with learning disabilities are removed from the regular classroom and enrolled in a special class instead, giving them regular education.

3. One real life example is the non admission of autistic kids in regular schools. Despite education being a right, kids who are on the spectrum find it tough to get into regular schools; this itself hinders their approach to the world. Schools don't try to include or even attempt to include kids who have impairments. Instead of taking this as an opportunity to teach empathy and to teach fellow students to understand how each child is different, kids who are on the spectrum are diverted to special schools. These kids are kept aloof from “normal” kids even in community settings. Kids are stamped as “abnormal”, more inhumanely as “hysteric”. The worst part is kids are put on medications, to make the racing brain sleep, without understanding the seriousness of the usage of drugs at an early age.

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Ian’s journey is not just about overcoming his disability, but about finding acceptance and understanding from those around him. It teaches us that inclusion isn’t just about physical presence, it’s about making people feel valued and loved for who they are.

The movie is a reminder that everyone, regardless of their abilities, deserves respect, dignity, and the chance to be included. It also underscores the importance of support in empowering individuals with disabilities. Ian leaves us with a message of hope, showing that with the right support and belief in oneself, anything is possible.

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·         Is there a single definition of inclusion that we can arrive at?

no ,we cannot arrive at a single definition, inclusion is broad covering various aspects like context, culture, policies, and educational philosophies.

·         How does inclusion relate to the right to education?

RTE deals with right to education for every child, which by inclusion can be done at an easy pace that covers the right to education for every child be it with disabilities or not.

·         How would you define/describe Inclusive Education?

inclusion according to me is about creating learning environments where every child feels they belong, are respected, and can succeed together with their peers. It include concepts like

*equal access and participation

*Respect for diversity

*belonging and acceptance

*supportive practices.

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Vaishnavi, Kapil Parmar, Palavi Patel ,Kanchan, Sakitya,Gayatridevi - Group 5

1. Is there any Single definition of inclusion that we can arrive at?

No, there cannot be any single definition for inclusion. Different policy documents highlights different dimensions on inclusion (Disability, Social disadvantage, diversity, access and participation). this shows inclusion is a dynamic and evolving concept.

2. How does inclusion relate to the right to education?

Inclusion is the heart of RTE. it ensures each child regardless of gender, culture, disability has equal rights to education. Right to education is incomplete without inclusion. Giving only access is not enough, child should feel welcomed, valued and listened.

3. How would you define/ describe Inclusive education?

Inclusive education is when children are given access, chance to participate, listened regardless of their background, disability and socio-economic factors. So, its a school's responsibility to create an learning environment without any barriers for children with or without disabilities. Inclusive education is about making sure that every child, especially those who are most disadvantaged can have equal opportunities to learn in school. It recognises that children face different obstacles whether physical, social, or cultural and tries to tackle them through intentional support.

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Aakriti, Jinal, Pratibha, Tuba, Deepika, Neetu, Shweta

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Aakriti, Jinal, Pratibha, Tuba, Deepika, Neetu, Shweta

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Q1 Is there a single definition of inclusion that we can arrive at?

There cannot be a single definition, as the term inclusion can have various meaning and interpretations. The broadest understanding suggests that inclusion, or inclusive stands for a system that includes all and people from various background, abilities, disabilities, are given equal access to opportunities.

Inclusive as a value or principle signifies ensuring equal opportunities in terms of participation, engagement and achievement to all persons. Here, “all persons” may refer to individuals from different social and economic backgrounds, different gender, ability levels etc.

However, in practice, inclusion has been understood differently in different settings and policy documents. While creating learning environments, the design usually caters to the needs of the masses, and the barriers to learning only emerge with time as certain learners appear to have a disadvantage and cannot learn to the fullest of their potential.

In practice, inclusion has been taken into account as a response to observing different forms of exclusion, and removing those barriers to create more equitable learning environments.

Therefore, we can agree on a broad consensus about the term inclusion, but the details of what all it takes into purview remains subjective.

Q2 How does inclusion relate to the right to education?

The Right To Education (RTE) is about inclusive access to education. Right to Education emphasised education as a fundamental human right and its provision to be free and compulsory for all children from 6-14 years. In principle, inclusion remains a prerequisite for the right to education to be available for all children. This is because all children are different, they have different learning styles, requirements, backgrounds etc. In order for the RTE to be applicable for all children, inclusion is an underlying principle.

RTE has made significant contributions in bringing out of school children into schools. A lot of these out of school children could be un-enrolled because they dropped out due to marginalization, feeling different, their learning needs not met. While RTE does not guarantee quality of learning experiences which are a critical pillar of inclusive education, it still covers inclusive access to education.

Education centres are melting points for all sorts of children to come together and create shared meanings. Right to education, provides every child the right to access education. Education can be fully accessed and grasped when provided with an enabling infrastructure, and emotionally supportive environment.

Therefore, the right to education can be fully realised, when it takes into purview the aspect of inclusion.

Q3 How would you define/describe Inclusive Education?

Inclusive education can be described as a process of ensuring that all children, with abilities and disabilities, with special needs, belonging to diverse socio-economic background, with different learning styles, and pace are made to feel belonged, supported, and their needs met.

Inclusive education is to give every child an equal opportunity to attend school and take part in the learning process.

In short, Inclusive education means making sure that the school environment is welcoming for all children, where all children are valued, feel they belong, and get equal opportunities for

learning and education.

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While there is no single, universally accepted definition of inclusion, the concept is often narrowly perceived in society, with an emphasis primarily on physical and mental abilities.

Inclusion is typically understood through two different frameworks: the medical and social models. The medical model focuses on an individual's impairment as something to be treated or fixed.

However, a truer and more comprehensive understanding of inclusion aims to create an environment where every child feels valued, welcomed, accepted, and supported. At its core, inclusion is about actively removing all barriers—whether they are physical, social, attitudinal, cultural, linguistic,poverty or religious—that prevent full participation and belonging.

2. One of the most important barriers to education is disability.The disability can vary from physical and intellectual disability to disability due to poverty, gender, caste etc. it is important to look at disability through the lens of intersectionality.

When they are denied education due to the disability, it creates serious issues in accessibility. Inclusive education is one way through which this can be tackled. It gives the children a fair chance to participate in education and thus to communities. Inclusive education gives children with disability an access to society and education.

3. Inclusive education is one where every child is heard, independent of his abilities/impairments; Respect is not just in words, but the ability to understand the other child. It has nothing to do with typical or atypical characterisation. An individual is respected for what he is ,rather than what society thinks he should be. His self esteem is preserved, for him to reach his full potential, without societal pressure.

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Parvathy S, Reshma, Safoora, Shanthi, Snahy ,Vinitha, Basmati (Group 1)

1. Is there a single definition of inclusion that we can arrive at? There is no single definition, but inclusion always means a child-centric approach where every learner regardless of their ability or background is supported, and given equal opportunities to learn together.

2. How does inclusion relate to the Right to Education? The Right to Education in India ensures free and compulsory schooling for children 6–14 years. This right becomes meaningful only through inclusion, where schools remove barriers and ensure access, participation, and success for all children.

3. How would you define/describe Inclusive Education? Inclusive Education is a child-centric system where children of different abilities and backgrounds learn in the same school. Teaching is adapted to meet diverse needs so that every child feels they belong, are valued, and can achieve.

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Inclusive education in the Indian context is a multi-faceted commitment to ensuring that every child has equitable access to schooling, can actively participate in all school activities, is meaningfully engaged in the learning process, and is supported to achieve their full potential in a diverse and welcoming educational environment.

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Group 1 : Parvathy, Reshma, Safoora, Shanthi, Snahy, Vinitha and Basmati

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Group 1 : Parvathy, Reshma, Safoora, Shanthi, Snahy, Vinitha and Basmati

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1. Definition : The Charity Model of Disability views persons with disabilities (PWDs) as helpless or unfortunate individuals who need pity and care from others. It assumes that PWDs cannot live independently and need special help, services, or facilities because of their impairments.

2. Key Features or examples of the Model :

Victim mindset: PWDs are seen as victims of their condition and are portrayed as sad, weak, or dependent.

Separate care facilities: PWDs are often placed in special institutions or environments apart from others because it is assumed they cannot manage on their own.

3. Real-life Implication in Early Childhood Education in India:

In many schools, children with disabilities are sometimes placed in separate classrooms or special schools instead of being included in regular classrooms. Teachers and parents may believe that these children cannot keep up with others or need constant support. This limits their chances to interact with peers, learn from shared activities, and develop self-confidence. We feel this approach, although well-intentioned, often restricts the abilities and potential of children with disabilities. Inclusive education, where all children learn together with appropriate support, can empower them and create a more accepting society.

4. This video by Save the Children India discusses the challenges faced by children with disabilities in accessing education. It highlights the efforts of nonprofits to provide education to marginalized communities, often through specialized institutions, reflecting the Charity Model's approach.

https://youtu.be/kLyDFolQQms?si=CHwq0c6VoUdFXrCN

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Vaishnavi, Kapil Parmar, Palavi Patel, Kanchan, Sakitya, Gayatridevi - Group 5

Bio-Physio-Social Model

1. Brief Definition:

The bio-psycho-social model explains disability as the result of both health conditions and the environment. It says a child’s difficulties are not just due to their body (like blindness or paralysis etc.), but also shaped by personal factors (like confidence, age, motivation) and social factors (like stigma, school design, or community support). The lived experiences of the child are shaped by body, personal factors and the environment together.

2. Two Key Features / Examples:

a) Holistic approach → Disability is seen as a mix of medical, social, and personal factors, not just a “disease” or “impairment”.

Example: A child who cannot walk faces challenges not only because of the condition but also if the school has no ramps or other physical infrastructure. They also suffer if they do not have adult and peer support.

b) Functional view → Focuses on what a child can do and the barriers they face in daily life (impairments, activity limitations, participation restrictions).

Example: A child with low vision may struggle in class if books are not in large print or if a teacher doesn’t read aloud, even though they are capable of learning.

3. One Real-Life Implication in Early Childhood Education:

In an Indian preschool, a child with speech difficulty may struggle in group activities.

Using the bio-psycho-social model, the teacher would:

address the medical aspect (perhaps connect with a speech therapist),

make social adjustments (like encouraging peers to include the child), and

build personal confidence (by giving the child roles where speaking is less demanding).

This way, the child is not “segregated” but included in everyday classroom activities.

Videos:

https://www.youtube.com/watch?v=mquNTkh-Iuw

https://www.youtube.com/watch?v=f77ccy3vXdE

https://www.youtube.com/watch?v=07Q1K7tMe9s

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UNICEF India | Making Classrooms Joyful Spaces: Purposeful Play for Inclusive & Meaningful Learning

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1. I don’t think we all can agree on a single definition for inclusion. Inclusion as a concept has been evolving and many government policies have been in development regarding inclusion. One common thing that is coming from all the definitions is that inclusion is important and efforts need to be made to make children of all kinds come into the classroom. Agencies and governments must make sure that all barriers should be removed for a child to come to a classroom.

2. RTE states that irrespective of gender, caste, language, economic background or any disability - all children have a right to education. To take things beyond RTE, we must ensure meaningful interventions are also available for children with special needs - we need to have teachers who are trained in inclusion to follow their pedagogy and curriculum and give special attention to whoever needs it.

3. I would define Inclusive Education as an approach where children irrespective of their abilities, backgrounds, or circumstances learn together meaningfully - school should be a place where they enjoy learning and the educators must possess the knowledge and resources needed to make sure children of all kinds learn. - Nikshith

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1. A brief definition (in simple terms) of the model

The social model says people are not disabled by their body or mind, but by barriers in society. These barriers include inaccessible buildings, strict teaching methods, and negative attitudes that stop full participation.
When society removes these barriers by improving access and supporting everyone, people with different abilities can join in equally

2. Two key features or examples of the model

Two Key Features / Examples

Focus on Removing Barriers: Instead of trying to “fix” the child, schools and communities change the environment. They might build ramps, provide sign language, and use flexible teaching methods so every child can join activities.

Equality & Diversity: Disability is seen as a normal part of human life, not a problem. Inclusive classrooms help all children learn to accept differences, and the changes made—like better teaching or clearer communication—benefit everyone, not just children with disabilities.

3. One real-life implication or example of the model in the context of early childhood education in India. (You are free to share your personal thoughts or perceptions about disability here)

Sharing an example from my own experience

A private English-medium school was required by the Right to Education (RTE) Act to reserve seats for children from low-income families. When some of these students joined, the school placed them in a separate section instead of the regular classes.

Administrators said the children might “slow down” others because they lacked the same academic background.

A few parents of fee-paying students also worried that their own children might not “fit in” with classmates from different backgrounds.

This practice goes against the inclusive spirit of the RTE Act, which tells, all admitted students to study together as equals. By separating them, the school reinforced social and economic barriers instead of removing them. Showing how attitudes, not just policies, can create new forms of disability and exclusion.

4. Add images, and/or videos that demonstrate how the model is applied in real-world contexts.

The below link is from Snehadhara foundation

https://youtu.be/c54Xmd9zFZc?feature=shared

UHURU 2.0 - They are living spaces of practice, for neurodiverse adults and their families to explore autonomy, rhythm, and relational interdependence.

Uhuru 2.0 - 7-Day Programme - Snehadhara Foundation

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Vidyadhara: Transforming Inclusive Education in India

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1. The teacher allowed parents to sit in the classroom for at least first week

2. Teacher sit with new children in circle time and activity time.

3. Teacher encourages new children to speak.

4. Teacher keep an eye on new children.

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C2: resources are distributed fairly

This indicator is under C2 mobilising resources

Teacher need to make sure that there are enough resources in quantity so that all children get opportunity to participate in activity. Again, resources should be age appropriate, as per their understanding level and accessible. There should be enough time for learners to explore resources. Instructions should be clear for all. And support should be provided as per need. Resources can be modified as per child’s need keeping student centric approach and keeping in mind that each and everyone is unique.

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Indicator C1.8 - Assessment encourage the achievements of all children (Dimension: Inclusive Practices)

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Indicator C1.8 - Assessment encourage the achievements of all children (Dimension: Inclusive Practices)

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Response by Aakriti:

Dimension C: Inclusive practices

C1: Orchestrating play and learning

Indicator C1.8: Assessments encourage the achievements of all children:

1. This means that early learning settings should have different options for children to showcase their mastery of the content they learnt - for example - not only written tasks, but also having an option of enacting, oral recitation, drawing etc.

2. It also implies having a suitable rubric for evaluation focussing on acknowledging children's efforts, not assigning marks/grades. Teachers' responses to students completion of tasks can include positive language, constructive feedback to help the child understand what they did well, and tailored support on how they could do better.

3. Assessments should not only evaluate the quality of the task completed, but the different competencies shown by the student through the task - not only limited to understanding of content, but also their collaborative skills (if its a group task, or joint task), problem solving skills, ability to make choices, persevere in a challenging situation etc.)

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Participation and learning from the environment boosts the self esteem. If the child is not treated differently, the child normalises his different ability. This will only happen when staff, parents, community gather their resources and work towards a common goal of inclusion. When community resources are shared ,cost reduced which inturn benefits inclusion.

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Dimension C : Evolving Inclusive Practices

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Dimension C : Evolving Inclusive Practices

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C. 1. 3 : Activities encourage the participation of all children

Meaning of the Indicator:

Activities are designed to actively involve all children, not just a few.

Participation includes children with physical, sensory, intellectual, or developmental disabilities.

Relevance to Disability Inclusion in ECCE in India:

Ensures equitable access to classroom activities for children with diverse abilities.

Supports social-emotional development and peer interactions among all children.

Reduces stigma and exclusion, fostering a sense of belonging.

Aligns with NEP 2020, which promote inclusive education from foundational years.

Encourages flexible, adaptive, and differentiated learning experiences

Snahy

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C.2.2 | Resources are distributed fairly.

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C.2.2 | Resources are distributed fairly.

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The resources should be distributed in a fair manner so that everyone will have access to it, regardless of the disabilities or not. How the resources are distributed in a setting shows the ideas of equality the space upholds. The resources are important for the upliftment of an individual child and the requirement of resources varies from one child to another. A child with a disability will be requiring more resources than others. It is also important to understand the background the child comes from. A child from an oppressed community with disability should be allocated more resources as the historical inequalities faced by the child should be taken into accountability along with his/her/their disability. Intersectionality thus  plays a major role in the allocation of resources. Thus equal distribution will require understanding the conditions in which the child is placed.

Meera

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Dimension A - Creating inclusive cultures

Indicator 1.8: All local communities are involved in the setting

This indicator emphasizes that families, caregivers, and local community members are actively engaged in the ECCE setting, contributing to decision-making, activities, and the overall learning environment. In the context of disability inclusion in India, involving local communities helps identify children with disabilities early, fosters positive attitudes, and supports inclusive practices both at school and at home. It also ensures that activities and resources are culturally and contextually appropriate, promoting sustainable inclusion and shared responsibility for the holistic development of all children.

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B.S.Kukarashmi- B.2.6: The behavior policy improves the setting for all children.

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B.S.Kukarashmi- B.2.6: The behavior policy improves the setting for all children.

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This comes under the policies dimension.

*A good behavioral policy would help all children in developing a positive social relationship

*recognizes & values diversity

*gives a sense of dignity

* belonging

*ensures equal opportunities

*acceptance of differences

increase learning outcome

*empathy

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A.1.6 : Staff and governors work well together

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A.1.6 : Staff and governors work well together

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Dimension: A : Creating Inclusive Cultures
Section: A.1 : Building Community

1. Staff and governors need to work as a team.

2. Working together means they share responsibility for the school.

3. Good teamwork builds trust and helps in making fair decisions.

4. When both value each other’s role, the school becomes stronger and more supportive for every child.

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Dimension C : Evolving Inclusive Practices

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Dimension C : Evolving Inclusive Practices

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Indicator C.1.3. : Activities encourage the participation of all children

Meaning of the Indicator:

Activities are designed to actively involve all children, not just a few.

Participation includes children with physical, sensory, intellectual, or developmental disabilities.

Relevance to Disability Inclusion in ECCE in India:

Ensures equitable access to classroom activities for children with diverse abilities.

Supports social-emotional development and peer interactions among all children.

Reduces stigma and exclusion, fostering a sense of belonging.

Aligns with Rights of Persons with Disabilities Act (2016) and NEP 2020, which promote inclusive education from foundational years.

Encourages flexible, adaptive, and differentiated learning experiences

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Activities develop an understanding of differences between people

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Activities develop an understanding of differences between people

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Dimension C: Evolving Inclusive Practices

C1 - Orchestrating play and learning

Indicator C1.4 - Activities develop an understanding of differences between people

-This indicator means that classroom and school activities must build empathy towards people from diverse backgrounds- culture, religion, ethnicity, language, gender, impairment, sexual orientation and so on.

-Opportunities should be provided for children to interact, learn and play with people different from them.

-Discrimination/ discriminatory remarks must be avoided.

-New perspectives are values and invited.

This is particularly relevant in our context because India is very diverse and with rising intolerance towards differences it becomes a necessity.

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C1 talks about how activities has to be planed and what are the criteria to be kept in mind specially the children and their participation in activities and how it helps them to communicate within their group. activities should help them to ply and learning and it should encourage them to achieve. It has to be planned and reviewed continuously.

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Building relationships is crucial for any efforts to succeed. When children, families and facilitators share trust and mutual respect, the everyday processes whether it's planning activities, communicating needs, or solving challenges eventually become easier. Relationships create space where beneficiaries are heard, responsibilities are shared, and inputs are taken for the better implementation.

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Professional development activities help practitioners respond to the diversity of children and young people.

Teachers or facilitators need to keep learning and improving through professional development like training or workshops. As every child is different, some may have disabilities, some may speak another language, some may have different ways of learning or behaving. If practitioners keep learning, they can understand these differences better and find ways to support each child.

This learning also could help them think more creatively, adapt new activities, and make the classroom welcoming for everyone. I feel it's also about being prepared to support all kinds of differences and make sure that each and every child feels included and valued.

-Jinal

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Children are made to feel that they belong

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Children are made to feel that they belong

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Indicator: Creating Inclusive Cultures

Section: Building Community

This indicator highlights the foundation of inclusion: a sense of belonging. For young children especially those with disabilities feeling that they are accepted, valued, and safe is essential before they can explore, play, or learn.

Children should see themselves reflected in classroom routines, materials, and relationships.

Differences in ability, language, or background should be recognised and respected, not hidden or “fixed.”

By-Tuba

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Deepti Deshpande

A. 2 - Establishing Inclusive values

A. 2.3- All children are treated as equally important.

Every child comes from a different family, environment, and situation like gender, children with disabilities. Each child in a school or a community should get equal importance because it is their right.

Often, children are judged based on how smart they are or their family's status. Teachers tend to give more attention to students who talk a lot, but they don't consider why the quieter children don't speak. We often see the same thing in the classroom and even at home.

I believe that every child has potential. Parents and teachers should recognize this potential and provide them with various opportunities to move forward. That is why every child should be given equal importance.

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All local communities are involved in the setting

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All local communities are involved in the setting

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The classroom actively welcomes participation from families, community members, and local organizations, not just from one social, cultural, or economic group.

Teaching and learning draw from the knowledge, traditions, and languages of the diverse communities children come from.

Community members (parents, elders, professionals, resource persons) are invited to share their experiences, skills, and cultural practices, making the curriculum richer and more relatable.

The school environment ensures that no group feels excluded—whether due to disability, language, religion, caste, socio-economic background, or migration status.

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 A .1.1  Everyone is made to feel welcome. 

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 A .1.1  Everyone is made to feel welcome. 

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This indicator basically tells us that everyone,irrespective of their culture,background,socio-economic status,gender are treated equally with respect. It goes beyond the presence to focus on wmotional and social belonging. This includes friendly interactions and positive relationships amongst students and teachers as well as including diverse cultures,languages,abilities in classroom materials and displays. A welcoming school also adapts routines to include everyone. ultimately this indicaor ensures everyone is included,made to feel safe and accepted and are able to access and participate.

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How inclusive school look like?

People:

- intervention specialist, special educators,

- cooperativeness of teachers, counsellors

- screening, evaluations team

- willingness of management/ school leadership

- advertisement/ marketing - for new admissions awareness

infrastructure:

- ramps, batches, washrooms it should be inclusion friendly

- resources like - braille books, hearing aids

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Post your chosen indicators and the questions framed by your group here. Mention the stakeholder assigned to your room