There are an estimated 240 million disabled children in the world. Like all children, children with disabilities have ambitions and dreams for the future. Like all children, they need a quality education to develop their skills and reach their full potential.
However, children with disabilities are often overlooked in policy-making, limiting their access to education and their ability to participate in social, economic and political life. Globally, these children are the least likely to attend school. They face persistent barriers to education resulting from discrimination, stigma and the routine failure of policymakers to mainstream disability into school services.
UNICEF’s work to promote inclusive education
To close the education gap for children with disabilities, UNICEF supports government efforts to foster and monitor inclusive education systems. Our work focuses on four key areas:
- Advocacy: UNICEF promotes inclusive education in discussions, high-level events and other forms of outreach geared towards policymakers and the general public.
- Awareness-raising: UNICEF shines a spotlight on the needs of children with disabilities by conducting research and hosting roundtables, workshops and other events for government partners.
- Capacity-building: UNICEF builds the capacity of education systems in partner countries by training teachers, administrators and communities, and providing technical assistance to Governments.
- Implementation support: UNICEF assists with monitoring and evaluation in partner countries to close the implementation gap between policy and practice.
The goal in question is fundamental, laudable, and so aptly phrased that it appears in the list of 17 Sustainable Development Goals that the United Nations hopes to lead the world in achieving by 2030. Ranked 4th.
quality of education; inclusive and equitable education for all; For the sake of brevity, it's best to omit the "why" of this goal and assume everyone agrees that it deserves every nod and exaggeration. This goal... this goal is based on a very long and varied list of worthwhile reasons. who can count?
Therefore, as we move closer to the realm of “how” to achieve the goal of ensuring inclusive and equitable education for all, clearing up confusion around inclusion may be more helpful. According to the United Nations, inclusive education can be understood as:
- a fundamental human right of all persons with disabilities.
- a means to achieve the full realization of the right to education and an indispensable means of realizing other human rights.[i]
- a principle that values the well-being of all students, respects their inherent dignity and acknowledges their needs and their ability to make a contribution to society.
- a process that necessitates a continuing and proactive commitment to the elimination of barriers impeding the right to education, together with changes to the culture, policy and practice of regular schools to accommodate all students.
In 2016, the United Nations celebrated the 10th anniversary of the Convention on the Rights of Persons with Disabilities (which has been ratified by 157 countries so far) and issued General Comment No. 4: The Right to Inclusive Education. Learning For her leaders, General Comment 4 is a blueprint for creating the conditions necessary to ensure an inclusive education for all learners. It can also be used as a point of contact for family members. In reality, their children are often sold as wolves in sheep's clothing when they learn in a harmful, archaic model of education known as integration. Learners need to be “integrated” and schools “… value the well-being of all students, respect their inherent dignity and autonomy, participate effectively in society and contribute to the retention of peers. If it does not respect the ability to “”, it does not comply with the Convention’s principles of inclusive education.
How? Achieving the Goal
The “How” of achieving the goal of ensuring an equitable and inclusive education for all learners is multifaceted and complex, to say the least. Yet, thinkers, think tanks, and governments share the same refrain; Universal Design for Learning (UDL). The United Nations have even given clear directives...
“The Committee encourages States parties to apply the Universal Design for Learning (UDL) approach... Curricula must be conceived, designed and applied to meet and adjust to the requirements of every student, and provide appropriate educational responses. Standardized assessments must be replaced by flexible and multiple forms of assessments and recognition of individual progress towards broad goals that provide alternative routes for learning.”
Authors of the World Economic Forum, International Disabled Alliance, and the seminal Guide to Creating Inclusive Schools translated into 40 languages, indicators of inclusion, Mel Ainscoe, and Tony Booth all contribute to systems, and skills, We agree that beliefs define the universal design of learning. It is fundamental to ensuring a fair and inclusive education for all learners. We cannot forget the US Congressman who created and enacted the Every Student Succeeds Act. There you will find the three-letter acronym UDL. As "how" it is defined, sanctioned and sprinkled throughout the law.
The successful implementation of universal design for learning hinges on a shift in thinking and the deconstruction of the forms and models of education as we know them. As we unravel the systems, skills and beliefs of UDL over time, the words of Paulo Freire and Bell Hook emerge from hibernation and flood our consciousness... UDL is truly revolutionary. The United Nations has done us all a favour by stating that "transformation of the education system" is part of the package. UDL forces us to rethink how we define and measure learner success in the 21st century. The discrepancy between our traditional model of education and our expectations of the future has shaken society for years. Choosing UDL as the common path to a just and inclusive future is the perfect time to declare the ineffective and misguided conventional systems and methods in education. not a student.
Before we cue the high-fives and Hallelujahs, we must contend with that behemoth of a question that got us here in the first place. What can we do to prevent the key to ensuring an Inclusive and Equitable Education for All, Universal Design for Learning, from getting lost in the shuffle, mislabeled as a run-of-the-mill initiative, and spending years in “Proposed Education Reforms” purgatory?
Perhaps prevention is too optimistic because too often you will find UDL has been over-simplified, underfunded, and outshined by quick-fix alternatives that appeal to our consumer instincts but do little to honour the students they are supposedly designed to empower… You only have to glance at the date the ESSA Act was passed (2015, by the way) and count how many times UDL appears (numerous) to conclude that UDL is tiptoeing around the precipice of Edu-purgatory. How can we centre UDL as that burgeoning beam of light on our horizon, our shared refrain to “All Means All”, and exalt it as the necessary means with which we can and must ensure every learner's Human Right to an Inclusive Education? Well, we need a plan... Until the systems, skills, and beliefs that define Universal Design for Learning are ingrained in the soil in which the curriculum grows, until the UDL is bolded, as Tier 1 and Plan A for each student, all leaders and accepted by the school community. With printed agendas and landings at the heart of continuous professional learning, the “ahh” moment about authentic inclusive education has yet to come. If so, that means don't waste your time on wishful thinking.
NEP 2020 has done a good job of recognizing and speaking up for the challenges faced by gender categories, minorities and children with special needs. It has also done a good job of proposing a number of commendable measures, including SEZs for Education, to address the structural challenges of education in inaccessible areas. But the new policy is wrong in several respects. Many socio-economic groups may have been lumped together and proposed new categories for management efficiency and better resource allocation, but historical categories such as Dalits and Adivasis are being mistreated. This does not recognize the unique challenges these groups face. Likewise, being silent about positive actions against specific categories when implemented can pose some challenges. In short, the proposed roadmap for promoting equity and inclusion in specific categories is riddled with holes.
Education is the single most excellent tool for achieving social justice and equality. Inclusive and equitable education - while indeed an essential goal in its own right - is also critical to achieving an inclusive and equitable society in which every citizen has the opportunity to dream, thrive, and contribute to the nation. The education system must aim to benefit India’s children so that no child loses any opportunity to learn and excel because of circumstances of birth or background. This Policy reaffirms that bridging the social category gaps in access, participation, and learning outcomes in school education will continue to be one of the major goals of all education sector development programmes.
Ensuring the inclusion and equal participation of children with disabilities in early childhood education and school systems is also a top priority. Children with disabilities are given the opportunity to participate fully in the regular school process from primary school through tertiary education. The Rights of Persons with Disabilities Act 2016 (RPWD) defines inclusive education as “where students with and without disabilities learn together, and where teaching and learning systems are appropriately adapted to meet the learning needs of students with different types of disabilities. A coordinated education system”. Be fair. This policy is fully compliant with the provisions of the RPWD Act 2016 and supports all schooling recommendations. During the preparation of the National Curriculum Framework, NCERT ensures consultation with professional bodies such as the National DEPwD Institute.
Equity in teaching
There are two approaches for supporting students that are based on whether they promote equality or equity.
- Equality: Providing equal support to all students. For example, this support could include the same guided instruction, scaffolded materials or additional time to complete an assignment.
- Equity: Providing unique support according to individual needs, through a process called differentiation. This support could include a scaffolded worksheet, visual aids, technology support or cooperative learning structures, but differs by student need (George Washington University, 2020).
The goal of equitable teaching is to provide needs-based support to ensure equitable learning opportunities. While the goal of equal support in a classroom is better than providing no support, it does not necessarily provide the support needed for all students to have the opportunity to succeed.
Inclusive teaching
The goal of inclusive education is for all students to be assessed in the classroom for their different skills, experiences and perspectives. This is not only about diversity (in terms of ethnicity, gender, sexual orientation, culture, religion, mental and physical abilities, and socioeconomic status), but also accessibility (lowering barriers to entry for all). ) methods, strategies and materials. student). ).
Inequitable and inclusive classrooms, all students have equal access to learning, are treated equally by the learning community, and feel valued and supported by their teachers and peers. These learning environments emphasize the importance of cultural perception, assess all social identities, and consider the effects of systemic injustice (Thomas, C., 2014). Identifying these key factors shapes the classroom experience and influences student learning.
Preparing an equitable and
inclusive classroom
When designing courses with inclusivity in mind, they should reflect a diversity of varying viewpoints, opinions and perspectives. Further, the classroom must promote and support students in developing the responsibility to understand and value cultural attitudes, including those different from their own. To achieve equity within the classroom and beyond, designing a course that creates an authentic environment and offers autonomy is intended to influence students’ success. To achieve this goal, it is necessary to consider the inclusivity of your learning outcomes, teaching methods, assessments and activities.
Course components
- Learning outcomes: Learning outcomes should have inclusive elements even if the course has specific restrictions such as accreditation requirements. When developing or revising learning outcomes consider not only student understanding and abilities but also students’ diverse perspectives and unique interests. Design outcomes that encourage students to analyze thoughtfully, think critically and explore new ideas or perspectives.
- Teaching methods: Approach your instruction by considering the diverse needs and backgrounds of all your students (e.g., situational factors). Take time to reflect on your teaching methods, and how they support the diverse needs of students throughout the learning process, and adjust methods as needed.
- Assessments: It is important to utilize formative assessments where students can monitor their progress throughout the course, before, during and after learning. Provide students with the opportunity to demonstrate their learning in different modes and modalities. Doing so enhances the learning experience for all students and may increase their likelihood of success.
- Activities: There should be variability in activities to support all students. Design activities that encourage autonomy where students can contribute freely. Help students feel that their perspectives are valued and respected. Authentic activities may increase engagement and help students deepen their understanding.
An inclusive classroom also encourages students to become more engaged in authentic experiences relevant to their lives and interests. For example, one could design a theatre course on August Wilson around a summative project where students work in small groups to modernize a particular scene from a play of their choosing. For guidance, authentic examples from Hamilton or Ma Rainey’s Black Bottom are provided.
Universal Design for Learning
Universal Design for Learning (UDL) is a flexible, non-prescriptive framework to increase inclusivity by supporting the learning of all students through the variability of methods and modes. The framework is a model of education intended to improve engagement, representation and action and expression (Center for Applied Special Technology, 2020). All definitions in the following sections are directly from
Students differ in motivations, and attending to these motivations can improve overall motivation and achievement. For example, some students may be working towards a professional degree in your specific field, while others may be enrolled to fulfil a requirement and your course is merely their first introduction to the topic. Students with different backgrounds and goals require different approaches to communicate the importance of what they are learning and understand how it applies to their learning goals.
To improve engagement, be flexible with the modes and modalities you use to present information to students. There is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. UDL includes three engagement principles. Provide options for:
1. Recruiting interest: How can you get more students engaged and interested in your course? Consider:
- increasing student autonomy to allow students to make appropriate choices
- creating relevant and authentic materials that students will value
- limiting barriers and distractions that can impede student learning
2. Sustaining effort and persistence: How will you help your students progress and persist in your course? Consider:
- motivating and supporting your students to help them attain the learning outcomes
- designing activities with different levels of complexity, challenge and support
- providing opportunities for students to work collaboratively
- offering consistent and constant feedback to help students master concepts
3. Self-regulation: How will students set goals, monitor their learning, and self-assess their understanding? Consider:
- encouraging students to set goals and expectations
- scaffolding skills and strategies to help support student learning
- developing students’ self-regulation strategies such as self-assessment and reflection
ACTION AND EXPRESSION
Students also differ in the ways they communicate their understanding and what they have learned. An effective learning environment is one that is multimodal, allowing for different ways for students to share what they know and what they do not understand.
To support action and expression, be flexible and thoughtful about the variety of strategies you will implement to help your students practice and organize their learning. There is not just one way to present materials, therefore variability is best to support all your students. UDL includes three action and expression principles. Provide options for:
1. Physical action: How will you support and encourage students to share their understanding?
- offering students a variety of ways to share their understanding
- ensuring there are multiple means of navigation
- providing assistive technologies tools and technology
2. Expressive skills and fluency: What media, materials, and tools will you integrate to help support all your students?
- reducing media and materials barriers
- designing multiple ways to reach the same outcome
- allowing students to choose the tools
- scaffolding to help support all learners in practice and master concepts and skills
3. Executive functions: How will you help your students achieve?
- helping students set goals
- guiding students to design plans to reach goals
- supporting students to organize and remember information
- monitoring progress
Applying UDL principles to your course will increase access and inclusion of all learners.
Identify your equitable and inclusive practices
- Step 1: Review your learning outcomes, teaching methods, assessments and activities to determine their equity and inclusivity.
- Step 2: Identify the course components that need to be revised to increase your course’s equity and inclusivity.
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