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NPTEL

Inclusive Education

NPTEL via Swayam

Overview

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ABOUT THE COURSE:The course covers a wide range of topics required to equip undergraduate and postgraduate students of Education discipline, Humanities and Social Science as well as prospective and current teachers to ensure inclusion and equitable participation of all children in the regular schooling process, thereby ensuring their retention and enabling them to achieve defined learning outcomes. The course will provide knowledge; develop awareness, insights and attitude and skills to these individuals towards the issues, challenges and concerns of inclusive education especially for responding the needs of diverse learners. This course may be helpful to the prospective and current teachers as well as teacher educators for playing their crucial role in developing inclusive education by advocating for inclusive policies and practices, creating personalized learning plans for diverse learners, providing accessible materials and resources, fostering a positive and inclusive classroom culture, supporting the emotional and social needs of all learners etc. Additionally, this course enhances career prospects for individuals wish to work in the field of inclusive education by developing their insights regarding the job opportunities in this field.INTENDED AUDIENCE:UG/ PG students from Humanities and Social SciencesUG/PG Students of Education disciplineSchool Teachers and Teacher Educators as wellPREREQUISITES: Any UG Course (Humanities and Social Sciences)INDUSTRY SUPPORT: Tata Institute of Social Sciences, Mumbaihttps://www.tissx.tiss.edu/courses/course-v1:TISSx+CEPR05+2023R1/aboutISS College of Teacher Education, Perinthalmanna and Inter University Centre for Disability Studies (IUCDS), MG University, Kottayamhttps://isscte.com/tag/iucds/Netaji Subhas Open University, Kolkatahttps://www.wbnsou.ac.in/student_zone/admissions/admission_information/2023/20230521_IE_Diploma_Flyer_2023.pdf

Syllabus

Week 1: An Introduction to Inclusive EducationMeaning, Concept and Objectives; Principles of Special Education and Inclusive Education
Week 2:Development of Inclusive EducationHistorical Perspective of Inclusive Education in India and the Abroad, International Declaration, Classification, Frameworks
Week 3:Inclusive Education for Person with DisabilitySpecial, Integrated and Inclusive Education, Concept of Impairment, Disability and Handicap, Models of Disability
Week 4:Teaching Strategies for Person with DisabilityNeed of Early identification and Intervention; Curriculum adaptation, Classroom Management, Individualized Education Programme, Universal Design Learning
Week 5:Legal FrameworkProvisions of Indian Constitution, RCI Act (1992), PWD Act (1995), National Trust Act (1999), RTE Act-2009, RPWD Act-2016
Week 6:National Institutes Person with DisabilityNational Institutes for Persons with Disabilities, National Handicap Finance and Development Corporation, Department of Empowerment of Persons with Disabilities
Week 7:National Policies and Inclusive EducationRecommendations of Various Commissions and Committees, National Policy for Person with Disability-2006, NEP-2020 and Inclusive Education for SEDGs
Week 8:Educational Empowerment of SCs, STs, OBCsEducational Problems, Present Educational Status and Schemes/ Programmes for Educational Empowerment of Weaker Sections (SCs, STs, OBCs)
Week 9:Educational Empowerment MinoritiesEducational Problems, Present Educational Status and Schemes/ Programmes for Educational Empowerment of Minorities
Week 10:Educational Empowerment of WomenEducational Problems, Present Educational Status and Schemes/ Programmes for Educational Empowerment
Week 11:Educational Empowerment TransgenderEducational Problems, Present Educational Status and Schemes/ Programmes for Educational Empowerment, Transgender Persons (Protection of Rights) Act, 2019
Week 12:Stakeholders of Inclusive EducationResponsibilities of Stakeholders of Inclusive Education, Family Support, Community Involvement in Inclusive Education, Different Professionals of Inclusive Education

Taught by

Prof. Umakant Prasad

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