Developing Strategies to Achieve the Full Realisation of Inclusive Education to Teach Second Language in Schools

Developing Strategies to Achieve the Full Realisation of Inclusive Education to Teach Second Language in Schools

Sushma. V, K Charles Godwin

Sushma. V, K Charles Godwin "Developing Strategies to Achieve the Full Realisation of Inclusive Education to Teach Second Language in Schools" Published in International Journal of Trend in Research and Development (IJTRD), ISSN: 2394-9333, Volume-11 | Issue-1 , February 2024, URL:

Special education defines the need which caters to the holistic development of children who are in dire need of attention, equality, and care. Since ages students with SEN are alienated and discriminated as, the deformity in them has created a diverse opinion that they are disabled and are not on par with other learners, so people have fallen victims to biased opinions. As a result, schools and colleges across the nation have curtailed the space for children with SEN. Equal participation and inclusion are the need of the hour. As International Human Rights Law states: equality is found upon two complementary principles: non-discrimination and reasonable differentiation is of particular importance to persons with disabilities, some of whom may require specialised services or support to be placed on a basis of equality with others. On a brief note, the education of persons with disabilities in India has been recognised as an integral part of the educational system; hence the policies and programs adopted in recent years have been by following under this belief. The National Curriculum Framework for School Education (NCFSE 2002), brought out by the NCERT recommended inclusive schools for all without reference to pupils with SEN as a way of providing quality education to all learners according to NCFSE. Segregation or isolation is good neither for learners with disabilities nor for general learners without disabilities. The Societal requirement is that learners with special needs should be educated along with other learners in inclusive schools, which are cost-effective and have sound pedagogical practices (NCFSE 2002). Following the focused policy, the draft scheme on inclusive education prepared by the MHRD (2003) asserts the feasibility of inclusion of such children in school. The research paper titled 'Developing strategies to achieve the full realization of inclusive education to teach the second language in schools. The exploration is on optimum utilization of resources, robust internal checks, and balance mechanisms for ensuring quality and the need. An inclusion curriculum means one curriculum for all students rather than a separate curriculum for students without SEN and another for students with SEN. Its recognition where the principle of social justice, participation in education should not involve discrimination based on gender, ethnicity, indigent, group, socio-economic status, and ability or disability. An inclusive curriculum recognises the need that schools to be organised with the individual differences of students in mind to allow for scope and flexibility to enable all students to achieve their goals. Remedial programs in language, focusing on ELT, the use of computer-based remedial strategies can yield better improvement in children with specific learning disabilities. Switching to collaborative assessment would help to cater to their needs.

ICT skills, Collaborative assessment pattern, and ELT.

Volume-11 | Issue-1 , February 2024


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