Amidst the ever-changing landscape of education, “Inclusive Education” shines as a beacon of progress, transcending traditional boundaries to embrace learners of all backgrounds and abilities. In this enlightening interview, Dr. B. Meadows, Principal, Mahindra World School, Chengalpattu, Tamil Nadu, shares her profound insights on the significance of inclusive education and its implementation in educational settings. Through her deep understanding, Dr. Meadows sheds light on the importance of inclusive education and its transformative impact.
The school entrance of Mahindra World School, Chengalpattu, Tamil Nadu.
What is your definition of inclusive education and why is inclusive education important?
To me, inclusive education means embracing even that shy, introverted student who is unable to express his/her inability to follow along with the class and needs an extra push. Thanks to the initiatives that have helped bring children with special needs into the focus of mainstream education, all kinds of learners find their rightful, safe space for learning. It is important because disabilities or inabilities in children should not deem them unsuitable for a self-sufficient future in a world full of possibilities.
What steps can schools take to raise awareness about the importance of inclusive education among students, teachers, and the broader school community? Give examples from your school.
Practising inclusivity is the most successful way to show that you care, however, schools must make a conscious effort to guide students, teachers and the community about how this can be done as a collective effort. This is important because only breaking the bubble for parents who always want their child to be in the company of ‘toppers’ and ‘smart’ ones, as they term it, will not help a student or the teacher to effectively include children with special needs. Our teachers encourage their entire class to support that one child who needs help, by not spotlighting the challenge, but by emphasizing the need to learn together and not leave out anyone.
Students taking the ‘peace pledge’.
How can educators cultivate sensitivity towards students with diverse learning needs and backgrounds within the classroom? Give examples.
Citing examples from history and literature in classrooms can naturally sensitise learners to accept students with diverse needs, without condescension. For example, in our school, on account of World Braille Day on January 4th, students were provided information on Louis Braille in the assembly. I was amazed at how attuned to this context my students were, when I received the answer ‘Helen Keller’ from a fifth grader, even as I started quipping ‘do you know about a person who could not…’ I think there lies the answer…
What role does student involvement play in promoting inclusive practices within the school, and how can student-led initiatives contribute to building a more inclusive culture? Give examples from your school.
Students need a clear perspective about the world of children with special needs. Making them learn, or sometimes unlearn, and understand the views learnt from family or society, is the first and most important step to creating a conducive space for inclusivity. Once this is achieved, students often take their own initiatives, such as recognizing the need to attend to these children differently or collectively supporting the teacher in doing so.
Students attending an interactive meeting.
How can schools ensure that teachers receive adequate training and support to effectively implement inclusive education strategies in their classrooms? Give examples from your school.
Training teachers is vital for the implementation of any academic or administrative policy, especially when it comes to inclusive education, which involves transforming outdated educational policies. While current education degrees provide teaching aspirants with tools and knowledge, webinars and seminars on these topics are periodically conducted to appropriately orient teachers. The school counsellor on campus conducts sessions for teachers to help them handle classroom challenges, in addition to the one-on-one support teachers receive in dealing with specific students. We have documented evidence of the strategies adopted in such instances and their successful outcomes.
Can schools take measures to foster a culture of inclusivity and acceptance that extends beyond the classroom and into the wider community? If so how?
Every sports day in our school, we invite special students from schools with hearing, speech, and visual impairments. We organize special events and programs for them, in which our own students actively participate and assist. I believe that citizens are shaped within the walls of classrooms, and every aspect of school life extends into society. Thus, the inclusive practices students experience at school will foster a culture of inclusivity and acceptance in the wider community.
