School can become inclusive by embracing a whole-school approach i.e. inclusion should not be viewed as an add-on to a conventional school. Inclusion must be viewed as intrinsic to the mission, philosophy, values, practices and activities of school. Full inclusion must be embedded deeply in the very foundation of the school, in its mission, its belief system and in its daily activities, rather than an appendage that is added on to a conventional school. This is called a whole school approach for inclusion.

The schools with inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all. Schools should adopt inclusion as their soul.

An inclusive school is a school where all children can learn together wherever possible, regardless of any difficulties or differences they may have. Schools that develop inclusive practices, recognize and respond to the diverse needs of their students, accommodating both different style of learning and ensuring quality education to all through appropriate curricula, organizational arrangement, teaching strategies, resource use and partnership with their communities. They provide a continuum of support and services to match the continuum of special needs encounter in school. Every school must develop readiness to effectively implement inclusion. Inclusive practices in schools must include attitudinal change, building relationship, supporting students and teachers, developing administrative leadership, modifications in curriculum, assessment and evaluation, involvement of parents and communities.

Children may have special needs in a classroom. Therefore, developing an inclusive classroom is a most important step in building an inclusive school. Inclusive classroom is a scheme for social improvement, centering on the improvement of school. The goals have variously been to create happier learning environment for all students with or without special needs. Some most common special needs of students in a class may be language and communication needs; academic needs like reading, writing and mathematics; motivational needs; social and personal needs and physical and locomotors needs. Special considerations should be made while teaching children with special needs such as multisensory tasks, repetition of instructions and activities, modeling and imitation, step-wise direction, facilitating concept development and task analysis. Teachers should identify child’s most effective mode of learning like auditory, visual, tactile, etc. Good classroom practices must include multilevel instructions that provide different kinds of learning within the same curriculum; activity based learning through community-based activities and learning in natural settings; and cooperative teaching because one teacher cannot solve all the problems, hence a multidisciplinary team should be involved. One of the good classroom practices is to incorporate technology to facilitate learning i.e. availability of assistive and adaptive devices, reading machines, Braille and instrumental programs. There should be small teacher-student ratio to facilitate effective teaching-learning process. Individualized Education Programme (IEP) should be prepared with a joint effort of general teachers and special teachers. Modifications should be introduced in examinations and evaluation procedures. Schools should also bring adaptations and modifications in physical environment. These should include walkways, handrails, ramps, wide doors, wide corridors, wide stairs and steps, wheelchair friendly elevators, adaptive and safe playgrounds and disabled friendly toilets.

Developing inclusive practices in a classroom is a prime responsibility of an inclusive teacher. A teacher with inclusive orientation is known as inclusive teacher. An inclusive teacher creates inclusive culture and develops attitudes and beliefs that foster inclusion. S/he understands, plans, and provides an instructional program and behavioural support to students with disabilities in regular classroom. S/he participates in meaningful school reform efforts with the help of school staff and community. For a teacher to be an inclusive teacher, s/he should provide variety of learning experiences to the learner and ensure active participation of ‘All’ learners in a learning activity; encourage students to compare, debate, share and learn from each other and facilitate students’ learning through absorption, interaction, observation and reflection. To bring in equity in society, an inclusive education program requires an embedded support prior to instruction such as modified materials, accommodations, barrier free environment, access to school, in-class support (from general teacher, resource teacher and peer group), external support (from visiting teachers, volunteers, parents and community) and multidisciplinary support (from psychologist, counselors, physiotherapist, occupational therapist, speech pathologist, etc).

School is a miniature society, therefore, school professionals such as principals, teachers and other staff can successfully create an inclusive society by making their own school inclusive. A school can develop inclusive practices by valuing all students and staff and not a few, by increasing participation of all students and reducing exclusion, by restructuring the culture, policy, and practices in school and by viewing differences between students as resources to support learning rather than as problem to overcome.

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Vishal Jain