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Role of Teacher in Inclusive Education B.ed Notes

Role of the Teacher in Inclusive Education

The teacher (regular as well as special /resource) for teaching in inclusive classrooms must be aware of 3R's i.e. Rights, Roles and Responsibilities.

Teacher in inclusive classrooms is expected to welcome all children without any discrimination by making necessary accommodations and arrangements for their education in the same school and classes along with the non-disabled peers.

Every child should be given equal opportunities to learn whether they are dull, bright, visually handicapped, orthopedic handicapped, hearing impaired, crippled, delinquent, emotionally disturbed or otherwise deviant.

The teacher is supposed to provide specialized instructions and support to the student who is in need without labeling him as disabled or exceptional.

Education of children with SEN (Special Education Needs) should be the responsibility of every teacher.

As teaching in inclusive setup is a tedious job, teachers should be provided with extra time, training, resources, and support from colleagues, school authorities, parents and community.

The role and responsibilities of a teacher in inclusive education can be summed up as under:

  • Helping the child to grow his potentiality to the maximum.

  • Making students understand and accept human differences.

  • Providing enhanced opportunities for overall development of child's physical, cognitive, emotional and social SKills.

  • following the principle of zero rejection policy' according to which everyone should be welcomed in the class.

  • Providing equal opportunities to each child to participate in classroom activities and school programmes according to his/her capability.

  • Fostering positive attitude among students.

  • Helping parents, voluntary organisations and educational planners in understanding the problems of exceptional children.

  • Preparation of curriculum that strategically determine effective learning for handicapped children.
  • Motivating exceptional children to gain maximum achievement.

  • Establishing appropriate goals for the exceptional child. The goals should be realistic, measurable and also give opportunity for optimum development of potentials of such children.

  • Ensuring progress by continuous reassessment of disabled children.

  • Assessing children's educational needs and expectancies.

  • Observing their classroom behaviour carefully.

  • Collaborating with parents by involving them in the educational process of the child.

  • Maintaining contacts and linkages with other professionals working for the welfare of disabled students.
  • Making students with disabilities to follow the same schedule as non-disabled

  • Encouraging cordial relations between non-disabled and disabled students.

  • Making arrangements for providing appropriate individualized instructions.

  • Determining student's strengths and weaknesses

  • Participating in parents and community orientation programmes Preparing non-disabled students to welcome and co-operate disabled students in classrooms.

  • Developing a realistic self concept in disabled children.

  • Considering physical and mental hygiene of handicapped school children
  • Preparing maximum number of activities to involve the entire class.

  • Involving parents in setting individual goals for their children Determining goals for each student that is appropriate and realistic.

  • Designing alternative teaching strategies.

  • Providing broader scope to the disabled to live in a social world.

  • Alerting the children to be independent in their daily life.

  • Developing self-confidence and encouraging them to meet the challenges of life.