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Child of Diverse Background | Children with diverse background and Education


Child of Diverse Background / Children with diverse background and Education


India is a vast country full of diversity. Diversity is seen here on many grounds like caste-community, customs, economic-social status etc. 

Children from diverse background refers to children belonging to different sections of the Indian society such as poor, deprived, backward, scheduled castes and tribes.

Inclusive education means providing equal opportunities for education to the children of all sections of the society by including them in the mainstream of education.

The literacy rate among the poor, backward, scheduled castes and scheduled tribes of Indian society is much lower than the general category.


For the upliftment of these classes, it is necessary that their children should be provided opportunities for education like the general classes.

Most of the people take the meaning of inclusion that in this children with disabilities are given education along with normal children. 

This is a narrow sense of inclusion. In reality, inclusion is not limited to people with disabilities, but it also means that no child should be excluded.

Inclusive education encourages diversity in the classroom, giving all cultures a fair chance to thrive together.

Under inclusive education, there should not be any process of preventing the admission of all students with special educational needs in the school.


The policy of inclusion needs to be widely implemented in every school and in the entire education system.

Inclusive education refers to a schooling system that includes all children regardless of their physical, intellectual, social, linguistic, or various other ability conditions.

Successful inclusion needs to ensure the participation of all children in education in every area of a child's life, whether in or outside school.

The socio-economic level of the teacher of inclusive education is not of much importance, it is most important.


Sensitivity towards children.

His passion and patience for the students.

Knowledge of student disabilities.

Children's attitude towards people of different homogeneous groups is generally based on their parent's attitude, so for their inclusion it is necessary that teachers have enough patience, this will happen only when they feel attachment towards them.

Successful inclusion also requires the participation of parents, their capacity building and sensitizing them so that they provide opportunities for their children to come to school, so that they cooperate in all kinds of development.

Inclusion is related to the inclusion of the separated society in the main education stream.

Poor, underprivileged, Scheduled Caste and Scheduled Tribe and a child coming from an unorganized home experiences the most difficulty in independent study. 

Therefore, for their successful inclusion, the education of such specially needy children should be arranged along with other normal children.


Poor and Backward Classes Children and Their Education

Poverty refers to a situation in which a person is not able to meet his basic needs. Along with food, clothing and shelter, education is also one of the basic needs of human beings. 

If a poor family is not able to feed itself properly, then from where will it make arrangements for education for its children. 

The bad effect of poverty falls on the children of this class. Since education has been declared a fundamental right, children are being provided free and compulsory education, but due to poverty, parents send their children to work instead of sending them to school, which is hindering their development.


The general identity of the children of backward, deprived and scheduled castes and tribes is that due to family poverty and backwardness, they are generally forced to lead a life of poverty.

The Right to Education Act 2009 emphasizes on free and compulsory education of all children. 

Mid-day meal scheme has been implemented keeping in view the needs of the backward and poor sections of the society so that hunger is not made an excuse to stay away from education and Send the parent's child to school instead of sending them to work.

Many programs are being run by the state governments to connect the children of backward classes with the mainstream of education.


Some of the major programs are as follows

Free books and materials for all stages of school education, Free uniforms for children in ashrams, schools and government approved hostels,

free education at all levels 

SC and ST Classes Children and Their Education

Both Scheduled Castes and Scheduled Tribes are communities that have been kept out of the formal education system due to historical reasons. The former being at the bottom of a society divided on the basis of caste and the latter marginalized for their own interests by their geographical isolation, cultural differences and the dominant community called the mainstream.


The following are some of the main reasons for the poor level of education of SC and ST children :

  • Less number of ST children in schools
  • Indifference attitude of teachers towards their teaching
  • Lack of their local sayings and examples in textbooks
  • their intellectual backwardness
  • poverty
  • Lack of promotion of education in these classes
  • After India's independence, special provisions were made in the Indian Constitution for the upliftment of communities deprived of education and other rights so that they could be properly developed.
  • Articles 15(4), 45 and 46 of the Constitution of India state the commitment of the states to provide education to the children of Scheduled Castes and Scheduled Tribes.


Some suggestion for Various Background Children's Proper Inclusive

Institutional Improvement 

The schooling system for SC and ST children needs efficient and unfettered provision of facilities.

There is a need to identify the tribal and caste groups and geographical areas facing continuous neglect and exclusion and adopt positive behavior towards them.

It is often seen that local contexts are not taken care of in school calendar, holidays and timings. This should be avoided and adequate space should also be given to local contexts.

In an inclusive classroom, it is more important for teachers to adopt more cooperative and collaborative activities rather than trying to 'cover' the curriculum.

In an inclusive classroom, there should be less emphasis on competition and grades and more choices should be made available to the students.


Improvement in School's Syllabus

The objectives of the curriculum should be such that they emphasize appreciation and critical evaluation of Indian society and culture.

Equal opportunities should be provided for emotional and social disorders, mental development etc. of disadvantaged children.

The curriculum should aim at promoting creative talent, productive skills and respect for labor including the values of social justice, democracy, secularism, equality.

It is necessary to have such an approach to the curriculum, which is based on critical theory, especially the inclusion and centralization of subaltern, Dalit-feminist and critical multicultural perspectives. 

This critical Indianization process will help question injustice and hero-oriented social order, as well as assimilate diverse cultures and avoid loss of valuable cultural heritage.

The development of critical multicultural texts and reading materials is needed.


Improvement in Pedagogy

There is an urgent need to incorporate diverse methods and practices of pedagogy to promote learning contexts and develop a framework for democratic and egalitarian classroom practices for effective implementation of the curriculum.

Special guidelines on classroom practices for teachers with a view to promote constructive, critical pedagogy and equal respect and dignity towards children, eliminating discrimination based on gender, caste, class, tribe-based and other forms of identity etc. need to be developed.

There is a need to improve the emotional climate of the school so that teachers and children can freely participate in knowledge construction and learning.

There is a need to develop such pedagogic practices that aim at improving the self-esteem and identity of SCs and STs.


Improvement in Reference of Language

Local language should be made the medium of education. If this is not possible, then at least it is necessary to give preference to the local language for interpretation and communication.

The multilingual feature of Indian society should be seen as a resource to enrich school life.