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Describe diversity adjustment in Inclusive Education


Describe diversity adjustment in Inclusive Education 

Students studying in any class in any school have variations or variations. This diversity or inequality exists in the following forms - 

(1) Individual diversity, 

(2) Language related diversity, 

(3) Regional diversity, 

(4) Religion related diversity, 

(5) Caste related diversity, 

(6) Tribal diversity, 

(7) Gender related diversity, 

(8) Diversity of students with disabilities. 

Their brief introduction is as follows -


(1) Individual diversity-

Almost every student has diversity or inequality in himself. Some students are intelligent and some are less intelligent. Some children absorb knowledge quickly but some are not able to learn quickly. Some children are normal and some are abnormal. 

This personal and educational diversity of students affects their learning ability. The teacher is expected to teach while keeping these individual differences in mind while teaching in the classroom. 

In fact, there is a need to hold unwritten classes in extra time for low achieving students, then such children are accommodated.

(2) Linguistic diversity-

Some children in the class are not Hindi speaking but speak Bengali, Marathi, Punjabi etc. 

Therefore, diversity is found in the knowledge of students of Hindi or English. Teachers can estimate this diversity from the accent and pronunciation of children. 

Some children are unable to fully understand the subject teaching and language teaching due to lack of knowledge regarding the language of the medium of instruction. 

To accommodate these, subject teachers have to make some changes in their language, teaching method and classroom interaction for children. 

To bring students with weak language knowledge at par with other children, exercises in reading, writing, speech etc. are necessary.


(3) Regional diversity-

Due to regional inequality, it is often the students from rural areas who are less able to acquire education or knowledge - their achievements are found to be comparatively less than the children from urban areas. 

The reason for this is the continuous lack of educational resources, technology, qualified teachers etc. in rural areas. Textbooks of various subjects are also not accessible to children in rural areas. 

Often the parents of children from rural areas are illiterate or less educated. To accommodate this regional diversity, development of resources, development of libraries and teaching from well-qualified teachers is necessary.

(4) Karmic diversity-

Students of different religions like Hindu, Muslim, Christian, Sikh etc. study in the class, in which different styles of living and different methods of worship are visible. 

The lack of requisite awareness about education among some religious sects, especially the minorities, has already had a negative impact on their education. 

The problem of dropping out of school has also been seen in the children of such parents. To accommodate such children in school, they are given the benefit of various incentive programs and schemes of the government like scholarship, free education, merit scholarship. 

Such students should be accommodated in school and class without discrimination and without making fun of their religious beliefs.


(5) Diversity related to caste and tribe -

The percentage of education among tribal and scheduled caste people is also less than other advanced castes. Many boys and girls of the new generation of students belonging to these castes, who have been carrying the burden of centuries of illiteracy and ignorance, have been seen getting education in schools for the first time. 

The problem of leaving school (dropping out from studies) is more common among girls than the boys of this caste and tribe. The influence of caste based rituals of these deprived classes also leads some children to abuse their language, fight etc. 

Visible in the form of abusive language etc. A sensitive approach should be adopted towards the education of these diverse groups in schools and classrooms. 

The benefits of government facilities like free text books, stationery, uniforms (dresses), lunch, scholarship, hostel etc. are also encouraging for this category of students.


(6) Gender diversity-

In co-educational schools, girls also get education along with boys, hence the school administration should take care that there is no misbehavior with the girls. The percentage of education of girls has been found to be lower than the level of education of boys. 

Many girls abandon further studies after studying a few classes due to molestation, child marriage, engagement, failure, lack of interest in studies, tendency of parents to drop them from school. 

Many girl-friendly schemes like Girl Child Promotion Scheme, Cycle Supply Scheme etc. are being given by the government to encourage education of these girls. Schools and teachers should pay special attention to the education of girls.

(7) Diversity of disabled people-

Disabled boys and girls can belong to any of the categories mentioned above. The disability of the child/student himself is multifaceted and diverse. 


These special children include 

(1) Physically handicapped and visually impaired. Hearing impaired, bone handicapped, speech impaired, 

(2) Mentally special children, super talented, creative, retarded, 

(3) Educationally special children - slow learners, whose children and 

(4) Socially special children - maladjusted, problematic, The despised fall in this category. 

Specially disabled children have special educational needs. Disabled children are being accommodated by providing inclusive education that does not discriminate and includes them in the mainstream of society.