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Support Services in Inclusive Education b.ed notes


Describe the support services for an inclusive school

Support Services in Inclusive Education b.ed notes

Government, doctors, teacher-parent associations, community, media, rehabilitation facilities, teacher training institutes, artificial limb implantation institutes, technical education equipment, educational tours, follow-up services, community participation, action research and case studies etc. There are services that work to support inclusive education. 

A brief introduction of the major support services is as follows -

(1) Government Disabled Persons Act, Schemes and Programs - 

From January 1, 1996, the Government of India has enacted the Persons with Disabilities (Equal Opportunities, Rights Protection and Full Participation) Act 1995, in which inclusive The following facts supporting education are contained in Section 26-

(i) Appropriate Governments and local authorities shall 

(a) ensure that every child with disability receives free education in an appropriate environment until he attains the age of eighteen years, 

(b) endeavor to promote the integration of students with disabilities in general schools;


(ii) According to section 28, the appropriate Governments shall conduct research into the design and development of assistive devices, teaching aids and special teaching materials or such other items as may be necessary to provide equal opportunities in education to any child with disability.

(iii) According to Section 29, teacher training institutions will be established by governments.

(iv) According to Section 30, transport facilities for disabled children, alternative financial incentives for their parents, books, uniforms and other materials and scholarships will be paid by the governments.

(v) Educational institutions will arrange for writers for children with low vision.

(2) Medical Services- 

Certificate of percentage of disability of disabled children is provided by the Medical Board, which is a supporting certificate for admission in inclusive schools. After necessary examination by doctors, children with low vision are recommended spectacles, retina implants, hearing aids for hard of hearing children and Vaishakhi wheelchair, tricycle, wheel chair etc. for children unable to walk.


(3) Publicity media – 

Television, radio and other mass media create awareness among the general public. Through these mediums, programs for the education of children with disabilities are broadcasted.

(4) Teacher Training Institute-

The National Council of Educational Research and Training (NCERT) has made arrangements to provide training in special education in Regional Education Colleges (RIE) for teachers of special and inclusive schools. In these colleges B.Ed. And M.Ed. Special education subjects have also been included in the curriculum.

(5) Artificial Limb Implantation Institute - 

National Institute of Visually Handicapped, Dehradun, National Institute of Mentally Handicapped, Secunderabad, National Institute of Orthopedically Handicapped, Calcutta, Ali Yavar Jag National Institute of Hearing, Mumbai and other institutes enable disabled children to get inclusive education. .

(6) Technical educational equipment- 

Computer, Smart Class, Overhead Project, Virtual Class, Video, T.V. Use of such tools helps in inclusive education.


(7) Educational trips-

Taking students of inclusive schools on trips to various scenic and educational places enhances the first-hand knowledge of these students.

(8) Rehabilitation and monitoring services – 

Rehabilitating disabled students by giving them vocational training in business and employment and monitoring their means of living after getting education is helpful for the inclusive school itself in formulating its education policy for the future.

(9) Action research and case study - 

Teachers of an inclusive school finding solutions to the problems of the school by doing 'action research' or doing a 'case study' of a problem child or a maladjusted child to find out the reasons and solve them is a service to support the school.

Describe assessment and teaching strategies in inclusive school


According to the new concept of evaluation, continuous and holistic evaluation should be adopted in inclusive schools instead of only subject examinations. 

Continuous or ongoing evaluation means that the disabled child should be evaluated daily for classroom teaching and other school activities. 

Conducting monthly examinations is also a form of continuous unit evaluation. Holistic assessment means assessment of the physical development, mental health, emotional stability, educational and functional skills of the disabled child. 

This is necessary for the all-round development of the child. A record or portfolio of evaluation of each general and special child should also be kept in the school.

Teaching strategies include various teaching methods adopted by the teacher, teaching formulas, teaching skills, practice work and homework, use of teaching aids etc. 

The teaching strategies of an inclusive school should be made keeping in mind the special educational needs of special children and it is necessary to adapt the teaching work, i.e. make the teaching suitable for the handicapped children.


The use of encouragement, praise, patting on the back, nurturing etc. in teaching is also beneficial for disabled children. Since both general and special children study in an inclusive school, hence the teaching strategies should be adapted to both. 

Similarly, there are many types of children suffering from disability, it is appropriate to teach by keeping them in mind while teaching. backward, retarded or hearing impaired as required.