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→2. Introduction – APD
== 2. Introduction – APD ==
== 2. Introduction – APD ==
Universal quality education is still a far cry in most schools in India. This has been corroborated b the The Annual Status of Education Report (ASER) which suggest that quality of education is unsatisfactory in most schools. One cause for that is teachers mostly using only the textbook as their teaching resource, and adopting a one-size-fits-all pedagogy. '''Differentiated Instruction''' - combining multi-level and diverse resources along with diverse and learner-centric pedagogies are necessary in facilitating education of students at different levels of engagement and understanding. Exposing teachers to technology for accessing resources and approaches, and facilitating their contextualized use would is essential for differentiated instruction.
When it comes to “Inclusive Education” (IE), there is a general lack of awareness and understanding among teachers, parents and education support system. Oftentimes, it is limited to including Children With Special Needs (CWSN) only. Children with learning disabilities and difficulties are being excluded in the classrooms, largely because Teachers are unable to understand and address their challenges. Inclusive education is not to be just seen as removing exclusions, it has to be seen as a larger understanding of the nature of learning itself and that children have diversity. Various kinds challenges exist and every child will be having some challenge or other and every child has some set of abilities. Inclusive education is really the perspective that we need to be able to focus on the strengths of all the children who are in the classroom where all of them can develop to the best of the abilities rather than restrict the development possibilities to a narrow set in which some children become capable and some become disabled.
While there is a lot available on ‘Inclusive Education’ (including policies, processes) on ‘paper’, there is a serious gap in actualizing what is on paper and a lot needs to be done on that front. The teachers and the academic support personnel have practical challenges which need to be addressed so that they are enabled and empowered to practice inclusive pedagogies in the classroom.
With the support of Cognizant Foundation (CF), [http://www.itforchange.net/ IT for Change (ITfC)] implemented the Pilot Project on “[http://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3 Technology Integration for Inclusive Education]” in government aided higher primary and high schools in Bengaluru South-3 Block. This is part of the CF’s flagship program on “Teacher Development for an Inclusive School Education System leveraging Technologies”. The TIIE program was conceived as a 3-year program with a one-year pilot project, followed by 2 years of scaling up of the program. The pilot was implemented in select schools in Bengaluru South-3 block. The program extends our model of '''teacher professional development''', building ‘''Teachers Communities of Learning’'' at multiple levels - within the school, across subject teachers, and across schools in the block.
In addition to demonstrating Technology Integration for Inclusive Education at a school level and building communities of practitioners, the project published teaching-learning materials on the Karnataka Open Educational Resources (KOER) repository, in English and Kannada languages, for teachers across Karnataka.
TIIE pilot project was implemented in a mix of government schools, aided schools and a residential school from April 2022 to March 2023. This document discusses the work done during the pilot, the project observations, experiences, key insights and our learnings. It also lists out a few recommendations based on our experience and learnings.
== 3. Program Objectives – APD ==
== 3. Program Objectives – APD ==
'''The following were the objectives of this pilot project.'''
# Demonstrating integration of digital technologies to make-classroom an effective learning space for all children.
# Building multi-level learning modules on select subjects for-inclusive teaching-learning.
# Capacity building of teachers and teacher educators to-support inclusive teaching processes.
# Supporting teachers in creating Open Educational Resources-(OER) for their Continuous Professional Development (CPD) and for-use in inclusive teaching-learning.
# Enabling students to access digital technologies for-learning.
# Establishing a teachers’ resource center, to facilitate-creation and sharing of resources for inclusive education.
# Supporting schools to use digital technologies in-administration and management processes.
We planned to achieve these objectives through a combination of specially designed modules, ongoing resource creation, classroom work, teacher training and establishing a resource center. The approach included a combination of intensive and event-based school level work in select Government and Government-aided High Schools and sharing and learning at block level.
'''Expected Outcomes'''
The following were the objectives of this pilot project.
# School-based models for exploring technology integration in-the context of inclusive learning.
# Teachers are able to adapt multi-level learning modules to-address inclusion in education.
# Students are comfortable in using digital technologies for-their expression and learning.
# Development of block resource center for teachers’-Continuous Professional Development (CPD) on inclusive education.
# Resources available on Karnataka Open Educational Resources-(KOER) repository.
# Schools capable to adopt digital technologies in-administration and management processes.
== 4. Program Design & Methodology – APD (include whatever is already there in program design document; include baseline report link) ==
== 4. Program Design & Methodology – APD (include whatever is already there in program design document; include baseline report link) ==
The following were the underlying concepts and principles of the program design:
# Our '''inclusive-pedagogies''' included-multi-sensory,-constructivist-and learner-centered-approaches-to address learning difficulties, and-we adopted-following-technology-enabled-strategies:
## Peer--learning, experiential learning and--use of exploratory,--co-operative--and--collaborative methods--in teaching-learning.
## Explore--the use--and--adaptation of--different technologies--to--support--individual--learner needs.
## Use of games, crafts--in teaching-learning /--activity--based learning to facilitate constructivist--opportunities.--
# We adopted-'''differentiated learning'''-including differentiated-instruction and assessment for effective teaching in the identified-schools. This involved-developing-teaching materials and assessment measures so that all students-within a classroom can learn effectively, regardless of differences-in their contexts,-interests-and abilities.
# We designed, developed and transacted technology integrated-modules and demonstrated in select schools, new pedagogies-emphasizing inclusive education.
# We focused on integrating Free and Open Source (FOSS)-applications and Open Educational Resources (OER) in teaching.
# We developed-a digital-resource center to encourage teachers-to come together to create, share classroom resources, and discuss-different possibilities for classroom-intervention.
# Our work included the use and continuous enhancement of our-resource repository Karnataka Open Educational Resources (KOER); in-collaboration with teachers.
[[File:Principle of TIIE.png|center|thumb|600x600px]]
=== Key components of the program ===
The '''Technology Integration for Inclusive Education''' program had the following key components.
# Selection of Schools
# Development of modules to support inclusive education.
# School Work - continuous engagement and event based-engagement.
# Teacher Capacity building – through workshops and-learning-sharing.
# Setting up of the School lab.
# Setting up of a Resource Center
Each of these components is briefly discussed in the subsequent sections.
'''Selection of Schools'''
The program was implemented in 12 select schools which were a diverse mix of Government and Government aided higher primary schools and high schools in Bengaluru. The selection of schools was be based on identified criteria, including the school size and composition, availability of relevant infrastructure and support from the teachers, HM and management (last for aided schools).
'''Module Design and Development'''
For the implementation of the program it was important to identify the specific learning difficulties in students of select classes. We developed tools and tests along with the help of experts to assess and identify students who face specific learning difficulty in the classroom. The diagnostic assessments were used to identify learning difficulties in children and enabled the facilitators to develop structured modules for the intervention. Continuous assessments were conducted during the implementation of the program to understand if students' learning needs are being met and identify areas where they need additional support.
The team referred to a variety of web resources and used a number of digital tools in the baseline preparation process – both while designing the module and in actual classroom transaction. These assessments also provided inputs to the module design. They were used to create a student baseline as well as on a periodic basis to check progress on student learning profile. The observations were recorded during these assessments for the analysis of student learning progress on their difficult areas. The baseline created through the student assessment and by classroom observation helped in understanding the students contexts and needs, as well as the school culture and the classroom environment. This provided inputs to the overall curriculum design. The baseline report is available here <nowiki>https://itforchange.net/insights-from-a-study-of-middle-school-students-foundational-mathematics-and-language-skills</nowiki>.
Specific modules were designed and developed to help all the students in the classroom to learn, including those with mild learning difficulties (MLD). The Universal Design for Learning (UDL) principles were applied in the design of subject specific modules. Based on the baseline data, it was decided to build modules with focus on foundational numeracy and literacy. Specific modules were developed for Mathematics and Languages. Integration of digital technologies and methods was a key element in the module design. Digital methods were used in designing inclusive education processes and resources, for contextualizing resources and for interacting on digital networks for collaborative working.
'''School Work'''
The school work was of two types – intensive classroom work and event based engagement. Specific schools were identified for each type of engagement. We developed strategies to create a safe and welcoming space for students of all levels and abilities to learn, discuss and understand from their peers. We had discussions with the school teachers on this, and they provided valuable inputs.
In the continuous engagement with schools, we visited and worked with schools regularly to transact the specifically designed modules. The focus was on helping every student in the classroom to learn. We adopted diverse pedagogies in the classrooms and developed relevant multi-level content to address the learning needs of all the student in the classroom, including those with learning disabilities and difficulties.
Digital technologies were used in classroom processes like lesson planning, classroom transaction, and conducting assessments – both baseline and endline assessments. The resources developed were also published, along with, experiences and insights on a portal (KOER).
In the event based engagement we conducted activities like Camps and Science Exhibitions. Each event had specific learning objectives. The aim was to expose students to inclusive education approaches and materials developed in the intensive school interactions. Science activities aimed to build scientific temper in students and teachers.
'''Teacher Capacity Building'''
The efficiency and impact of the program depends significantly on the support and participation from HM and teachers of the select schools. Through the program, we had regular interactions with HM and teachers. We conducted school level and block level workshops and awareness campaigns to help teachers develop and implement inclusive pedagogy and practices in their classroom. These workshops discussed the school work, demonstrated resources created, shared our observations and learnings, and how all these can be taken to the classrooms. The aim was to both encourage teachers to adapt the project materials and methods, and collect their feedback on the possibilities as well as challenges for inclusive education.
Teachers were encouraged to use, contribute and share the teaching-learning resources – both at the School level and at the block/cluster level. This was done by setting up a lab in select schools and establishing a resource center at the block level.
'''Setting up Computer Labs in Schools'''
As part of the project, we have set up and configured the Computer Labs in 8 Schools – including both Higher Primary and High Schools. These labs are being used by both the teachers and students. Our team also conducted regular classes on ‘digital literacy’ in some of these schools and in some others, they provided support to the teachers to conduct the classes. The objective of these classes is to enable children to become comfortable with the use of digital devices and technologies in their learning process.
'''Block Level Activities'''
At the block/cluster level, the program activities included designing and conducting programs for Continuous Professional Development (CPD), establishing a Resource Center as well as organizing orientation programs for the Block Resource Persons (BRP), Cluster Resource Persons (CRPs), SI’s, ECO’s and other relevant department personnel. Workshops were conducted for Cluster Resource Persons (CRP), Block Resource Persons (BRP) and Block Integrated Education Resource Teachers (BIERT) to discuss our work in schools, and to create awareness on how the resources can be used to support teachers for implementation.
'''Setting up of Digital Resource Center for Inclusive Education'''
A ‘Digital Resource Center for Inclusive Education’ has been set up at the Vijaya Teachers College, a prominent Teacher Education Institute in Bengaluru. This is a (Bengaluru South 3) block level resource center. The resource center has information both about inclusive education in general, and about the modules & resources developed as part of the project. The Resource Center is important for accessing and sharing of resources that could be useful for student learning in an inclusive setting. We are also working with the Block Education Officer (BEO), to set up a resource center at the block level where all teachers can access, contribute, re-use and share.
== 5. Implementation – GMP, NB, RB ==
== 5. Implementation – GMP, NB, RB ==
'''Overall feedback'''
'''Overall feedback'''
* All the facilitators were very friendly and Polite, they never spoke harshly/ raised their voices/ scolded/ hit us.
* All the facilitators were very friendly and Polite, they never spoke-harshly/ raised their voices/ scolded/ hit us.
* They also motivated us to participate in all the activities, perhaps gave an opportunity to express our thoughts/ opinion.
* They also motivated us to participate in all the activities, perhaps-gave an opportunity to express our thoughts/ opinion.
* Most of the time we were disturbing the facilitators by creating some new sense in the classroom, Inspite of all these challenges they helped us to learn the concepts which we were finding difficult.
* Most of the time we were disturbing the facilitators by creating-some new sense in the classroom, Inspite of all these challenges-they helped us to learn the concepts which we were finding-difficult.
* DL sessions has impacted to our effective learning as it created an interest to use them, before we had a fear of using the systems but now we are independent to on the systems and use it in a useful way.
* DL sessions has impacted to our effective learning as it created an interest to use them, before we had a fear of using the systems but now we are independent to on the systems and use it in a useful way.
'''Few Suggestions by the students:'''
'''Few Suggestions by the students:'''
* Few students in one of the school felt that they would learn more effective if there was no disturbance in the class.
* Few students in-one of the school felt that they would learn more effective if there-was no disturbance in the class.
* Majority of the students and teachers are willing to continue the sessions for the Next Academic year.
* Majority of the-students and teachers are willing to continue the sessions for the -Next Academic year.
AS, MI - quant of coded part to derive categories, themes; NB – summary
AS, MI - quant of coded part to derive categories, themes; NB – summary