Portal:Inclusive Education/Resources
From Karnataka Open Educational Resources
Create inclusive classrooms
- https://sites.google.com/gatewayschoolmumbai.org/ierc/for-educators/classroom-climate/mindset-and-learning - For having an inclusive classroom, it is important to have a growth mindset among teachers and learners. A positive growth mindset enables students and teachers to embrace failures and grab on opportunities to grow, it also encourages them to embrace the each others' differences.
- Click here- This is a school guide published by the UNICEF for schools to identify and support children with special needs from marginalized families. This guides also serves the purpose of identifying the challenges faced by these children and providing them the needed interventions.
- [Click here] The Index for DEVELOPING INCLUSIVE SCHOOLS published by NCERT (National Council of Educational Research and training) provides a detailed understanding about how to create and sustain inclusive environment in schools for education administrators, teachers and teacher educators.
- The Handbook of Inclusive Education published by Central Board of Secondary Education (CBSE) provides a detailed understanding about inclusive education and practices for teachers. It also includes sample checklists on how to identify different disabilities (including learning disabilities) in children and create a barrier-free environment for them in schools. The handbook also provides teachers about ways to adapt curriculum, teaching methodology, assessments etc. in an inclusive setting.
- Inclusion in Education- published by NCERT is a manual for school management committee to provide holistic education for all children. This manual also provides different barriers of inclusion and the role of school management to address them.
Teacher's experiences
- [Click here] Perspective on Teaching Children with Disabilities - published by Azim Premji University contains articles tracing the history of different organizations which have worked for several years to create opportunities for the education of children with disabilities, language acquisition, travel, opportunities for independence and respectful acceptance, among others.[Abstract]
- https://sites.google.com/gatewayschoolmumbai.org/ierc/for-educators/classroom-climate/building-a-class-community Teachers play an important role to build a positive and safe school community. Teachers need to help their students imbibe qualities like respect, acceptance, cooperation etc and thus encourage them to embrace each other’s strengths and weaknesses, personalities, interests, and individuality.
Children’s experiences
Community’s narratives
Learning Disability/Difficulty
Assessment and Baseline
| Sl. no. | Assessment tool website link | Contents |
|---|---|---|
| 1. | https://dibels.uoregon.edu/about-dibels | DIBELS (Dynamic Indicators of Basic Early Literacy Skills) consists of set standardized language assessment procedures, materials and guides for assessing the acquisition of literacy skills (mainly English) in students from kindergarten through class 8. |
| 2. | https://cbseit.in/cbse/2021/SAFAL/ | SAFAL (Structured Assessment For Analyzing Learning)- It is a competency-based assessment for grades 3, 5, and 8 and aims to strengthen the assessment system by promoting critical thinking, inquiry-based and analysis-based learning. |
| 3.` | https://schools.orientblackswan.com/teachersupport/ej/farubrics.aspx | This consists of standard English language assessment materials for different grades and can be useful for teachers to assess and identify language learning challenges in students. |
Teaching - learning resources
Foundational skills
Language learning
NCERT - Program evaluation report Multi-Lingual Education Orissa - Using a multi-lingual approach to teaching children resulted in significant improvement in learning levels of children. Similar approach would be relevant in all classrooms where students come with home language environments different from the languages taught in the school. This is usually the case with urban schools due to in-migration.
