Course Contents

Department of Education (Planning and Development) Course Title: Inclusive Education B.Ed (Hons) Secondary Credit Hours: 3 Course Description This course will equip prospective teachers with knowledge and skills to understand the concept of inclusive education. They will become familiar with the significance of it in education. They will get aware of the difference between special education and inclusive education. They will recognize methods to plan individualized lessons to cater the needs of children with special needs in classrooms. They will execute projects on case studies from actual classrooms. They will understand the vital role of community, family and institutions regarding inclusive education Learning Outcomes By the end of the course students will be able to: • after studying this course, the students will be able to: • explain the definition of inclusive education. • recognize the nature of inclusion in education. • understand the difference between inclusive and special education. • develop individualized lessons along with learning aids to address special needs of children. • examine the different models of inclusion used for enhancement of learning • apply variety of adaptations of curriculum teaching strategies in coping with learning disabilities • find out the role of community in establishing effective Course Outline Unit 1 Introduction to Inclusion 1.1 Definition of Inclusion 1.2 Historical Background 1.3 Why Inclusive 1.4 Difference between inclusive, integration and main streaming 1.5 Concept of Inclusive Education Unit 2 Adaptation Necessary for Inclusion 2.1 Legal Definition of Disability 2.2 Disability Discrimination 2.3 Benefits of Inclusion 2.4 Foundation of Inclusive Education Unit 3 Hearing Impairment 3.1 What inclusion means for hearing impaired students 3.2 Prerequisites for hearing impaired students 3.3 Providing and optimal learning environment 3.4 Classroom and instructional guidelines 3.5 Administrative adjustments Unit 4 Vision Impairment 4.1 Early identification and timely interventions 4.2 Orientation 4.3 Learning material 4.4 Aids and appliances 4.5 Examination and tests Unit 5 Orthopedic Impairment 5.1 The elements of design 5.2 Guiding and warning blocks for vision impairment 5.3 Sitting arrangement 5.4 Important points to remember Unit 6 Learning Disability 6.1 Dyslexia 6.2 Dysgraphia 6.3 Dyscalculia Unit 7 Cerebral Palsy 7.1 Cerebral palsy and its implications 7.2 Treatment and management 7.3 Low cost teaching aids 7.4 How inclusion helps Unit 8 Intellectual Impairment 8.1 Nursery and elementary schools 8.2 General classroom strategies 8.3 Modifying the curriculum 8.4 Assessment Unit 9 Autism Spectrum Disorder 9.1 Designing effective classroom 9.2 Games as a key to inclusion 9.3 Modifying the curriculum 9.4 Curriculum content 9.5 Optimizing learning in the classroom Unit 10 Instructional strategies Disorder 10.1 Individualization strategies for inclusion 10.2 Organizational strategies for inclusion 10.3 Pedagogical strategies for inclusion 10.4 Curriculum material; strategies for inclusion Unit 11 organizing the inclusive Classroom 11.1 Physical layout of the Inclusive classroom 11.2 Plans for substitute Teachers 11.3 Meeting students personal care medication requirements Unit 12 Role of Teachers and Parents in Classroom Management 12.1 Social system and inclusion 12.2 Educational system and inclusion 12.3 Family system and inclusion 12.4 Working together throughout high school cycle Unit 13 Inclusive education in Pakistan 13.1 Introduction 13.2 Educational opportunities for children with disability 13.2.1 In special school 13.2.2 In ordinary schools 14 Inclusive Education in Pakistan 15 Challenges and Opportunities for inclusive Education in Pakistan 16 Models for inclusive education in Pakistan 17 Policy statement 18 Implementation plan Evaluation Criteria Students will be evaluated on the following criteria. 1. T1 (Unit 1 to 3) 10 2. T2(Unit 4 to 6) 10 3. Assignment 10 4. Attendance 05 5. Final Term 65 6. Total 100 Recommended Books Andrews, J. & Lupart, J. (2000). Inclusive Classroom: Educating Exceptional Children. Ontario: Nelson Thomson Learning. Andrews, J. (1998). Teaching students with Diverse Needs. Ontario: Nelson Thomson Learning . Krause, K., Bouchner ,S. & Duschesne, S. (2003).Educational Psychology for Learning and Teaching. Southbank: Victoria. Loreman, T., Deepler, J. & Harvey, D.(2006). Inclusive Education. A practical Guide to supporting Diversity in the classroom. Sydney. Puri, M. & Abraham, G. (2004). Handbook of Inclusive Education for Educators. Administrators and Planners. New Delhi: Sage Publications.

Course Learning Outcomes

By the end of the course students will be able to: • after studying this course, the students will be able to: • explain the definition of inclusive education. • recognize the nature of inclusion in education. • understand the difference between inclusive and special education. • develop individualized lessons along with learning aids to address special needs of children. • examine the different models of inclusion used for enhancement of learning • apply variety of adaptations of curriculum teaching strategies in coping with learning disabilities • find out the role of community in establishing effective