NAME : L. SHANMUGAM , M.A.,M.Ed ., DESIGNATION : SECRETARY

1. NAME : L. SHANMUGAM,M.A.,M.Ed., DESIGNATION : SECRETARY ORGANIZATION : UPAHARMADURAI SUB THEME : Development of Sustainable service for deafblind people TITLE OF PAPER : Inclusive Education for Children with Deafblind

2. Inclusive Education for Children With Deafblind

3. INCLUSION Inclusive Education aims at “ Normalizing the life and education of impaired children in the least restrictive environment”. Not dumping of deafblind children in regular schools Get equal opportunity with other children Interact with their families neighbours and community.

4. WHY INCLUSION • Inclusive education emerges out as a positive alternative to increase the coverage • It provides equal opportunities to Deafblind children in their own locations • Inclusive education is inevitable for Deafblind children from rural remote areas • Mild and moderate cases are involved more in IEDC programme.

5. WHY THIS SHIFT TOWARDS INCLUSIVE EDUCATION • This now a human rights and disability rights issue. Every child has the right to equal participation, under the convention of the rights of the child • “Every child has a right to be educated in a regular school”. Education is a right not a “Privilege”.

6. WHAT DO YOU NEED IN ORDER TO START IE • Whole school approach • Regular teachers support • Friendly environment • Flexible curriculum • Close involvement of families

7. IMPLEMENTATION OF IE • Awareness at all levels • Training to care givers • Planned use of resources • Specialist support • Capacity building to key people • Shared ownership

8. PRIMARY NEEDS OF YOUNG DEAFBLIND •  Early identification and Assessment •  Home based services delivered by • special teachers •  Parents counseling and family Network •  Medical and therapeutic services • to enhance healthcare and motor • development.

9. PRE SCHOOL DEAFBLIND CHILDREN Opportunity to participate in a day programme • Specialized education and medical interventions as per the needs of children • Availability of plus curriculum skills & functional curriculum • Co-operation between special teachers and the care givers

10. SCHOOL AGE CHILDREN • The primary needs of school-age children • include educational opportunities and services offered • in a variety of models viz. • Resource model • SSA- IED block model (SERVA SIXHA ABIYAN) • Preparatory centre model (attached in the standard school)

11. RESOURCE MODEL Standard School  1 Resource Room 1 Resource Teacher 10 VI / HI + One Deafblind      VI / HI – Staying in  VI / HI Staying in Relatives or Db / VI / HI – Staying with Integrated Hostels Friends Home Parents

12. RESOURCE MODEL • The Resource plan is the most prevalent model followed in the majority of schools • Under this IEDC model, minimum 10 visually impaired or hearing impaired are enrolled in the regular schools • Resource room is located inside the school • Resource Teacher is trained in the methodology of teaching Deafblind children (or) Multi-skilled in special education • 1 or 2 Deafblind students in the Resource Room • Not more than 2 deafblind children in one Resource centre under IEDC • Deafblind students attend the regular class room for some activities • The resource teachers provide direct & indirect services to deafblind in the Resource Room • Technical support to deafblind will be provided by the Itinerant specialist teachers frequently

13. SSA –IED BLOCK MODEL       BRC  Resource centre for IED     

14. SSA –IED BLOCK MODEL • NGO is a partner / IEDC resource teachers are supporters • SSA- IED project is supported by Education Department / state & central Govt. • NGO is an implementing agency in block level • 2 special teachers in block level / One Itinerant Resource Teacher for Db/MD • Block IED resource centre with essential special equipments

15. SSA –IED BLOCK MODEL • Supportive services – Spl. teachers \ Itinerant Teachers •  Identification & Enrolment •  Home based training • Special care in school impaired children •  Individual support • Facilitating services • Direct and Indirect services •  Maintain no dropouts •  Help to Day care centre •  Curriculam & plus curriculam skills.

16. SSA –IED BLOCK MODEL • Supportive services – NGO’s •  Medical Assessment •  Supply of aids & equipment •  Training to regular teachers •  Training to parent of Deafblind •  Training to VEC, SHG, volunteers etc., •  Organizing Awareness programme •  Linkage with all Government departments.

17. Standard school  ♦ Self contained class room ♦ Specially qualified teacher ♦ Preparatory services at a central place ♦ One or two years of services ♦ Day centre or residential centre ♦ Training in skills development ♦ Pre – Braille, O&M, DLS & Social skills ♦ Sensory Training ♦ Sign Language ♦ Communication skills ♦ Partial integration. PREPARATORY CENTRE - MODEL Preparatory Resource Centre (Attached in schools) 

18. INCLUSIVE EDUCATION CONCLUDING VIEWS ACHIEVE MORE GROW SLOWLY START LITTLE

19. FOLLOW 3 R’S •  RIGHT METHOD •  RIGHT MATERIAL •  RIGHT TIME INCLUSIVE EDUCATION IS POSSIBLE AND SUCCESSFUL

20. THANK YOU UPAHARMADURAI MULTI REHABIITATION CENTRE 37, Teachers Colony, Alagappannagar, Muthupatty, Madurai – 625 003 Tamilnadu, South India. Phone : 0452 / 693666