Difference between revisions of "Portal:Inclusive Education/Resources"
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'''Discussions/Debates''' | '''Discussions/Debates''' | ||
| − | =Classroom Experiences= | + | ===Classroom Experiences=== |
# [http://ddpuk.org/inclusive%20practices%20in%20schools.pdf Understanding Inclusive Practice in Schools- Examples of Schools from India] | # [http://ddpuk.org/inclusive%20practices%20in%20schools.pdf Understanding Inclusive Practice in Schools- Examples of Schools from India] | ||
#[https://drive.google.com/file/d/0B1KKKyLAYTKBX2w3Y2IxdS1lYjA/view?usp=sharing/ The Resilience of Changes Promoting Inclusiveness Fisher et al] | #[https://drive.google.com/file/d/0B1KKKyLAYTKBX2w3Y2IxdS1lYjA/view?usp=sharing/ The Resilience of Changes Promoting Inclusiveness Fisher et al] | ||
| − | =Teacher narratives= | + | ===Teacher narratives=== |
| − | =Children’s narratives= | + | ===Children’s narratives=== |
| − | =Community’s narratives= | + | ===Community’s narratives=== |
#[https://drive.google.com/file/d/0B1KKKyLAYTKBa2JWNm1RT3Ewd1U/view?usp=sharing/ Matter of Quality] | #[https://drive.google.com/file/d/0B1KKKyLAYTKBa2JWNm1RT3Ewd1U/view?usp=sharing/ Matter of Quality] | ||
| − | =Diverse groups= | + | ===Diverse groups=== |
| − | ==Gender== | + | ===Gender=== |
| − | ==Disability== | + | ===Disability=== |
#[https://drive.google.com/file/d/0B1KKKyLAYTKBdkhfQmpUbWg5MjQ/view?usp=sharing/ ICT and children with special needs] | #[https://drive.google.com/file/d/0B1KKKyLAYTKBdkhfQmpUbWg5MjQ/view?usp=sharing/ ICT and children with special needs] | ||
#[https://drive.google.com/file/d/0B1KKKyLAYTKBTlJDNFdFNWpkYkU/view?usp=sharing/ The Disability Integration Presumption Thirty Years Later] | #[https://drive.google.com/file/d/0B1KKKyLAYTKBTlJDNFdFNWpkYkU/view?usp=sharing/ The Disability Integration Presumption Thirty Years Later] | ||
#[https://drive.google.com/file/d/0B1KKKyLAYTKBellyV01mdFpKeHM/view?usp=sharing/ Article on inclussive education for disabled] | #[https://drive.google.com/file/d/0B1KKKyLAYTKBellyV01mdFpKeHM/view?usp=sharing/ Article on inclussive education for disabled] | ||
| − | ==Caste== | + | ===Caste=== |
#[https://drive.google.com/file/d/0B1KKKyLAYTKBV1NZaHpiUG9idHM/view?usp=sharing/ Samajika nyaya Hortavoo] | #[https://drive.google.com/file/d/0B1KKKyLAYTKBV1NZaHpiUG9idHM/view?usp=sharing/ Samajika nyaya Hortavoo] | ||
# [http://www.epw.in/system/files/pdf/2013_48/44/What_It_Means_To_Be_a_Dalit_or_Tribal_Child_in_Our_Schools.pdf What It Means To Be a Dalit or Tribal Child in Our Schools, A Synthesis of a Six-State Qualitative Study. Vimala Ramachandran, Taramani Naorem, Economic and Political Weekly, November 2, 2013, Vol xlviii, No 44] | # [http://www.epw.in/system/files/pdf/2013_48/44/What_It_Means_To_Be_a_Dalit_or_Tribal_Child_in_Our_Schools.pdf What It Means To Be a Dalit or Tribal Child in Our Schools, A Synthesis of a Six-State Qualitative Study. Vimala Ramachandran, Taramani Naorem, Economic and Political Weekly, November 2, 2013, Vol xlviii, No 44] | ||
| − | ==Religion== | + | ===Religion=== |
| − | == | + | |
| − | == | + | ===Language=== |
[https://app.box.com/s/txxfdqfmhxzmql1rbp5zrnv6m9iep2nu 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. | [https://app.box.com/s/txxfdqfmhxzmql1rbp5zrnv6m9iep2nu 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. | ||
| − | ==Gifted & Talented== | + | === Tribal === |
| − | ==Class== | + | |
| + | ===Gifted & Talented=== | ||
| + | ===Class=== | ||
| − | =Media articles= | + | ===Media articles=== |
#[http://www.thehindu.com/todays-paper/tp-opinion/for-inclusive-publishing/article18573884.ece For inclusive publishing - The Hindu] | #[http://www.thehindu.com/todays-paper/tp-opinion/for-inclusive-publishing/article18573884.ece For inclusive publishing - The Hindu] | ||
#[http://www.thehindu.com/news/cities/kozhikode/scert-prepares-innovative-textbooks-for-special-children/article18564968.ece Kerala SCERT prepares innovative textbooks for special children - The Hindu] | #[http://www.thehindu.com/news/cities/kozhikode/scert-prepares-innovative-textbooks-for-special-children/article18564968.ece Kerala SCERT prepares innovative textbooks for special children - The Hindu] | ||
Revision as of 08:08, 20 June 2022
General
Discussions/Debates
Classroom Experiences
- Understanding Inclusive Practice in Schools- Examples of Schools from India
- The Resilience of Changes Promoting Inclusiveness Fisher et al
Teacher narratives
Children’s narratives
Community’s narratives
Diverse groups
Gender
Disability
- ICT and children with special needs
- The Disability Integration Presumption Thirty Years Later
- Article on inclussive education for disabled
Caste
- Samajika nyaya Hortavoo
- What It Means To Be a Dalit or Tribal Child in Our Schools, A Synthesis of a Six-State Qualitative Study. Vimala Ramachandran, Taramani Naorem, Economic and Political Weekly, November 2, 2013, Vol xlviii, No 44
Religion
Language
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.