Page 1 of 20
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 06 Issue 12
December 2018
Available online:https://ejbss.org/ P a g e | 252
“EFFECT OF AN INTERVENTION PROGRAMME ON AWARENESS LEVEL OF
PARENTS AND MEMBERS OF SCHOOLS MANAGEMENT COMMITTEE
TOWARDS DISABILITY AND INCLUSIVE EDUCATION”
*Deepak Kumar
**Chiranjit Sarkar
*Research Scholar, Dept. of Education, Maharshi Dayanand University Rohtak, Haryana
mailme.chiranjitsarkar@gmail.com
** Research Scholar, Dept. of Education, Maharshi Dayanand University Rohtak, Haryana
deepaksharma2890@gmail.com
ABSTRACT
The meaning of ‘Inclusion’ is to take in, or consider as part or Member of or to embraces.
Inclusion is about membership and belonging to a community. In the context of education, it
is restructuring schools as communities where all children can learn. Teachers provide for
more options for children as ways to learn. Children learning together in the same classroom,
using materials appropriate to their various needs, and participating in the same lessons and
recreation: that is inclusive education. In an inclusive school, children with disabilities do not
study in separate classes; instead teaching methods, textbooks, materials, and the school
environment are designed so that girls and boys with a range of abilities and disabilities
including physical, sensory, intellectual and mobility impairments can be included in the
same class. In the present study, it begins from the statement of the problem, objectives of the
inquiry and now a satisfactory culmination is to be achieved its practicability. The quality of
good research is judged by degree of accuracy on the level of relevant evidence sought. It is a
plan of action. After this an intervention programme of five days was delivered to enhance
the awareness level of parents and members of school committee towards disability and
inclusive education. After an intervention programme post- test was administrated to check
the awareness level on same group of parents and members of school management committee
towards disability and inclusive education. Pre-test, post- test control group quasi
experimental design was used for this study. The present study is of greater importance in
present times as there is growing realization of focusing attention on the awareness level
towards disability and inclusive education of the parents and members of school management
committee. Hence in many ways the present study is beneficial for parents and members of
school management committee also related to the effectiveness of intervention program.
Keywords: Disability, Inclusive education.
Page 2 of 20
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 06 Issue 12
December 2018
Available online:https://ejbss.org/ P a g e | 253
INTRODUCTION
Inclusive Education
Children learning together in the same classroom, using materials appropriate to their various
needs, and participating in the same lessons and recreation: that is inclusive education. In an
inclusive school, children with disabilities do not study in separate classes; instead teaching
methods, textbooks, materials, and the school environment are designed so that girls and boys
with a range of abilities and disabilities including physical, sensory, intellectual and mobility
impairments can be included in the same class. By definition, inclusive education includes all
learners, but it may be interpreted differently according to the context. For example, while it
covers children excluded on the basis of language, gender, ethnicity, disability and other
factors, Leonard Cheshire Disability focuses on children with disabilities. At the same time,
we recognise that children may be affected by more than one issue. A disabled child may also
speak the language of a minority ethnic group, or be a refugee, or, if she is a girl, her family
and society may not value girls’ education. We believe that making schools inclusive for
boys and girls with disabilities improves them for all learners, including students facing
exclusion because of other challenges, or more than one issue.
BENEFITS OF INCLUSIVE EDUCATION
All children benefit from inclusive education. It allows them to:
Develop individual strengths and gifts, with high and appropriate expectations for
each child.
Work on individual goals while participating in the life of the classroom with other
students their own age.
Involve their parents in their education and in the activities of their local schools.
Foster a school culture of respect and belonging. Inclusive education provides
opportunities to learn about and accept individual differences, lessening the impact of
harassment and bullying.
Page 3 of 20
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 06 Issue 12
December 2018
Available online:https://ejbss.org/ P a g e | 254
Develop friendships with a wide variety of other children, each with their own
individual needs and abilities.
Positively affect both their school and community to appreciate diversity and
inclusion on a broader level.
ROLE OF EDUCATION FOR CHILDREN WITH DISABILITY
The importance of education for all children, especially for those with disability and with
limited social and economic opportunities, is indisputable. Indeed, the special education system
allowed children with disability increased access to public education. Apart from that, the
special education system has provided for them an effective framework for their education, and
for the institutions involved to identify children with disability sooner. In turn, this promotes
greater inclusion of children with disability alongside their nondisabled peers. In spite of these
advances however, many obstacles remain, including delays in providing services for children
with disability, as well as regulatory and financial hindrances that complicate the program for
all involved. Enhancing the system necessitates better ways of understanding and measuring
both ends of the special education continuum, namely the services special education children
need and receive, and the academic outcomes these students achieve.
There are over 70 million disabled people in India. This is about 6 % of its population. The
population of the mentally disabled comprising mental retardation, cerebral palsy and
multiple disabilities is estimated at 17 % of the disabled population and 0.32 %of the total
population. The mentally retarded constitute 5.37 %of the disabled population while those
with cerebral palsy and multiple disabilities account for 1.48 % and 10.63 %respectively. In
overall, more males are disabled than females. Even Jammu and Kashmir has nearly three
lakhs disabled people because of 23- year long turmoil in the state, forcing authorities to
enact a law for protection of the rights of these people. The proportion of disabled children in
developing countries is generally higher than developed countries. Disability is a physical or
mental impairment that interferes with the performance of activities expected of an individual
of a certain age. Many disabled people have demonstrated the capacity to excel in
