Inclusive Environment – We know that inclusive education means different as well as reverse students learning side by side in the same classroom. We notice that they enjoy field trips as well as after-school activities together. We know that they participate in student government together. We are aware that they attend the same sports meets and plays. We know that inclusive education values diversity as well as the unique contributions each student brings to the classroom. We know that in a truly inclusive setting, every child feels safe and has a sense of belonging as well. We know that students and their parents participate in setting learning goals as well as taking part in decisions that affect them. We know that school staff has the training, support, flexibility, as well as resources to nurture, encourage, as well as respond to the needs of all students. They can make use of Online teaching apps as well as the CBSE training portal to know about inclusivity. We know that inclusive systems provide a better quality education for all children as well as being instrumental in changing discriminatory attitudes. We know that schools provide the context for a child’s first relationship with the world outside their families, and as a result, it helps in enabling the development of social relationships as well as interactions. We know and respect in understanding grow when students of diverse abilities and backgrounds play, socialize, as well as learn together. We see that Education that excludes as well as segregates perpetuates discrimination against traditional groups. When education is more inclusive, so are concepts of civic participation, as well as employment, and community life. We know that they can make use of teaching assistants or specialists: we see that these staffs have the potential to be inclusive or divisive as well. For instance, we see a specialist who helps teachers address the needs of all students is working inclusively. We see that a specialist who pulls students out of class to work with them individually regularly is not as well. We see that Inclusive Environment curriculum as an inclusive curriculum includes locally relevant themes and contributions by marginalized and minority groups. We see that it avoids binary narratives of good and bad as well as allows adapting the curriculum to the learning styles of children with special education needs as well. We see that parental involvement: like most schools strive for some level of parental involvement, but it is often limited to emails home as well as occasional parent-teacher conferences. We see that in a diverse school system, inclusion means thinking about multiple ways to reach out to parents on their terms as well. We see that they ensure that educators have the training, as well as flexibility, and resources to teach students with diverse needs along with learning styles. ensure that kindergartens, as well as schools, receive adequate and sustainable financial support so that all activities and services are fully inclusive along with empowering parents to assert their children’s right to education in inclusive settings. We see that they can enable the entire community including mainstream as well as special educators, social workers, parents, and students and to work together as well as participate in the design, delivery, as well as monitoring of education, thereby reframing inclusive education as a shared responsibility. hold governments accountable for implementing antidiscrimination legislation along with, legal mandates for inclusion, and policies to remove barriers. We see that making education inclusive is not a cost-cutting measure at all. The governments must be prepared to invest substantial resources at the outset on system reforms such as teacher as well as staff training we see that by improving infrastructure, learning materials, as well as equipment; and revising curricula to implement Inclusive Environment education successfully. However, we also see, by eliminating redundancy as well as the high costs of running parallel systems, such investments are an efficient as well as effective use of funds, and hold the potential to improve education for all students at the same time. We see that funding mechanisms must be reformed so that schools, where they can enroll students with special needs, receive the necessary additional financial resources as well.
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