I would like to emphasize that INCLUSION goes beyond merely admitting neuro-divergent students. It involves making extensive changes at the structural and organizational levels. These adjustments encompass curriculum modifications, teaching methods, classroom management, assignment and project design, as well as exam and assessment accommodations. In our educational context, there is often a heightened concern about examinations and assessments, mainly to ensure students attain a passing grade. However, it is of paramount importance to recognize the broader spectrum of support that students are entitled to and to fulfill these responsibilities within educational institutions. I would like to share a few illustrative examples. It's important to note that these accommodations will vary for each student, and the teacher should exercise discretion in consultation with the student, parents, school authorities, and relevant professionals. Students who possess a disability certificate from an RCI-registered special educator/psychologist or a licensed medical doctor (Pediatrician/Psychiatrist) are entitled to the provisions laid out in the Rights of Persons with Disabilities Act, 2016 (RPWD 2016). Curriculum Adjustments: We can tailor the curriculum by reducing its content or omitting specific chapters that might not be applicable to Grade 10 or higher classes. We should prioritize topics based on their weightage in marks. Teaching Adaptations: Some students may require one-on-one support. We can structure remedial sessions in a way that doesn't disrupt other activities or peer interactions. Lessons can be simplified and presented visually, such as through PowerPoint presentations, flowcharts, bullet points, or audio recordings. Classroom Modifications: Proper seating arrangements are crucial. Students may prefer to sit close to the teacher or with a peer who can assist them in maintaining focus. Adhering to principles like CCC (Calm, Connect, Cooperate) or RRR (Regulate, Relate, Reason) can contribute to a harmonious classroom environment. It's vital to ignore non-essential disruptions and avoid engaging in arguments with the student. Providing timed breaks may also be beneficial. Homework and Project Adaptations: Flexibility is the key here. If certain assignments are unlikely to be completed at home without supervision, we can adapt them, making them more oral or simpler, and administering them within the school premises. We can consider breaking down larger assignments into smaller, more manageable tasks. We should also be adaptable in our assessment methods. Exam Accommodations: In accordance with the individual student's reports, we should provide necessary accommodations. If specific portions of the curriculum have been omitted, we should keep additional questions on hand. These supplementary questions can be attached to the student's exam paper, while irrelevant sections can be omitted. Other accommodations, such as extra time, a scribe, or subject alternatives, as per RPWD, should be made available. Answer Paper Evaluation: When evaluating answer papers, it's crucial to remain aware of the student's genuine difficulties. We should prioritize content over spelling errors and encourage retests when necessary. By analyzing the student's answering methodology, we can identify areas where additional support may be required. It's important to identify the strengths of each student and provide opportunities for them to showcase their abilities. Recognition and appreciation can take various forms, fostering a sense of cooperation and motivation to overcome the challenges they face. This recognition does not necessarily have to occur on a stage or in front of an audience; it can be achieved through any means that make the student feel valued and respected. In conclusion, Individualized Education Programs (IEPs) will continually evolve, and as educators, we must remain willing to adapt and grow alongside them."
