Inclusion_in_mainstream_schools

October 14, 2019

#Inclusion_in_mainstream_schools becomes an exercise in futility when several challenges persist:  

1. Students without genuine difficulties exploit the system, obtaining disability certificates from purportedly certified professionals, thus gaining extra time and accommodations unfairly.

 

2. Students with authentic difficulties struggle when parents refuse to support them, even when teachers, counselors, and administrators make earnest efforts. Some students function without assessments, rendering them ineligible for accommodations.

 

3. After extensive observation and informal assessments, parents may reluctantly agree to an assessment. However, when the child receives a "label" and a "diagnosis," they become eligible for accommodations but often lose self-esteem and continue to struggle, as their parents' expectations may not align with their interests.

 

4. When the student who requires substantial one-on-one support, beyond what's feasible in the school environment, receives limited or no support at home.

 

5. When students excel in an accommodating school environment but falter when faced with traditional exam formats that require them to condense a year's worth of content into a three-hour exam. They may forsake other interests and skills to focus solely on academics to pass.

 

6. When earning a 10th-grade certificate holds little value compared to the limited life skills the student has developed due to the overwhelming emphasis on academics.

 

7. This cycle often continues until a potentially better alternative emerges, typically after Grade 9. The question arises: Was all the effort worth it? Educating parents, peers, teachers, and administrators every year when challenges surface, only to face ridicule from parents who accuse the school of inadequate support.

  However, we persist because giving up without trying is not an option. We continue to learn and evolve our understanding of Inclusive Education.   A more appealing alternative often becomes the National Institute of Open Schooling (NIOS), now known as NOS (National Open Schooling). The primary advantage lies in the exam format, allowing students to attempt six subjects over four separate time periods across two years. This option is frequently sought after Grade 8, as the CBSE system has no failing grades until that point, or after Grade 9 when students do not achieve the required pass percentage.