Inclusive Paradigm in Education

In ancient times it was often thought that disabilities is a punishment for sins committed in earlier lives or a result of ones misdeeds in present birth. Later this led to faulty medical and educational modals for rehabilitation today medical model is being replaced by sociological and developmental model. Data collected in 2002 by the National Sample Survey Organization (NSSO), indicated that the number of persons with disabilities was 1.85 crore. There may be slight variation in figures as difference in coverage and definitions used for collection of data may be justifying/misleading. A society which disowner its persons with disabilities may loose out on rights productive potential of these people and non-inclusion may result in loss of GDP, growth in human index. Inclusive Education is based on the belief that people/adults work in inclusive communities, work with people of different races, religions, aspirations and disabilities. In the same vein children of all ages should learn and grow in environments that resemble the environment that they will eventually work in peer collaboration and consultation the pillars an which i.e. creates a strong foundation. It sees individual differences not as problems to be fixed but as opportunities to enrich learning and entrance change. The Inclusive Education Programme is dependent upon the clinical facilities practices, demonstration and student teaching practices in a variety of existing schools serving special needs children and youth. A more exciting and far-reaching way of thinking about inclusion and cooperation is based on the belief that all children belong to the general education classroom. By creating a community that is cooperative and inclusive, children's acceptance and success in the general education environment will be greatly enhanced.