John, Annie
(2014)
Barriers to inclusion
in Education.
Learning Curve (23).
pp. 34-36.
Abstract
A month into school and Mrs. G., the UKG class
teacher, was worried, “S doesn’t understand
anything I say, and I don’t know how to teach her.
She copies from other students around her. During
play time, she stands and watches the others
without joining in.” The student in question, had
been admitted into the school under the RtE Act, did
not understand English, (the medium of instruction
of most private schools - in this article I have used
the words ‘private schools’ to refer to schools where
the RtE Act is enforced) and her teacher was at a loss
how to address the situation! This and similar
concerns, frustrate those in the school system
when trying to cope with the situation that they are
faced with, since the RtE Act was enforced in 2008.
Teachers, who want to succeed, depend on their
own creativity and intuitive sense to work with a
group of children who, in spite of wearing the same
uniform, appear different. Are they different? What
is the difference? Do we try to make them ‘fit in’, or
allow them to be different?
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