Srinivasan, Rajashree
(2020)
Preparing educators for inclusive classrooms.
Learning Curve (6).
pp. 52-54.
ISSN 2582-1644
Abstract
Although in our country the law provides for
access to equal quality education, the reality is
replete with examples of uneven access and dismal
educational outcomes. There are a large number of
children in the system who suffer the consequences
of disability, poverty and social exclusion. Academic
achievement in the school system has been
elusive, especially, for first-generation school-goers.
Teachers in these schools have the hardest job of all.
They have to ensure that all the academic learning
happens within the school, as these children do
not receive any academic support at home. The
circumstances that the children live in are so fragile
that teachers are not sure whether, for familial or
cultural or socio-economic reasons, they will turn
up at school the next day because their lives are
in a constant state of uncertainty and ambiguity.
They need teachers and an overall supportive
system, that consistently believes that all children
are capable of learning and achievement. The
belief that poverty, caste, religion and other social
differences account neither for intelligence nor for
inquiry ought to be central to the philosophy and
practice of schooling.
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