Parent and Teacher Perspectives on Differentiated Instruction for Inclusion of Children with Autism in India

What is it about?

Teachers in mainstream schools in India have tried intervention strategies to accommodate children with Autism which have at times centred on the development of differentiated lessons. Differentiated strategy takes into consideration uneven developmental profiles of children with Autism while planning a classroom activity. The core principle in DI is that there is flexibility to teach the same curriculum in different ways, according to the students’ strength, needs, interest and learning styles constituted by a number of strategies. Differentiation is carried out at various levels depending on the need and readiness of the child. As indicated by a teacher who stated that children with Autism had to be shadowed for some activities and there were other students for whom peer-mediated learning helped. Further, for a few students a pull-out or a, one to one remedial session was needed. These multiple strategies as seen to be implemented suggest that the process at which the differentiation takes place too varies according to the ability and readiness of the students in each class. DI is a complex teaching strategy which involves individualisation of aspects of the education programme. DI strategy in India is still emerging as a teaching strategy and there exists a gap between theory and practice. Even though teachers in this study were positive towards implementing DI strategies, there were misinterpretations regarding key terminologies and a lack of clarity in implementation. In spite of all the known difficulties, implementation of DI will be possible if there is a change in the mindset of individual teachers. This also requires professional training by resource practitioners who are experts in practicing the DI strategies.

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Why is it important?

The Government of India is promoting inclusive education through educational reforms, funding allocation for infrastructure modification and training but there is limited resource allocation for teacher training about inclusive education. The Government needs to include topics on special and inclusive education in their syllabus in the Bachelor and Masters of Education (B.Ed. and M.Ed.) programme. B.Ed. and M.Ed. in (Special Education) should also increase its focus on inclusive education. It is important that curriculum planners who design the teacher education programme in India incorporate professional training on evidence-based pedagogies as DI for effective inclusive education. Easy-to-use resource kits especially practical training programme on application of DI in an inclusive classroom should also be added in the curriculum. For teachers who are new learners, resource material in DI should be developed by experienced teachers.

Perspectives