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Chapter 7: Resources Management for Inclusion
Inclusion demands resources to meet the need of all members of communities and to facilitate
equal participants in all sphere of life. Our environment, now more so than before, need to be
ready to include people from different backgrounds, with differing needs and abilities. For such
a situation we need to adapt and modify our environment to all people be accessible. Inclusion
refers to the process of providing all necessary services according to the needs of divers‘
population in the community and bringing support services instead of mobilizing resources in a
separate setting. Inclusion assumes that the best provision for all according to their need and
potential regular schools, in the work place and in the community. Population with a wide range
of diversities such as disabilities, cultural and linguistic minorities and vulnerabilities, academic
abilities and behavioral needs are represented in inclusive environment.
7.1. Provisions of Resources
The resource should be considered for people with disabilities in workplaces, social gatherings,
recreational and in schools that help them to feel comfortable, secure and work at their
independent and team activities. Available resources those meet their needs can help persons
with disabilities move towards success.
7.1.1. Resources for school children
All concerned bodies should be inclusive in their planning, budgeting and taking action for the
education of persons with disabilities. In the school settings resource rooms are very important
at.
7.1.2. School based resource room
The resource room is a classroom where a special education program can be delivered to a
student with a disability and learning difficulty. It is for those students who belong to a regular
class but need some special instructions in an individualized or small group setting for a portion
of the day. It is typically a large room in the main school building with lots of facilities for
children with special needs. This program includes remedial, compensatory and developmental
instruction, which is provided in small groups for usually three to five hours
2
per week. Students may be provided direct services in the classroom. Indirect services can also
be provided to the student through consultation with the general education teachers to support in
adjusting the learning environment or modify the instructional methods. When additional
support is appropriate to meet the student‘s needs, the student can receive the pull-out program.
This form of a ―pull out‖ system, where a child attends a session in the resource room during a
light period of the day such as singing or physical training, receives individual help in a weak
area of learning such as reading or writing. Methods and materials are adapted to students'
learning styles and characteristics using multisensory and other specialized approaches
7.1.3. Human resources in schools
Sign language interpreter
Braille specialist
Mobility and orientation expert
Special needs educators
Speech and language therapist
Physiotherapist
Behavioral therapists…etc
7.1.4. School based material resources
LCD and/or Smart Board
E - Chart
Various magnifying lenses
Slate and styles
Perkins Braille writer
White Cane
Blind folder
Tuning fork
Audiometer
Hearing aids (various type)
Sign language books and videos
Various instructional videos related this unit
Braille atlases
Molded plastic, dissected and un-dissected relief maps
Relief globs
Land form model
Abacus
Raised clock faces
Geometric area and volume aids
Write forms for matched planes and volumes
Braille rulers
Raised-line check books
Signature guide
Longhand-writing kit
Script letter – sheets and boards
Talking calculator
Closed-circuit television
Computer software for various students with special needs; for example Jawse for
blind and sign language software for deaf
Orthosis
Prosthosis
Environmental accessibilities
Ramps
Elevators
Wheel chairs
And others additional resources
7.2. Accommodations
Accommodations are adjustments that teachers and school personnel make to maximize learning
and social well-being for individual students.
7.2.1. Instructional accommodation checklist
Use a multisensory approach.
Use a highly structured format for presentations.
Use graphic organizers.
Present material in small, sequential steps.
Teach specific strategies (e.g. taking notes, reading comprehension).
Review key points frequently.
Assign a buddy reader or note taker.
Provide students with outline of notes.
Use color coding to match materials and concepts.
Reduce visual distractions.
Seat student close to board, teacher, or student helper: away from door or window.
Provide a quiet work area.
Allow students to move if needed. Use visual reminders as memory aids.
Use teacher-initiated signals for redirecting attention.
Highlight sections of text.
Provide tape recording of lecture or required texts.
Give oral and written directions.
Speak slowly and clearly.
Allow for longer response time.
7.3. Organization and Task Completion
Keep work area clear.
Post assignments and work completed in a consistent spot.
Assist student with notebook organization.
Use assignment notebook.
Extend time to complete assignments.
Shorten or chunk assignments.
Give timeline for longer projects.
Give specific feedback.
Provide peer tutoring.
Use cooperative learning groups.
Provide structured daily activities.
Explain changes in routine.
7.4. Evaluation
Explain grading and give rubric.
Give specific feedback.
Preview before test; give frequent quizzes; give sample questions.
Orient student to test format.
Use a clear, uncluttered copy; enlarge print.
Make test directions simple and clear.
Provide ample space for answers on test.
Allow alternate test response (oral, computer).
Read test aloud to student. Give open-note or take-home tests.
Use alternate forms of evaluation (oral report, group projects, and debate).
Reduce required assignments.
Provide proofreading checklist.
Accept print or cursive writing
7.5. Resources for work/social environment
Human resources
Special needs educator at every organization to create inclusive environment
Sign language interpreter
Sighted guide
Material resources
Various magnifying lenses
Slate and styles
Perkins Braille writer
White Cane
Hearing aids
Sign language books and videos
Braille atlases
Braille rulers
Signature guide
Talking calculator
Talking mobile
Closed-circuit television
Computer software for various students with special needs; for example Jawse for
blind and sign language software for deaf
Orthosis
Prosthosis
Environmental accessibilities
Ramps
Elevators
Wheel chairs
And others additional resources
Chapter Summary
Resources are very important to create inclusiveness. Resources are for all human being;
though the attention if much given for persons with disabilities. All individuals can grow and
develop if they are accessed and provided. Primarily understanding the diverse needs of all
people is very important to plan for the resources. Incorporating the communication
styles/channel of diver‘s population is vital. Creating equal opportunities and access to equal
growth and development is necessary and considering and encouraging different perspective
using the provided resources is important to celebrate diversity. If we neglect human and
material resources to create inclusiveness, we remain with our poverty ever.
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