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Teacher education
• The national council for teacher education has defined teacher education
Pre service approaches: working as, a programme of education, research and training of persons to teach
from pre-primary to higher education level.
with teacher training institutions • Good’s dictionary of Education defines Teacher Education as “All formal and
informal activities and experiences that help to qualify to a person to
assume the responsibility as a member of the educational profession or to
discharge his responsibility most effectively”.
• Rabindra Nath Tagore said, “A teacher can never truly teach unless he is
still learning himself. A lamp can never light another lamp unless it
MOUMITA BISWAS continues to burn its own flame.” So teacher education encompasses
teaching skills, sound pedagogical theory, motivation for teaching,
Lecturer in special Education
creativity in developing teaching aids, enthusiasm in managing classroom
NIEPID RC KOLKATA and sensitivity towards contemporary issues and related problems.
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Aims and objectives… Aims and objectives…

• The general aims of teacher education are as follow: • 6. To develop the habit of concentration, self-confidence, self-
reliance and discovery.
• 1. To enable the teachers to solve the contemporary issues and
problems related with students. • 7. To develop scientific and realistic attitude towards life.
• 2. To familiarizes the teachers with the latest knowledge to fulfil • 8. To bring an all-round and harmonious development in the
the existing need of the society. personality of the teachers.
• 3. To give knowledge about the broad objectives of teaching such • 9. To develop the skills to use the modern devices like computer
as knowledge, understanding, application etc. etc.
• 4. To develop fundamental skills in the teachers. • 10. To develop the abilities of analysis, synthesis, reasoning,
computation etc.
• 5. To prepare the teachers for elementary as well as higher
education in science, engineering etc. • 11. To develop interest in teaching.
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Objectives of teacher education: Objectives of teacher education:

• 7. Developing understanding, interest, attitude and skills which will enable the
• Developing Gandhian values of education such as non-violence, teacher to Foster the all-round growth and development of the children under his/
truthfulness, self-discipline, self-Reliance and dignity of labour her care.
• 2. Acting as a liaison between the school and the community and employ • 8. Developing an understanding of the objectives of student teaching in the Indian
suitable ways and means for integrating community life and resources with context and awareness of the role played by the school in achieving the goals of
school work. developing a democratic, secular and socialist society.
• 3. Perceiving his role as an agent of social change in the community. • 9. Developing competency for teaching on the basis of accepted principles of
learning and teaching.
• 4. Perceiving his role not only as a leader of the children but also that of a • 10. Keeping track with the latest trends in the knowledge of the subject the teacher
guide to the community. teaches and the techniques of teaching.
• 5. Helping in the conservation of environmental resources and • 11. Developing communication, psychomotor skills and abilities conducive for
preservation of historical monuments and other cultural heritage. human relations which will enable him/ her to promote learning inside and outside
• 6. Possessing a warm and positive attitude towards children and their the classroom.
academic, social emotional and personal problems, and must have the • 12. Undertaking various investigations and action research projects to improve the
skills to guide and counsel them. teaching and solving the issues which occur during teaching and learning processes.
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Teacher training vs teacher education TYPES OF TEACHEREDUCATION PROGRAMMES

• The words ‘teacher education’ and ‘teacher training’ have been used interchangeably
but education theorists distinguish the terms clearly. • Pre-service and In-service Teacher Education
• Training: In education theory, training refers to acquisition of concrete skills for • Pre-service teacher education is the education and training provided
meeting specific goals in a real-life applied situation. to student teachers before they have undertaken any teaching.
• Education: In contrast, education focuses on more abstract knowledge and open-
ended concepts, like the ability to design an original lesson plan or write poetry. • Teacher education program in India serve the varying needs of the
• Education aims to improve the mind while training aims to improve performance. In diploma /degree level of teacher education and prepare teachers
many cases, education and training go hand-in-hand. from Pre-primary level to Institution/University level.
• Teacher education is a more complex and comprehensive term which includes
providing training and knowledge in many aspects such as theoretical concepts of • Pre service teacher education refers to academic terms of study in a
teacher education, practical aspects of training, training of modern instructional university level institution with a period of 0ne or two year of
strategies in teaching-learning process, giving variety of opportunities in student education. It consists of combined or alternative studies and the
learning, understanding psychological theories, understanding modern principles of
teaching-learning, use of technological instruments, participation in co-curricular theory and practice of teaching with elements of psychology.
activities, understanding of recent trends and developments in education and so on.
Compared with the traditional teacher- training programmes, teacher education has
moved
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MOUMITA the NIEPID
present scenario.
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The main objectives of pre-service training are: Pre-Service Teacher Education Institutions:
• (i) To provide proper understanding regarding the aims and objectives of
education. • Teachers Training for Pre-primary or Nursery schools
• (ii) To promote a proper understanding of the basic principles of child
growth, development and process by which pupils learn in prospective • Teachers Training for Primary Schools
teachers.
• (iii)To enable them to plan and present subject- matter in a manner which • Training Colleges or Colleges of Education
will promote the interest, sense of purpose and an understanding process
of pupil’s growth.
• (iv) To develop communication and psychomotor skills and abilities
• Training Colleges for Special Education
conductive to human relations for interacting with children in order to
promote learning in them both inside and outside the classroom. • Regional College of Education
• (v) To develop understanding, interests, attitudes and skills which would
enable
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him to promote all-round development among students.
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Pre service teacher preparation for inclusive education

• The preparation of regular school teachers at primary and
secondary levels is more or less streamlined in India, while the
• All school going children, whether they are disabled or not, preparation of special teachers still faces problems related to the
have right to education as they are the future citizen of the role of teachers in the different service programmes for people
with
country. Teachers need to provide education in an • disabilities and the competency levels of teachers in terms of the
ability to teach children with a single disability and those with
appropriate and meaningful way which requires changes in multiple disabilities. These inclusive schools and special schools.
curriculum decisions and classroom arrangements, provision According to National Policy on Education, 1992, the number of
school going children with disabilities in India is reported to be
of aids and appliances, arrangements for finances and above about 12.59 million. So serious effort must be taken in the
process of preparation of teachers for children with special needs
all, appropriate teacher preparation. for paradigm shift from segregation to inclusion.
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Early Initiatives in preparing teachers for children Institutions and courses

with disabilities in India
• The disability sector in India has been neglected for a long time. No • Institutions: NIEPID, NIEPVD, NIEPMD, AYJNISHD, NILD etc. and many other
serious effort was made by Government of India and other state govt or private institutions.
governments for special education development for education and
training for children with special needs. • Courses: PhD, M.ED SE(ID/HI/VI/LD), B.ED SE(ID/HI/VI/LD), D.ED
• In fact, there were only few teacher training colleges/institutions for SE(IDD/HI/VI)
the disabled children and most of them were located in urban areas. • The curriculum pattern of these courses are disability specific. The
Initially, these schools and vocational centres were opened for
curriculum included–method of teaching for specific disability, behaviour
disabled by Christian missionary and other religious trusts. Prior to
the independence, there was very little concern for systematic and therapy, psycho-educational assessment, medical care of disabled,
scientific effort for training of the teachers for the children with occupational therapy, physical therapy, psychology of the disabled, speech
disabilities. Serious effort were made in this direction from the and language therapy, braille etc.,
International
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Year for Disabled Persons in 1981.
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Role of RCI for promoting TE in special education field Role of RCI in the field of Rehabilitation & Teachers Education
• The year 1981 was declared as the International Year of the • The main aim and the ultimate goal of RCI are to promote the
Disabled Persons (IYDP). Since then, the Government of India has development of manpower needed in the field of rehabilitation. To
paying full attention on the rehabilitation of the disabled. achieve this goal, the RCI performs the following roles:
Because of the lack of trained personnel including teachers, • ● RCI aims at regulating the training policies and programmes in
providing rehabilitation services has been a tough job. Some rehabilitating people with disabilities.
institutions that were offering training programmes in this field
were working in isolation and with no uniform syllabi and • ● It brings about standardization of training courses for rehabilitation
curriculum. Because of these and other reasons, The Government personnel and/or professionals who deal with disabled people.
of India established the Rehabilitation Council of India on May 6, • ● It fixed and prescribed minimum standard of education and training
1986 as a registered society under the Societies Registration Act, institutions in the field of rehabilitation uniformly throughout the
1860, and through the RCI Act, 34 of 1992, it was given a country.
statutory status which came into force with effect from June 22, • ● It regulates these standards in all training institutions uniformly
1993. throughout the country.
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• ● It provides recognition to the institutions and / or universities

that run degree/ diploma. certificate courses in the field of • It also owns the responsibility of promoting research in
rehabilitation of the disabled persons and withdraws recognition, rehabilitation and special education.
Where-ever facilities or services are not satisfactory. • ● It regularly collects information on education and training
• ● It also provides recognition to foreign degree/diploma/certificate in the field of rehabilitation and training in the field of
in the field of rehabilitation awarded by institutions/universities on rehabilitation of disabled persons from institutions in India
the reciprocal basis. and abroad.
• ● It also maintain Central Rehabilitation Register of persons who • ● It encourage continuing rehabilitation education by
possess the recognized "rehabilitation qualifications". The collaborating with organizations working in the field of
registered personnel/professionals are authorized by RCI to rehabilitation of persons with disabilities
practice any where in India.

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Inclusive Education for Children with Disabilities in School Level • Inclusion is a system in which all children from a given
community learn together in the same local school setting
• Inclusive Education is an approach that aims to realize the goals including the children with learning difficulties, special needs or
stated in various conventions, as an approach that involves disabilities with certain changes in the education systems.
homes, schools, communities, employees and governments in • Traditional systems of education tend to increase the gap
ensuring that each and every child, regardless of his/her between advantaged included students with disadvantaged
individual needs or social circumstances, has equal opportunity excluded children. Middle and upper class children, who start out
to get a mainstream education together with the children of with more (in terms of opportunity, materials), are also given
other community. As the name implies inclusive education more in the traditional system, thus widening the gap in
seeks to ensure that no child in excluded, marginalized or education and society between the haves and have not's. As for
segregated, that school is such a community to which everyone example, the marginalized children, who start with less, are
generally provided less in terms of equal educational
belongs and that each child is learning what she/he is expected opportunities propagating the Visions cycle property and lack of
to learn opportunists.
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Teachers Training for Inclusive Education in School Education: Training focus

• To ensure that every child has a teacher who is trained on inclusive
• It is vital for trainee teachers to learn about inclusive education
from day one of their training, so that focusing on quality and education and acknowledges their responsibility to be inclusive,
inclusive teaching and learning is seen as a natural part of every their needs to be :
teacher's job. • attention given to addressing inclusive education in pre-service and
• It is equally important for existing teachers to participate in in-service teacher training and through continuing professional
ongoing professional development that helps them to constantly
reflect on their altitudes and practices and strive to improve the development activities. A mixture of
indecisiveness of their schools. • (i) specific courses that focus on inclusive education and
• Such professional development can include formal pre service and • (ii) a concerted effort to 'embed' inclusive education principles into
in-service training courses and ongoing learning opportunities,
such as having access to relevant reading materials and being given all teacher training courses and activities.
the time for individual study, participating in action research
initiatives and engaging in teacher discussion groups.
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Manpower Development in Inclusive Education in School Settings

• a review and revision of teacher training courses, • The manpower requirement for the Inclusive Education programmes
curricula and materials; with the review process for disabled children depends on the models of implementation. If
involving training institutions and ministry of this group children are to be developed as human resource, the
education personnel, as well as trainers, teachers and personnel will have to acquire specific competencies at adequate
other education stakeholders from diverse sections of level of functioning. to develop these competencies, effective pre-
the community. service and in-service training programmes are indispensable.
• advocacy to encourage teacher training institutions • Effective use of manpower also requires convergence of roles of the
and ministries to undertake such changes, and to personnel from different sectors, screening, identification,
build the capacity of teachers and other education assessment, therapeutics interventions etc. by multi disciplinary
stakeholders to demand comprehensive team of professionals and educational services from the general
improvements in teacher training and continuing teacher duly supported by special teacher, wherever necessary, are
professional development opportunities at all levels. to be coordinated. The personnel involved in education of disabled
child and their training from the content are discussed as follows:
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• Resource Teacher The common core role expectation is that the Resource • The General Teachers : The general teacher is to teach disabled child in
Teacher provides assistance to the general teacher to adjust curriculum, general class along with other children. He/She needs to oriented to teach
instructional method and materials to the special children in his class. To the disabled child. The general teacher, first of all, should accept the
perform his role will, the resource teacher needs special training. He children with disabilities in his/ her class as a pupil just the other. He/She
needs to know about general education and developmental needs of the should assume responsibility for his education without any reservation.
child. This is the foundation on which special education competencies are He/She should mobilize leading resources from the special teacher and
other sources. He needs guidelines for adjustment of curriculum
to be built up. adaptation of instructional materials and methods to the needs of the
• Heads of Institution : The head of general school plays a vital role in the disabled child in his/her class. He/She promotes a healthy social interaction
success of Inclusive Education (IE) programme. He/she is the key to and sharing of experiences among the peers. He/She requires short term in
resource mobilization and establish link with other agencies. He/She is to service courses like Foundation Course etc.
sentitise general teachers to prepare the extended role to educate • Teacher Educators: For effective teacher training programme, competent
disabled child with other children. The heads of the institutions where teacher educators are required. National Institutions and different
inclusive education programmes are to be introduced, should receive an universities have already started MEd level course in Special Education to
orientation in planning and management of education of children with provide good qualified teacher educators for BEd and DEd level courses in
special education. The NPE Programme of Action 1986 has recommended
special needs in school settings. that UGC should sponsor such programme.
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Challenges for Human Resource Development Pre service training

• Due to poor policies of government and its implementation, Human
Resource Development particularly Teacher Education faces challenges • During pre service training the trainee teachers must be taught
that need to be take alternative action in order to improve the HRD about few important concepts and principles of Inclusion.
condition in disability sector. • Concept about barrier free environment
• Resources : This sector doesn't have adequate resources to develop • Accessibility
infrastructure recruiting adequate and trained manpower providing latest
teaching learning materials and maintaining other services. • UDL
• Acute Shortage of Manpower at Master Trainer Level • UNCRPD
• Poor Career Prospects • MDG, SDG
• Research and Development • Indian legislations, schemes and policies etc.
• Poor quality of trained man power
• Poor demand for professionals and low wages.
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THANK YOU

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