Role of ICT in Inclusive Classroom

Abstract

As soon as the mention of special needs children comes, many questions start too stirred in our  mind. Because, we are getting lost in this thinking. How children with special needs should taught in the classroom so that their participation in the class increases. Moreover, all those  children who have a normal ability to learn should benefit. Information Communication  Technology (ICT) can be an important resource in the classroom for this. Information  Communication Technology (ICT) reflects as an important tool in making the classroom  interesting, engaging with each child. Information Communication Technology (ICT) provides  equal opportunities for everyone to learn in the classroom. Moreover, children who feel all kinds  of obstacles in learning, they find information communication technology (ICT) helpful as a  means to eliminate the obstruction. 

Keyword: ICT, Inclusive classroom, Children special needs.

Introduction:

In view of the changed context of Information Society, the demands of education in adapting to  new environments have risen. The most important human contribution to society development is  its ability to create new knowledge, to share and distribute it among communities, and to find  innovative ways to utilize knowledge to further the prosperity of society. Sharing and  strengthening of global knowledge for the sake of development could enhance by ensuring equitable access to information for all. In this way, access to quality education for community  members determines their chances in scientific, economic, social, political and cultural activities,  leading to active participation in civil society. Such issues are of primary importance for persons

with special educational needs–defined most broadly as being cause by differences in gender,  age, physical and mental abilities, levels of education, ethnicity, income level, etc. Considering a  wide diversity of individual learners’ capacities, society must find ways to remove barriers to  learning and provide appropriate conditions for equal access to education for all.

We will understand, through a small but important statement, how the classroom,  whether it is inclusive or general classroom, information communication technology (ICT), can make the classroom effective and interesting. Shreejesh teaches social science in class 8 in  Allahabad. He has two special needs children in his classroom - Rajan and Shubham, they are  hearing impairment. Once while working in the garden of his house, Sreejesh saw a pair of  earthworms in the garden. Incidentally, the next day he was planning to teach a lesson  "Agriculture and Farming" in class and he was in a dilemma about how Rajan and Shubham  participation in the lesson would be ensured. Initially, he thought of taking earthworms to the  classroom with him, but he felt that he would miss the two friends who made his home garden  like his home. Just by looking at earthworms, children cannot understand how earthworms dig  soil and make it good for plants, which prove very useful for agriculture. After comparing all the  options, he decided to make a small movie with his mobile phone. Sreejesh eventually made a  short film and presented it with a lesson in class as well as a projector. It was surprising to him  that Rajan and Shubham were not the only ones benefiting from this, but the entire class  managed to take advantage of the film. It is worth considering how Sreejesh used multimedia to  make his lesson inclusive. He thought that it was a small effort, but in fact, it was an important  task.

You need information communication technology for an inclusive classroom. This technology  helps to fill the gap between what children with special needs can do and what they need to do,  as well as helping them do more tasks like children with disabilities. In this research, we  discussed the role of Information Communication Technology (ICT) in an inclusive  classroom. Also, how we can use Information Communication Technology (ICT) in the  teaching-learning process. 

Inclusive classroom: 

"In an inclusive education system, making the school equal to children with special needs, so that  it can be incorporated as much as possible, in other words, all children should be provided  education in regular schools in their community." (Salamanca Conference .1994) United Nations International children funds (UNICEF) states that ‘we provide learning  opportunities within the school system regularly for traditional schools, those traditionally  excluded such as children with disabilities, others (linguistic minorities, socially backward,  economically weaker, educationally backward, etc.)’. So these children with special needs and  other (linguistic minorities, socially backward, economically weaker, educationally backward,  etc.) children do not get proper education opportunities which alienates them from society.

In this way, an inclusive class means that the class in which the differently able and other  general students are simultaneously imparted education in the same class in a non-discriminatory  environment. Whereby, these special needs can easily accommodate in the student society. Like,  N.C.F. 2005 has described that the policy of inclusion needs to be widely implemented in every  school and all education system. There is a need to ensure the participation of all children in  every area of the child's life, whether in school or outside. Schools need to make centers where  children are prepared for life and ensure that all children, especially physically or mentally  disabled children, marginalized children and children living in difficult situations get the most  benefit of this important field of education. 

Information communication technology and Children with special needs:  

When, we think about using Information Communication Technology (ICT) for students with  special needs. So it becomes very important that children with special needs can also use  technology. This means that they have access to technology. Accessible information  communication technologies include assistive and mainstream technologies and formats,  Creation, students with special needs are highly capable of enjoying inclusive education.  Information Communication Technologies (ICT) with special access to children also include  assistive technologies (ATs), Those can be defined as "a device, product, system, hardware,  software or any service that is used to enhance, maintain or improve the functional capabilities of  children with special needs." A person's ability to use technology can be impaired due to various  physical, sensory, emotional or cognitive abilities. Understand access to technology through a  common example, there is a small tactile node or dot that is finding on the ‘5’ button on the  keypad of most computers and telephones. Anyone can find ‘5’ by touch without looking at  other numbers. Accessible Information Communication Technology (ICT) students with special  needs can receive education and become self-reliant in the social and economic lives of their  communities. Further, they provide equal learning opportunities by making communication  possible with teachers and their classmates. They also provide access to learning materials, with  which the students can complete the prescribed syllabus, homework and duties (assignments)  and appear in the examination.

Commonly, accessible Information Communication Technology (ICT) addresses special  needs children in the following ways.

∙ Learners enable autonomy. More learners enable autonomy.

∙ Demonstrate the hidden ability of students with communication difficulties. ∙ Students enabled to demonstrate, but their achievement in ways not possible by  traditional methods. That work can be done with the help of information communication  technology

∙ They enable them to create tasks according to personal skills and abilities. Many types of accessibility, information communication technology (ICT) are available  currently. Moreover, they can help meet functional capacity reduction. Therefore, accessibility  information is included in Information Communication Technology (ICT):

❖ Mainstream technologies: such as, computers that have built-in accessibility features. ❖ Accessible formats: These are also call alternate formats. Such as - Accessible HTML  (Hypertext Markup Language) Dicey (Digital Accessible Information System) Books,  which include low-track formats. Like Braille etc.

❖ Assistive technologies (AT): such as hearing aids, screen readers, adaptive boards, etc. A  device, product, system, hardware, software, or service that are use to enhance, maintain  and improve the abilities of people with a disability.

UNESCO's Institute for IT in Education has launched its training directory "ICT". In Education  in People with Special Needs, ICTs with access to education the use of the three main roles has  described. 

⮚ Compensatory use: Technical assistance is to enable active participation in traditional  academic activities, such as reading or writing.

⮚ Education-provided use: ICT for change in educational approaches, the common process  of using can be as an instructional tool for many ICTs to create a more inclusive  undercurrent environment.

⮚ Communication use: the technology enables communication, often, referred to as  alternative and augmentative communication devices.

Information Communication Technology in Inclusive Classroom: Information Communication Technology (ICT) all student groups, including students with  special needs, have immense potential to provide support for lifelong learning. Use of  Information Communication Technology (ICT) promotes freedom, integration and equal opportunities for individuals. Thus, they co-opt and incorporate their inclusion as valued,  respected and supportive members in the society. An inclusive classroom or school is an important part of an inclusive society. An inclusive classroom is full of diversity in which  different types of students learn together. The classroom becomes more challenging due to the  diversity, especially for teachers and for students who are different from others. Information  Communication Technology (ICT) can play an important role in reducing or eliminating this  challenge.

In theory, Information Communication Technology (ICT) can be useful for all students.  Nevertheless, in reality, it is not accessible to a large number of people with a specific disability.  Additionally, it lacks complete compatibility with the supporting technology available.  Therefore, most of the problems encountered in it remain without a solution. The use of such  educational products (which are not completely within reach) in the classroom prevents students  with special needs from using the same materials as their classmates. It also restricts their  educational opportunities and ultimately contributes to their exclusion. The selection of  appropriate educational process materials and assistive technology appears to be necessary to  remove discrimination in the roles of students and teachers. At the time of this election, you  need to keep in mind that educational resources cater to the needs of all students and there is no  exclusion. Currently, more software, tools and web-based tools are available, which simplify the  teaching-learning process in the inclusive classroom? Following are some of these, which can  use in the classroom. Such as podcasting, digital animation, eye pads and eye pads, dance mat  technology, digital storytelling, wikis, online reading schemes, setup, storyboarding, games and  gaming, mobile phones, art packages, using voice, visualizers and more.

The slow process of learning, the technique helps in stabilizing, but its proper use is very  important. Diversity of the inclusive classroom, the role of information communication  technology increases even more. Because technology intensifies the slow running of the learning,  the detailed learning material also addresses the need to complete in a short time. Students with  special needs can benefit from those techniques, those who help and consent helps them learn  with the pace of their classmates. For example, a student with dyslexia who is struggling to read  a paragraph in general, Listening to an audio recording through headphones can benefit from  reading written content. Similarly, visually impaired children can listen to audio can understand  the text easily. When introducing new concepts, teachers can reduce the need for revision and  treatment after initial instruction with the help of audio-visual or concept mapping. Several techniques can use in an inclusive classroom. We will discuss some techniques through the  points below -

▪ Digital books: Digital textbooks can be helpful for students with various special needs.  For example, for the children without vision, it helps to learn the complete book material.  In the same way, walking books help children with hearing impaired. Because of the  disability of children with hearing impaired can be reduced through moving pictures or mobile books. That is, seeing them can be taught by managing of learning.  

▪ CAST UDL Book Builder: Some learning situations require more customization, which  is not possible through pre-defined content? In these situations, the teacher would search  for tools to enhance the textual content as opposed to the previously taught text. One of  these tools is the CAST UDL bookbinders. There is a free digital book database and  bookbinder. It was develop by the Center for Applied Special Technology (CAST). Book  Binder helps instructors create, share, publish and read digital books, which helps  different types of learners to their individual needs, interests and skills? Databases and  tools integrate multiple technologies. As "Screen Reading Software", however at the  same time "Integrating Functionality", to engage students with learning disabilities, it  engages the reader by using built-in avatars. Besides, as soon as the student reads, it asks  questions and presents ideas.

▪ Digital Storytelling: The plan is to tell the story digitally, in which students tell real or  fictional stories. This is another example of differentiating production according to  students' interest. Each student draws on their, own background or interest to provide  content for the product. Digital stories are creating a series of formats. It includes audio,  pictures, slideshow with static text, a slideshow of pictures with voice over’s, and video.  The option of prioritizing audio over text benefits students who have difficulty writing.  Alternatively, who cannot see? Because children with special need students, do not have  the same access to the text as normal students.

▪ Screen reader: A screen reader is a type of device that converts words written in PDF  into audios. It converts words written in PDF into voice. Which helps children with  disabilities to solve, his learning problems? Just, as if visually impaired children can  easily understand and understand the text.

▪ Audio Book: Furnishing books in Audio form will be useful for students who have  difficulty in seeing or reading. Audio books are books in which audio editions of books  are available. They are also called speaking books.

Conclusion: 

Finally, it will say that ICTs offer a great potential to support lifelong learning for all groups of  students, including those who have special educational needs. The application of ICTs must  enhance independence, integration, and equal opportunities for such people and in this way will  facilitate their inclusion in society as valued, respected, and contributing members. Information  Communication Technology (ICT) makes students more competent and meaningful. ICT is  helpful in the growth and performance of children with communication difficulties. Children  with special needs help to display their achievement in ways that are not possible by traditional  methods. Information Communication Technology (ICT) enables individual skills and abilities to  carry out appropriate tasks. Information Communication Technology (ICT) speeds up the  process of slowing down the curriculum for children with special needs. Children with special  needs students benefit from the methods that help them. Moreover, at the same time, it helps  them to keep pace with their classmates. Care given the diversity in the inclusive classroom, the  use of Information Communication Technology (ICT) can make the classroom helpfully and  interesting.