 Hello. I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education. It is Kanna Galshri College, University of Allahabad. It's my email ID and the lecture will be in bilingual mode and nowadays I am going, I am discussing topics under the main heading of inclusive education. Yes, I'm a Veshishik Shah, but what we are talking about today is NCF 2005. And the lecture will be in bilingual mode and it must be useful for various competitive examinations as well as for your regular and professional BABMA and BHMH courses. First of all, we are going to talk about what is the State Department of Education in 2005 or what is the State Department of Education. So, the State Department of Education has been formed before 2005, in 1975, in 1988, in 2000 and after 2005, in 2009 and 2014. But this time, we will look at the NCF of 2005. What does it say on the inclusion? So, you will have to know that the NCF in 1986 and its POA in 1992 gave a special role to the NCRT that you should make a NCF and promote it. The NCF saw that we should have a national system of education where there should be some core values. The entire throughout India should be followed by a syllabus. We should keep in mind that if a Veshish Rajji wants to change something according to his local needs, then he should do it, but the core values are the same. And why is the NCF coming again and again? Why is the society changing? The need for education is changing. The need for children is changing. So, you can't keep the curriculum according to the 1970s. The National Curriculum Framework is saying that we are making a national curriculum framework and you should keep in mind that you should decide on your curriculum. And since the society is changing, the need for children is changing, then we will keep updating ourselves on this. So, you will have to see that it has not been made since 2014, when it was said that it will be made every 5 years. So, it has not been made, but it is okay. So, we are talking about 2005. What was the inclusion in 2005? And the main purpose of this is that it can make a guideline that what kind of syllabus, textbook and teaching practices in schools of India will run. So, how did the inclusion reflection come in 2005? That first, India signed a CRC. What is CRC? Convention on the Rights of the Child. And what is CRC saying? It says that there are three types of rights, which are the most important principles. The first is the right to participation, the right to organization and the third is the right to information. It is saying that every child, no matter how differently they are able to, they have the right to be a part of the organization and they have the right to think properly. Then it is saying that if they have these three rights, they can be a part of the other rights. And the CRC is not just that, it is not just that we can protect the right of the child. It is saying that the child should have the right, we can make sure that what kind of thinking and services are being given to the child, that they can determine the quality of the child. That is, the participation of the student wants to be in governance. So, after the preservation of the rights of the student, the inclusion reflection came in our NCA in 2005. So, as it is, there are sentences raised from the policy. What is it saying? It is very good, every line can explain itself, it is very long. It is saying that inclusive education is about embracing all. That inclusive education means taking everyone with you. Accessibility is a social responsibility except it. It is saying that if you have a disability, then it is your social responsibility to accept it and protect it. No selection procedures to be adopted for denying admissions to learners with disabilities. It is saying that any child, no matter what kind of association it is, you cannot deny it from an admission. This cannot be a selection procedure. Children do not fail the only indicate failure of the school. In fact, if they fail, then it is a failure of the education system. Accept difference, celebrate diversity. It is saying that accept as much diversity as you have in your classroom and celebrate it. Inclusion is not confined to the disabled, it also means non-exclusion. It is saying that it is disabled, you do not have to include it. You have to include every type of inclusion. That means you will not exclude anyone. Take the policy of non-exclusion. Learn human rights, protect human rights. Protect human rights. Handicap is a social construct, deconstruct handicap. It is saying that the handicapness is a social rule. It means that the society has told us that if you are not equal to others, then you are equal to everyone. Everyone is equal to others. But who is equal to others? That is why we have to deconstruct it. We have to break it. You are different, but you are not equal. We have to tell you this. And make provisions, not restrictions, adjust to the needs of others. Why do you make provisions like this? Why do you make restrictions? Adjust yourself according to the needs of the child, your system, your textbook, your curriculum. And what does this do? Remove physical, social and even attitudinal barriers. It means that no one should be angry on the way. Partnership is our strength. It is saying that the more you work with partnership, the more powerful your school system will be. Like the partnership between the school and the community. The partnership between teachers, parents, children, children and parents, and the school system. If any of these will go wrong, there will be a lot of problems. Children, students, teachers, students, students, students, students. If you work with a partnership, you will be successful. and all good practices of teaching are practices of inclusion. He says that all the good practices of education are a sumabheshi practice. And learning together is beneficial for every child. Meaning, the one who is not able to do it differently, it is beneficial for him too if he is able to do it differently. More services are there, essential services. If you want to teach, learn from the child, identify his friends, not limitations. He says that if you want to teach something, learn something from the child, identify his strengths, not his weaknesses. And a mutual respect and interdependence of the child. This is what the policy says about inclusion. He also says a lot of things. He says, what should we do? A policy of inclusion needs to be implemented in all schools and throughout our education system. Meaning, in all schools and throughout our education system, this sumabheshi practice should be implemented. Participation of all children needs to be ensured in all spheres of their life in and outside the school. In every school, in every field of life, whether it is within the school or outside the school, we need to ensure participation. Meaning, there is no problem that we are not able to do our own part. Schools need to become centres that prepare children for life and ensure that all children, especially the different way by which children from marginalized sections and children in difficult circumstances get the maximum benefit of this critical area of education. He says that students need to be developed in the form of a chain so that they can be ready for life. And he says that, especially those who have a different type of education, those who come from the regions, who have difficult circumstances, they should get the most benefits. And opportunities to display talents and share these with peers are powerful tools in nurturing motivation and involvement among children. He says that the talent in which you share this position is the most important powerful tool to nurture involvement and motivation. What he is saying is that schools also undermine the diverse capabilities and talents of children by categorizing them very early on narrow cognitive criteria. He says that schools mainly focus on cognitive criteria where some children are given average, above-average, below-average and gifted and we do not pay attention to their talent and diverse capabilities. Instead of looking for courses on stress management for their pupils, pupils, school heads and school management students need to de-stress their curriculum and advise parents to de-stress children's life outside the school. Nowadays parents are worried that if a child comes to the school and they have to go to a tuition school, they have to teach them. Life is not just about teaching, it is about de-stressing them. Show them more things. If the cognitive dimension is less, then something that will be unique, better, it will be better to nourish them. Not that they keep telling them that they lack this. The ideal of a common schooling advocate who continues to be valid as it reflects the values in our institution for four decades. He says that the Common School in 1964 is still relevant even after 4-10 years because it reflects our constitutional values. This idea is even more relevant now because education has become a fundamental right. He says that now it is more relevant because what has been done to the education? It has been made lawful. So what happened? What is the responsibility of a child? What is the responsibility of a child? It implies that millions of first-generation learners are being enrolled in schools. So the school system must be careful that the first generation learners who have come to study for the first time are of their own generation. They are of their own family. So you do not expect them to behave like everyone else in the class. You have no expectations. Okay. For schools, administrators and teachers should also realize there have been boys and girls from different socio-economic and cultural backgrounds and different levels of ability to study together because the ethos is enriched and becomes more inspiring. He says that schools, administrators and teachers should realize that when different socio-economic and cultural backgrounds and different levels of ability are studied together, then their skills and skills increase. It is inspiring. It means that you have to include every child in every way. This reflection of inclusion is available to us in LCF 2005. Okay. In this manner, NCF is a very good document. There are many points on it that we have not been able to accept yet. We have not been able to implement it. But he said this on inclusion. So we were talking about inclusive. You covered so much of it. So I have completed the National Curricular Framework 2005 viewpoint on the policy of inclusion. So thank you and don't forget to like and subscribe my channel, Explore Education. Thank you very much.