Education

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Training teachers on ways to embed an inclusive learning environment for children from marginalized communities

Following pages (188–189):

e futures of differently-abled children are in safe hands, being trained to work

in special ways

to enhance reach and impact. e three-

phase approach (sensitisation, identification,

and remediation) strategically utilized

online platforms and tools, empowering

stakeholders in creating an inclusive learning

environment,’ explains Sambhrant Sharma,

Director Education & Member Executive, Sri

Aurobindo Society. e first phase focuses on

teacher orientation and training using the 17

modules of the LMS. e second uses digital

tools to assist teachers from identification to

in-classroom remediation. e third phase

involves counselling parents and encouraging

collaboration between teachers and parents to

reinforce inclusive principles.

Bringing together the government, special

educators, teachers and parents, a dynamic

and responsive ecosystem of collaboration

and co-ownership is created and embedded

within communities to give priority to inclusion

in education. Teachers are given handholding

support and awareness to implement

the strategies in classrooms for severely

marginalized populations including children

of sex workers, children of prisoners from the

Pondicherry Jail, and students with learning

disabilities. Project Inclusion is establishing

Centers for Excellence nationwide, a blueprint

model for broader educational reforms, research,

teaching and remediation support, to enhance

the impact of its programmes exponentially.

HCLTech Grant Project Title:

Center for

Excellence - Project Inclusion

Beneficiaries:

6,600 children, 400 teachers,

4,800 parents and community members

Location:

105 villages in 3 districts of

Puducherry