4.1.1.1 - Level I - Inceptive
The school addresses equity,
inclusivity and barrier free
environment to divyang and
students from all socio economic
backgrounds by ensuring safe and
accessible school building
including toilets, playgrounds,
water facility, classrooms, ramps,
transportation and various other
infrastructural facilities in
accordance with the provisions laid
down in RPWD Act 2016 and
provisions laid down in the Right to
Children to Free and Compulsory
Education Act 2009 and the rules
framed there under.
Records and inventories are maintained.
4.1.1.2 - Level II – Transient
Orientation sessions for
teachers on ensuring equity,
inclusivity and accessibility in
school are organised.
Facilities used by special needs
students (divyang and students
from different socioeconomic
backgrounds) are not
stigmatizing with regard to
location, appearance, or design.
The school assesses its
provisions/facilities in the light
of RPWD Act 2016 and Right
to Children to Free and
Compulsory Education Act
2009 atleast once a year to
ensure equity, inclusivity and
accessible physical
environment in which divyang
and students from all socio economic backgrounds learn
and thrive alongside their
peers.
4.1.1.3 - Level III – Stable
Guidelines for providing a
barrier free environment along
with roles and responsibilities
are in place.
Orientation sessions for parents
on ensuring equity, inclusivity
and accessibility in school are
organised.
The school assesses its
provisions/facilities in the light
of RPWD Act 2016 and Right to
Children to Free and
Compulsory Education Act 2009
at regular intervals to ensure
equity, inclusivity and accessible
physical environment in which
divyang and students from all
socio economic backgrounds
learn and thrive alongside their
peers.
The school regularly surveys
parents regarding their
satisfaction with the
appropriateness and relevance of
practices adopted/facilities
provided to their wards.
4.1.1.4 - Level IV- Dynamic Evolving
The School has a Policy on Equity
and Inclusion.
The teachers and the students
participate in designing costeffective, technical and practical
solutions for making the physical
environment of a school safe,
inclusive, accessible and friendly
for all students.
The feedback and feedforward,
regarding barriers, provided by the
stakeholders is timely addressed
and these barriers are removed in
collaboration with all stakeholders
to ensure an inclusive and
equitable school environment.
The school collaborates with the
Govt. School Management,
Community and Families of students to improve inclusive practices.
4.1.2The school
addresses equity and inclusivity by providing accessible curriculum to divyang and students from
all socio economic backgrounds.
4.1.2.1 - Level I - Inceptive
The school is aware of the
RPWD Act 2016 and
provisions laid down in the
Right to Children to Free and
Compulsory Education Act
2009 and the rules framed there
under.
Teachers attend capacity
building programmes as per
mandate.
Teachers are aware of childfriendly and child-centred
curriculum as elaborated in the
NEP and NCF.
School Management
Committee (SMC) has
proportionate representation of
parents or guardians of divyang
and children belonging to
diverse socio economic
backgrounds.
The curriculum is designed
keeping safety and security of
all students in mind.
4.1.2.2 - Level II – Transient
School has guidelines for
making the curriculum
accessible to divyang and
students belonging to diverse
socio economic backgrounds
along with teachers’ roles and
responsibilities.
Teachers attend capacity
building programmes on
inclusive practices.
School modifies and
accommodate changes in the
curriculum as per the needs of
divyang and students belonging
to diverse socio economic
backgrounds.
Development of social skills
(for healthy and positive
interactions) is included as a
component in the curriculum
for the divyang and students
belonging to diverse socio
economic backgrounds.
Development of independent
living and personal
management skills are
emphasized through the
curriculum for the divyang and
students belonging to diverse
socio economic backgrounds
The changes in the curriculum
are done in consensus with
teachers, special educator,
counsellors and parents.
4.1.2.3 - Level III- Stable
The school Equity and Inclusion
Committee ensures restructuring
of curriculum and its
implementation for including all
children in education
The school designs curricular
solutions to mainstream divyang
and students belonging to
different socio economic
backgrounds in all school
programmes.
Teachers undergo ongoing
capacity building programmes
on inclusive practices.
Parents of divyang and students
belonging to diverse socio
economic backgrounds
participate in planning and
managing of the school
programmes, and have their
views represented as members of
the SMC.
The school assesses its curricular
provisions in the light of RPWD Act 2016, Right to Children to
Free and Compulsory Education
Act 2009, NCF and NEP at
regular intervals to ensure
equity, inclusivity and accessible
curricular environment in which
divyang and students from all
socio economic backgrounds
learn and thrive alongside their
peers.
The school regularly surveys
parents regarding their
satisfaction with the
appropriateness and relevance of
curriculum transacted to their
wards.
4.1.2.4 - Level IV – Dynamic Evolving
The School has a Policy on Equity and
Inclusion.
Curriculum based on the principles of
equity and inclusion accommodates
students belonging to disadvantaged
groups - social, cultural, economical,
geographical, linguistic, gender, and
students with disabilities.
The curriculum acts as an enabler for
divyang and students belonging to
diverse socio economic backgrounds
to experience success in learning and
maximise their potential.
The curriculum is made flexible in
terms of time, teaching/learning
resources, methodology, mode of
access, and presentation in order to
meet the identified needs of divyang
and students from different socio
economic backgrounds.
The school has a mechanism to
identify and nurture the talent/s of
each student in collaboration with
stakeholders.
The school provides a platform to the
students to help them develop socially,
mentally and emotionally in
collaboration with the community.
School establishes links and supports
divyang and students belonging to
different socio economic backgrounds
for transition to higher
education/vocational education.
Each student’s growth on the
developmental continuum is
monitored on a regular basis and
support and interventions provided as
per need.
Feedback and feedforward is taken at
regular intervals from the
stakeholders.
Monitoring and reviewing practices of
the system are in place; gaps identified
and improvement plans made
accordingly.
4.1.3
The school adopts accessible and inclusive pedagogical and assessment practices to accommodate
divyang and students from diverse socio
economic backgrounds.
4.1.3.1 - Level I - Inceptive
The school is aware of the
RPWD Act 2016 and
provisions laid down in the
Right to Children to Free
and Compulsory Education
Act 2009 and the rules
framed there under.
Teachers attend capacity
building programmes as per
mandate.
School Management
Committee (SMC) has
proportionate representation
of parents or guardians of
divyang and students
belonging to diverse socio
economic backgrounds.
Teachers teach and assess
divyang and students
belonging to diverse socio
economic backgrounds
along with other students.
Special Educator and
Counselor are available in
the school to address the
needs of all the students.
School ensures ideal ratio of
students and teachers to
achieve learning outcomes
for all students.
Teachers make small
changes, modifications,
adjustments at individual
level to enable divyang and
students belonging to
diverse socio economic
backgrounds to participate
optimally according to their
potential in the teachinglearning process.
The assessment practices are
uniform for all students.
Teachers adopt remedial
measures to support
students.
School provides necessary
support individualised or
otherwise in environments
that maximise academic and social development
consistent with the goal of
full inclusion.
All safety and security
norms are followed.
4.1.3.2 - Level II – Transient
Teachers attend orientation
workshops on RPWD Act 2016,
RTE Act and Inclusive Practices.
School ensures that all the teachers
have access to curriculum related
materials and the necessary
training to make learning possible
for all in the classroom.
Defined Pre Assessment and Post
Evaluation of PwDs are conducted
by school in time bound manner.
Teachers make use of
differentiated teaching learning
practices with focus on child
centred pedagogy.
Teachers use extra time, peer
support, visual, auditory,
kinesthetic (physical activity) and
tactile (touch) inputs to support
divyang and students belonging to
diverse socio economic
backgrounds.
Teachers organize the classroom
and seat the children to optimize
opportunities for communication,
interaction and learning.
The school ensures participation of
all students in curricular and cocurricular activities both inside and
outside the school
The school invites community
members to participate and engage
in the learning programmes
organised for the students.
Teachers give students
opportunity to learn and
demonstrate learning in a variety
of ways such as using digital
media, drawings, poetry,
sculpture, pictorial presentations
and forms of art etc. and to
experience success in learning to
the best of their potential.
Formative Assessment is
conducted in whole groups,
smaller groups and individually,
as required.
The teachers give extra time to
students to complete their tasks and assessments as per their ability
and organize remedial classes as
per their needs.
Assessment reports reflect the
student’s abilities and needs.
Feedback and feedforward is
based upon the portfolios of
students and anecdotal records.
Teachers work in collaboration
with special educators/
counsellors to identify the
learning needs of divyang and
students belonging to diverse
socio economic backgrounds.
School establishes linkages with
neighbourhood NGOs, CBOs and
other Ministries for providing
support services to the divyang
and students from diverse socio
economic backgrounds.
4.1.3.3 - Level III- Stable
Guidelines are available for teachers
to establish equitable, accessible and
inclusive classrooms along with
roles and responsibilities.
School ensures ongoing professional
growth of teachers by supporting the
development of their knowledge,
skills and attitudes regarding
inclusion and diversity
Teachers are trained in the use of
assistive technologies and apps to
support learning of divyang and
students belonging to diverse socio
economic backgrounds.
Teachers make use of a range of
teaching approaches including
thematic and cross curricular
approaches.
Teachers engage in open discussions
with each other and with the students
to plan innovative approaches to
individualize learning.
Teachers use library as a
pedagogical tool to enhance the
learning of all the students.
The teachers use total
communication approach which
involves various modes of
communication such as using signs,
oral, auditory, written and visual and
tactile aids, for students who require
it
Assessment practices build in
flexibility in terms of formats of
questions and answers; time to
respond; review and correction of
earlier responses by the student; and
sufficient practice time.
Teachers evaluate the academic,
social, emotional and physical
development of the student on the
basis of her/his individual learning
plan.
School conducts surveys of students
and parents to determine the extent
to which the learning needs of the
students are being met.
Teachers engage parents, peers and
senior students to design and mplement strategies to facilitate
student learning outcomes.
Teachers collaborate with special
educators for developing better
teaching learning materials and
processes to ensure learning of all
students.
School refers children with complex
needs (whose progress is inadequate
despite planned interventions) to
external professionals.
4.1.3.4 - Level IV – Dynamic Evolving
The School Equity and Inclusion
Policy is in place.
School ensures timely
specification of curriculum,
syllabi, availability of study
material in accessible formats and
provides adequate time for
designing appropriate teaching
learning strategies and assessment
tasks.
Teachers are trained to develop
innovative practices and new
teaching learning materials, as
required for inclusive classrooms.
The school instructional supports
are guided by action research and
defined by a specific student
support plan, and include: physical,
emotional, and sensory supports;
adapted materials; assistive
technology and augmentative
communication; personalized
performance demonstrations; personalized instruction; and
individualized grading and
evaluation plans.
School ensures screening of
children for SLD and ASD
(Disorders).
School conducts authentic,
performance-based assessments
within typical activities in inclusive
environments for the purpose of
identifying students’ learning and
communication styles, preferences
and interests, academic strengths
and weaknesses, and need for
support.
Assessment practices are also
inclusive of students’ selfevaluation and reflection of own
performance.
Assessment tools are inclusive by
design and no special efforts are
needed to make separate tools.
School creates opportunities for
sharing good ideas/models,
innovative practices about
students’ learning within the
school and provides external platforms to share their best
practices.
There is a regular and ongoing
program for monitoring and
reviewing the process as well as
the progress of students and
improvement plans made
accordingly.