The term ‘inclusion’ replaces two important terms used in earlier decades named as ‘Integration’ and ‘Mainstreaming’. It has triggered many emotions across school communities and classrooms, and among teachers, students, parents and various other stakeholders. Networking involves all stakeholders in inclusion. Networking is partnership for effective inclusion. Networking between these parsons and agencies is discussed in the present study. Stakeholders of inclusive education are: Parents, Community, Peers, General Education Teacher, School Educational Personnel, State and Central Government authorities including Ministries, and RCI. Involving parents and the community is an important principle of quality, both in and out of the classroom. It is even more relevant in the case of inclusive education, which is much broader than formal education and should not only take place within the four walls of the classroom. Parent’s collaboration not only of benefit of the children: there are also possible gains for all parties. Schools, by involving parents and the community tend to establish better reputations in the community. However, the recognition that family engagement in education benefits children does not make clear how the involvement become the positive force. The first step for families to become involved in a collaborative way with schools is to promote a social and educational atmosphere where parents and partners feel welcomed, respected, trusted, heard and needed.
Cite this article:
Minati Rani Mohapatra. Networking, A Key Factor for Managing Inclusive Education. Int. J. Rev. and Res. Social Sci. 2018; 6(4): 459-463 . doi: 10.5958/2454-2687.2018.00042.4
Minati Rani Mohapatra. Networking, A Key Factor for Managing Inclusive Education. Int. J. Rev. and Res. Social Sci. 2018; 6(4): 459-463 . doi: 10.5958/2454-2687.2018.00042.4 Available on: https://ijrrssonline.in/AbstractView.aspx?PID=2018-6-4-12