Inclusionary Practices in Open and Distance Learning System: Exploring Challenges and Possibilities

Abstract

This study aims to improve the current practices of existing open schools and was carried out in two phases. In the first phase, the researchers intended to explore the concerns and problem areas of the learners in open school and in the second phase an intervention programme was provided to the learners. Hence, the first section presents the challenges and the other section shares the outcome of the intervention which was provided to the learners based on the findings of the first section's research. For the research, the authors selected the participants from National Institute of Open Schooling. The challenges of the learners were explored with respect to the following dimensions:-registration process, accessibility to study centres, study material (available in three forms:- text, audio and audio-visual), examination and support services extended by the organisation. 50 learners with different disabilities were selected and a questionnaire was used to gather the data. The questionnaire was translated into three languages i.e. English, Hindi and Indian Sign Language and was shared with the sample through different means video format, personal interaction and hard copy (as per the convenience of the learner). The findings of the study revealed that most of the learners were facing challenges majorly in accessing the textual study material of open school and attending the examination. Further based on the survey findings, to increase the content accessibility, a modification of one of the chapters of X grade Science subject, topic ‘Air’ was done. 30 learners with disability were selected for the intervention programme through purposive sampling and the effectiveness of the modified content was assessed. The post-test administered at the end of the intervention revealed that 80% of the learners agreed that the ‘modified content’ was easy to understand, memorise and recall. This research outlines a series of recommendations which includes the need of being more focussed on the presentation of textual material shared with the learners, modification in the ways of taking the examination and a learner-centric support system at open schools. It is further suggested that the content must be prepared and presented on the universal design of learning and the learners must be allowed to take the examination through different modes i.e. verbal, non-verbal (sign language) and written, whichever the learner is comfortable at. Moreover, it is also suggested that special education and related services along with guidance and counselling cells at study centres must be taken into consideration for the psychological well-being of the learners with disability enrolled with the open school system.