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1 - 2 - 3 - Include me! Inclusive ed teacher training & curriculum based on UDL for Indian Educators

The Tarang Transforming Schools Programme (TTS)

location_on India
Breaking barriers in Goa advocating inclusive education through comprehensive digital TEACHER TRAINING & curriculum embracing the 3Ps of inclusion PHILOSOPHY Sensitising Teachers, Heads & management PRACTISES developmentally appropriate skills-based curriculum, teaching methodology UDL, positive behaviour supports POLICY Stakeholders to bring about real change in admission & classroom policies
Dr Nandita de Souza Director Sethu Centre, Child Development & Family Guidance
At Sethu, we believe that the only way that society can prosper is by being inclusive. We hope that this training programme is the roadmap for the early years of life - a bright future for all.

Dr Nandita de Souza Director Sethu Centre, Child Development & Family Guidance


HundrED shortlisted this innovation

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Innovation Overview

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Updated on June 21st, 2022
about the innovation

Why did you create this innovation?

IE, taken for granted in many countries, is a relatively novel idea in India, especially schools outside the main metros. There is great emphasis on education, little importance is on teacher training or modern curriculum development ensuring a balanced holistic education for all. Dogged by archaic methods, severe infrastructure limitations, inclusivity & early intervention is overlooked.

How does your innovation work in practice?

Commencing with a comprehensive audit based on the 3Ps we assess unique the needs of the school. Focusing on teacher TRAINING accessible through Google Classroom. Completing 4 modules of virtual learning & discussions
POLICIES ensuring a non-discriminatory admission, curriculum and classroom support policies
CURRICULUM the TTS curriculum is developmentally skill-based appropriate and evaluates as it is taught
POSITIVE BEHAVIOUR SUPPORT an introduction to what really works, use of descriptive praise, encouraging effort, respect and visual charts, assigning responsibility
The Teaching Methodology – Universal Design for Learning which advocates teaching to reach all learners of different levels not just the front row
RECOURSE DEVELOPMENT Real-time data is collected to analyse the difficulties faced by each child, ensuring any early intervention necessary
LEADERSHIP & ENVIRONMENT sensitising all stakeholders & community to IE leads to greater impact and lifelong learning for all!

How has it been spreading?

This is a challenge as though inclusivity is commonplace in the west it is not readily accepted in India. However, two partner schools adopted the format for training, mentoring, feedback, and discussion which led to refinement and the creation of an intensive manual containing the curriculum and the UDL lesson plans, skill-based evaluation and recording sheets. This has encouraged us to scale up to 1 & 2 grades. We have also been approached by rural schools which we are always very excited about. We realise the need for digitalisation of our curriculum & manual ensuring accessibility for all - invaluable for schools joining the initiative post-pandemic. This will be dependent on the availability of hardware accessibility and connectivity in the schools.

If I want to try it, what should I do?

Call us! +91 7720013749
Email us!
Write to us! H. No. 5/84 & 5/48, Dhonvaddo, Saligao, Goa 403511
Look at us!

When our inclusive holistic curriculum with UDL is implemented even in one school in India, the impact is massive, one model school changes the whole community!


See this innovation in action

Limited resources, under-trained teachers, NO inclusivity!? Tarang has an answer… 1-2-3 Include ME!
My name is Siddhi, I am a Nursery teacher at the Chubby Cheeks School, Porvorim. One of my major issues is getting children to understand what I want them to do. Following instructions at this time is difficult for them and for me as a nursery teacher it is often a chaotic situation to be able to handle so many tiny tots of different capabilities at the same time. Just to share a small experience, getting children to form a line was a very confusing and overwhelming process. I tried hard but failed, and here is where the Tarang Team from Sethu came to my aid and explained how the Universal Design for Learning can be used to teach something as simple as following instructions by using a multisensory, more holistic approach. In this example, I have specified only a single means of teaching this concept. By using a visual card of children standing in a line, I was able to show my students what was expected from them. A visual line marked on the floor gave them a concrete sign in understanding forming of a line, after which a demonstration of the concept was given. The training process also involved having a student as a line leader. Then each student’s name was called out one by one, to stand on that marked line and they were prompted when required. We had fun as well as got the job done! After some training, my students are able to form a line just by giving them the instruction, ‘Form a line’ and calling out their names in random order, or use the starting sound of their names, for example, to maintain structure. I can now take a sigh of relief as my class is less chaotic when leaving the classroom for any outdoor activity.  Thank you, Tarang! The 1-2-3 Include Me! inclusive holistic curriculum is our answer for all the Teacher Siddhis who are struggling to manage their class and to Context to inclusive Education in Goa: The Right to Education Act (2009) has empowered many parents to seek education for their children in mainstream schools. This act states that schools cannot refuse admission to a child on the grounds of disability. Thus the concept of inclusive education began to take root in the education system. The last 10 years have seen an increase in the number of children with special needs like specific learning disability, autism, ADHD and scholastic backwardness becoming part of mainstream schools. While the act enabled children with special needs to be part of mainstream school, it did not ensure that those general educators received the necessary training to enable them to cope with the learning challenges faced by children in the schools. Research in inclusion has consistently shown that it is the general educators who are the ‘lynch pins’ in a good programme of inclusive education (Sawhney, 2015; Das Gichuru and Singh, 2013; Sharma et al, 2009) however studies related to teacher training show that most teachers feel themselves underprepared and unable to cope with the presence of children with special needs in the classroom (Das, Kyuni and Desai, 2013; Sawhney, 2012, Singal 2006). Lack of knowledge of a disability in terms of how it relates to the child’s performance also prevents effective inclusive practices. (Johansson, 2014).  However, it has been observed that despite numerous teacher training programmes that have been launched inclusive education has yet to be truly accepted or even understood as the norm in many schools (Singhal, 2008). Many teachers share that while they are expected to include children in their classrooms, there is very little support from the management or administration. (Sood and Anand, 2011; Singhal, 2008). When teacher training is imparted without the involvement of the principals the gains during training are implemented in a piecemeal manner or fail to be long lasting. (Lobo, 2018). It is clear from the research above, that teacher training is just one of the bricks in building an inclusive school. It is in this context that the whole school approach to inclusive education assumes vital importance (Villa and Thousand, 2003; Ainscow and Booth, 2002; Lipsky and Gartner, 1996).  Though ‘The Right to Education Act (2009)’ empowers ALL children to the right to education, it is seldom implemented. Children face difficulties at various levels be it attitudinal barriers (Philosophy) or getting admission in schools (Policy) or the teaching practices in the classroom (Practices). The Tarang - Transforming Schools Project (TTSP) has sought to design environments that are welcoming to ALL children by enabling changes in philosophy, policy and practice.  The greatest challenge faced by children with disabilities, children from different linguistic backgrounds or learning levels, is getting admission into a mainstream school. The TTSP is taking baby steps in advocating holistic education. The first step to providing holistic education was to create welcoming environments through sensitisation programs. The second step was to bring about policy changes to have a non-discriminatory admission policy and have the school management look through all policies to make inclusion a part of the school’s policies. The third step was to provide teachers with a training and mentorship programme to implement inclusive practices in the classroom.


Achievements & Awards

October 2021
Digitalisation of Teacher Training in Inclusive Education via Google Classroom
August 2021
Virtual TTS Training for Samaaveshi Pathshaala for 4 Teachers and 1 Volunteer
July 2021
Proud to announce our new partner school - Samaaveshi Pathshaala in Kashele village, Maharashtra
June 2021
1-2-3 Include Me! Inclusive Education Teacher Training and Curriculum for Indian Educators
May 2021
Innovation page created on
June 2020
Ongoing mentorship of two schools
April 2019
Launch of Manual for Policy Makers and Educators
December 2018
Workshop on ‘Educational Leadership for Inclusion'
October 2018
Development Indicators for Excellence in Inclusive Education
June 2017
8 schools trained in inclusive, holistic education using UDL

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Inspired to implement this? Here's how...

Follow our plan for holistic inclusive preschool ed in India
We welcome schools to fill out our checklist for indicators for assessment in excellence for inclusive education. Once complete reach out to us based on the areas that help is needed.
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