Introduction:
Education and Training are the “corner
stones for the development” of the potentialities of children i.e. children
with special needs or those categorized as excptionals. Several policies and
progrmmes have been undertaken in the field of education for exceptional children
in our country
policy, challenges of institutional capacity and coordination have
contributed to
implementation that frequently leaves much to be desired. The intersection of policy and
institutions is therefore critical to understanding the factors that
drive current outcomes for PWD and might contribute to improving them.
Polices and programmes:
Policies for disability in
India
India has a long experience of policy and practice with respect to
disability, including
collection of census information on disability from as early as 1872, and
special schools and institutions operating since the 19th century. Like many countries, it also had specific
provision for people with mental illness and retardation under the Indian
Lunacy Act of 1912. The Constitution of
India acknowledged also general state obligations to PWD in Article 41, and the
State List under “Relief of the disabled and unemployable”. Subsequently, specific measures such as
employment concessions were introduced from the 1960s.
However, it was not until the 1980s that policy commitment to full
participation of PWD in Indian society evolved.
The outcomes of this policy shift were realized in several key pieces of
legislation
(i) the
Mental Health Act, 1987;
(ii) the Persons with Disabilities (Equal
Opportunities, Protection of Rights and
Full Participation) Act,
1995 (PWD Act);
(iii) the Rehabilitation
Council of India
Cerebral Palsy, Mental
Retardation and Multiple Disabilities
Recommendation from education commission:
The
first education commission in india , popularly known as the kothari commission
began the section on handicapped children in the chapter ‘towards equalization
of educational opportunities’ the commission suggested educational facilities to be extended to
those four category the blind, the deaf
the orthopedically handicapped and the mentally retarded
National education
policy(1986)
The
expansion of education facilities for physically and mentally handicapped
children and the development of ‘integrated programme’ enabling handicapped children to study in regular
schools
Bahrul Islam committee
(1988)
The
committee included education in the Draft Legislation it mentioned that the state
should endeavor to provide free and
univeseral elementary education to children to children with physical and
mental disabilities the state shall also provide assistance to them for
education and training at the secondary
and higher levels.
Programme of action (1992
MHRD):
The NPE/POA 1986 was modified and a new POA was chalked out in 1992
POA made an ambitious commitment for universal enrolment by the end of the ninth
plan for both education in special schools or special classes in general
schools
Centrally sponsored scheme
of integrated education for the disabled children (revised 1987,1989, and 1992)
The department of social welfare Govt of india launched the
centrally sponsored scheme of integrated education for disabled children in
1974 with 100% central assistance with the coverage of education of children
with disabilities in the national policy on education during 1986 the scheme
was shifted to the ministry of human resource development the scheme provides
educational opportunities for children with disabilities in common schools. A large
number of state governments have already adopted the scheme they have
established administrative cells for monitoring the scheme. However coverage of
visually impaired children under the scheme at present is negligible
Project integrated
education for the disabled(PIED)
The national
council for educational research and training
implemented PIED during 1987 with the financial support from UNICEF
which provided support for the development of instructional material, training
of personnel, mobilizing community support, training of parents and
coordination of the project in remote and rural areas and difficult places. It
also extended support for identification and assessment of children with
disabilities, establishment of resource rooms, provision of aids and appliances
and allowances for children with disabilities
Persons with disabilities
(equal opportunities, protection of rights and full participation)Act (1999)
The act desires the appropriate governments
and local authorities to ensurethat every child with a disability has access to
free education in an appropriate environment until he attains the age of 18
years . it also ensures reservation of at least 3% seats in the educational institutes
of persons with disabilities
National trust Act(1999)
This act
is meant for strengthen the PWD act
especially gives provision for person with autism, mentally retarded and
cerebral palsy
Action Plan for inclusive
education of children and youth with disabilities (IECYD)2005
The different sectors to be covered in the plan are
- Early childhood care education
- Elementary education
- Secondary education
- Higher and technical education
- Vocational training
Sarva Shiksha Abiyan
(Education for all Campaign This movement promises
to change the face of the elementary education sector of the country assumes to
provide useful and quality elementary education to all children including those
with disabilities in the 6-14 age group by the year 2010. it makes a provision
up Rs.1200 per child for integration of disabled children as per specific
proposal
Key
entitlements and commitments under the PWD Act, 1995
The PWD Act has
both binding entitlements and more general commitments. The key provisions are:
Education: The following are binding on Government
(i.e. not subject to economic factors):
ü Governments shall ensure that every CWD has access to free education
“in an appropriate environment” until the age of eighteen.
ü Governments “shall initiate
or cause to be initiated” research by public and non-governmental agencies for
development of both assistive devices and special learning materials for CWD in
order to promote equal opportunity in education.
ü Governments shall ensure
teacher training that produces “the requisite manpower” for teaching of CWD
both in special schools and integrated settings.
ü all public educational institutions and other receiving aid from
Government shall reserved not less than 3 percent of seats for PWD (i.e. for
PWD over 18 years).
ü government should prepare a “comprehensive
education scheme” for CWD which includes transport or financial incentives,
barrier free access, supply of book,
uniforms and learning materials to CWD, adjusts the examination system as
necessary, adapts curriculum for CWD.
NGO Non-Governmental Organization
Employment: The
Government shall:
ü identify posts for PWD in
public establishments and update the list every three years.
ü reserve not less than 3 percent of identified posts for PWD, with 1
percentage point reserved for people with blindness/low vision, hearing impairment,
locomotor disability or cerebral palsy respectively (though any department or
establishment can be exempted by notification)..
ü every employer should have a
record of all PWD emenployed in that establishmt.
ü Governments and local
authorities shall formulate schemes for promotion of employment of PWD which
may provide for training of PWD, relaxation of age limits in employment,
measures related to OHS, provisions for financing such schemes etc.
ü Reservation of not less than
3 percent in all poverty alleviation schemes.
ü “within the limits of their
economic capacity and development”, Governments shall provide incentives to
both public and private sectors for employment of PWD with a target of at least
5 percent of their workforce to be PWD.
ü Prevention and early
detection of disabilities: All commitments in this area are given with
the proviso “within the limits of their economic capacity and
development”. With proviso, Governments
should: Undertake surveys on causes of disability.
ü Promote “various methods” for
preventing disabilities.
ü Screen children at least once
a year for identifying at-risk cases.
ü Provide facilities for
training PHC staff.
ü Conduct or sponsor awareness
campaigns on hygiene, health and sanitation, and on causes and prevention of
disabilities. “take measures” for pre-,
peri- and post-natal care of mother and child. Affirmative Action:
Governments shall frame schemes for:
ü Provision of aids and
appliances to PWD
ü Preferential allotment of
land for housing, business, recreation centres, special schools, research
centres, and factories run by PWD
entrepreneurs.
ü Non-discrimination in
access: All
commitments in this area are given with the proviso “within the limits of their
economic capacity and development”. With
proviso, Governments should: • Adapt all forms of transport to make them
accessible to PWD.
ü • Provide for a variety of assistive devices in the built
environment, including auditory signals, ramps in public buildings and health
facilities, Braille signage, accessible curbing, marked zebra and railway
Disability For in Tamil Nadu
There is evidence of good
collaboration amongst NGOS and between NGOS and the state in Tamil Nadu:
Vellore District
Disability Network: 12 disability related organizations meet quarterly to
share resources for the rehabilitation of persons with disabilities. The
District Disability Rehabilitation Officer is present and occasionally the
Disability Commissioner
Disability Forum: A disability forum of 23 NGOs
(disability specific and development) is facilitated by the Organization for
Development Action (ODA). This forum shares information, knowledge and refers
between NGOs. There is reluctance by some organizations in this forum to
lobby for change as they receive government support and were concerned about
what impact their involvement may have on access to state resources. Hence
issues identified in this forum are used for lobbying the government directly
by ODA and other interested parties.
In
August 2005, a State Resource Training Centre for PWD was set up in
Chennai under the National Programme for Rehabilitation of Persons with
Disabilities (NPRPD). Different NGOs with disability specific expertise are
providing their voluntary services for training of persons with disabilities. The
centre will showcase good NGOS practices.
A weekly radio programme call Thiramaiyin
Thisayil (In the Direction of Your Abilities) is broadcast by Ability
Foundation in association with all-India radio. It focuses on issues and
policies which affect the rights of PWD. Other NGOs also use the show as a
vehicle for spreading information on vocational training programmes, and to
publicize events such as job fairs. Letters and responses from remote rural
towns of TN indicate significant penetration.
The main features of the
Act are as follows:
Every child between the ages of 6 to 14 years has the right to
free and compulsory education.
Schools will be managed by School Management Committees (SMC).
Private schools shall admit at least 25% of children at entry
level in their schools without charging any fees.
No child shall be held back, expelled or required to pass a board
examination until completion of elementary education.
A child above six years of age who has not been admitted in any
school or though admitted, could not complete his or her elementary education,
shall be admitted in a class appropriate to his or her age.
In this case, he or she shall, in order to be at par with others,
have the right to receive special training, in such manner and within such time
limits as may be
prescribed.
ü No child shall be denied
admission to a school for lack of age proof.
ü A child who completes elementary education shall be awarded a
certificate.
Convention on the rights of the Child
The 1989 Convention on the Rights of the Child (CRC) is the first
binding instrument in international law to deal comprehensively with the human
rights of children, and is notable for the inclusion of an article specifically
concerned with the rights of children with disabilities. The implementation of
the CRC is monitored and promoted at the international level by the Committee
on the Rights of the Child.
The CRC, including freedom
from discrimination, respect for the dignity of the child and the cultivation
of her or his potential to assume a responsible and independent life in
society. They may be seen to be particularly relevant to the situation of
children with disabilities in the following provisions:
§ The child’s right not to
be separated from his or her family (article 9).
§ Services and assistance to
support parents in their child-rearing responsibilities (article 18).
§ Protection from injury,
neglect and any form of violence (article 19).
§ Protection of children
deprived of a family environment (article 20).
§ Refugee children (article
22).
§ Periodic review of
treatment (article 25).
§ The child’s right to free
and compulsory primary education, to secondary and vocational education and the
prevention of drop out (article 28).
§ Children belonging to
minorities and indigenous people (article 30).
§ Protection from work that
interferes with education (article 32).
§ Protection from abuse
(article 33).
§ Protection from sexual
exploitation (article 34).
§ Protection from torture or
other cruel, inhuman or degrading treatment or punishment, and from deprivation
of liberty (article 37).
§ Right to rehabilitative
care for victims of neglect, exploitation, abuse or degrading treatment
(article 39)
§ The implementation of the
CRC is monitored at the international level by the Committee on the Rights of
the Child, which oversees the progress made by States parties in promoting the
realization of children’s human rights. Reiterating its concern with the rights
of children with disabilities, in 2006 the Committee issued a General Comment
on this particular topic
Article 24: education:
A
second article of the Convention with particular implications for children is
article 24 on education. Article 24 reflects a clear commitment to the
principle of inclusive education as a goal. In this respect, it advances
further the direction established in earlier documents such as the CRC, the
Salamanca Statement and Framework and the Standard Rules.
Article 24
also addresses the specific needs of children with severe and complex sensory
impairments for access to specific supports to learning such as sign language,
Braille and low vision aids. Other children with disabilities may also need
modifications to the curriculum, to styles of teaching and to the organization
of the classroom. Support to all children with disabilities has to be
individually tailored and resourced both in terms of time and staffing. Clearly,
parents and the children themselves have to be partners in deciding the nature
and intensity of such support and ways in which it can be reduced as both child
and teacher become more confident and competent (see chapter 6 below for
further discussion of education).
Inclusive Education in
Schools
The Government policy is supposed to provide inclusive education for children with
disabilities within mainstream schools wherever it is possible. Inclusive
education results in improved social development and academic outcomes for all
learners. It leads to the development of social skills and better social
interactions because learners are exposed to
real environments, in which they have to interact with other learners,
each of whom have their own unique characteristics, interests and
abilities. Thus, inclusive
education lays the foundation
for an inclusive society that accepts, respects and celebrates
diversity. Key Factors of Inclusive Education
Maintaining a collaborative relationship with teachers.
Modifications to the curriculum and methods of teaching to ensure
that students with disabilities can fully participate in class.
Children should be supported in their learning throughout the
school year.
There should be trained teachers to work within the principles of
inclusive education.
The building infrastructure should be accessible so that it does
not create a barrier for
Children with physical
disability.
Schools and teachers should be supportive. Three Government
schemes within the
Ministry of Human
Resource Development promote and support Inclusive
Education:
1. Sarva Shiksha Abhiyan (SSA) for 6-14 year olds
2. Integrated Education for Disabled Children (IEDC) for 15-18 year
olds (only operates in some districts)
3. Government scholarships for
visually impaired, hearing impaired, and locomotor impaired children in
elementary and higher education who are not benefiting from any other schemes.
National
Policy on Education -1968
Based on the
report and recommendations of the education commission (1966) the then prime
minister of india Mrs.Indira Gandhi announced the first
National policy on education in 1968 which called for a ‘radical
restructuring” and equalize educational opportunities in order to achieve national integration and greater cultural and
economic according to this the government of india
- language development:
The
policy had also emphasized on the development of Indian as well as foreign
language in the country. The three language formula should be introduced in
which a student at the secondary level should know Hindi, English and the
regional language of his state . the language sanskirit has been included as an
optional subject in secondary level.
- Education opportunity for all:
Under
this policy every child of the country should get education irrespective of
caste religion, region or whatever the case may be special emphasis should be
given to backward classes, minority children and physically challenged children
to avail the education facilities
3.Equalization
of educational opportunities:
·
Good educational facilities to
rural and backward areas
·
All special schools like public
schools should admit the student on the basis
merit
·
The education the education of
girls should on grounds of social justice and social transformation
- education of minorities:
every
effort should be made not only to protect the rights of minorities but to promote their educational interests as
suggested in the statement issued by the conference of chief ministers of
states and central ministers held in august 1961
National Policy on
Education (NPE)-1986
An
examination of the purpose of special education cannot be properly done without
understanding of the concept. Special education has been broadly defined in the
National Policy on Education (1981) as:
The education of children
and adults who have learning difficulty because of different sorts of
handicaps: blindness, deafness, mental
retardation, social maladjustment, physical handicaps, due to
circumstances of birth, inheritance, social position, mental and physical health pattern or accident in later life
The objectives
of special education as outlined in the National Policy on education include
equalizing educational opportunities for all children providing adequate
education for the handicapped to enable them play their roles in the development of the nation and providing
opportunities for exceptionally gifted children to develop at their own
paces in the interests of the nations
economy and technological development.
In order to achieve these objectives
the exceptional children requires
special education hence the need for
modified curriculum, specially trained teachers, special equipment and above
all individual attention in order to meet the
need of the exceptional children specialized training in tertiary institutions is given to
prospective special teachers to equip them with competencies they require for understanding educating and assessing these children for the purpose of helping them to achieve their optimum
potentials
The objectives
should be to integrate the physically and mentally handicapped with the general
community as equal partners them for normal growth and to enable them to face
life situation with courage and confidence. The following measures were to be taken in this regard
1)
Whenever it is feasible the
education of children with motar handicaps and other mild handicaps would be
common with that of others
2)
Special schools with hostels
would be provided so far as possible at
district head quarters for the severely
handicapped children
3)
Adequate arrangement would be
made to give vocational training to the disabled
4)
Teacher’s training programmes
would be reoriented in particular for teachers of primary classes to deal with
the special difficulties of handicapped
children
5)
Voluntary effort for the
education of the disabled would be
encouraged in every possible manner
The NPE so far as it relates to education of the handicapped is
inadequate in the following respects
·
It has not stressed the mobilization of the
total general education system for the education of the
handicapped
·
Special schools have been treated in isolation from
other educational institutions from the
point of view of providing the
educational supervisory infrastructure leaving it to the ministries of welfare
and HRD to co operatively develop the same
The revised form of NPE programme of action (POA) is in its call for establishment to special
schools at district and sub district levels; curriculum development apart from
provision of infrastructural facilities and specific target setting for universal primary
education of the handicapped while special schools for the education of those
with severe
Handicaps are rightly emphasized by
the programme of action they have not laid emphasis on multiple delivery
of services in special schools where as
single disability mode is required for research development and rehabilitation
work, for delivery should be given importance. This is particularly so because
doctors, dispensaries, public health centers and development functionaries are
multi-purpose in nature
National Action Plan for Inclusion in
Education of Children and Youth with Disabilities The main objectives of the
Action Plan will be to:
• Ensure that no child is
denied admission in mainstream education.
• Ensure that every child
would have the right to access an anganwadi and school
and no child would be turned back on the
ground of disability
• Ensure that mainstream
and specialist training institutions serving persons with
disabilities, in the government or in the
non-government sector, facilitate the
growth of a cadre of teachers trained to
work within the principles of inclusion
• Facilitate access of
girls with disabilities and disabled students from rural and
remote areas to government hostels
• Provide for home based
learning for persons with severe, multiple and intellectual
disability
• Promote distance
education for those who require an individualized pace of
learning
• Emphasize job-training
and job-oriented vocational training
• Promote an understanding
of the paradigm shift from charity to development
through a massive awareness, motivation and
sensitization campaign.
Equal Opportunity
The legal, civil, political, and human rights of people with
disabilities are protected by law and are the same as the rights of the
non-disabled. Persons with disabilities are
entitled to participate in society on par with the nondisabled.
Cases of discrimination and violation of the human and legal rights of people
with disabilities can be brought
before Disability Commissioners and the Human Rights Commission on
both a State and National level.
National Policy on Education (NPE)-1992:
The 1986
National Policy on Education was modified
in 1992 by the P.V Narasimma Rao government. It is a comprehensive frame
work to guide the development of education in the country. The principles
included in the NPE-1968 also included in the new policy with some
modifications
Modifications and
additions:
1)
Greater attention should be
given to the backward classes physically challenged and minority children for
their development in education
2)
Major emphasis will be
laid on women’s education to overcome
the poor rate illiteracy among female
3)
Institutions will be provided with resources like
computers libraries and infrastructure accommodation for students will be made
available especially for girl students. Teachers will have the rights to teach
learn and research
4)
Non government organization
will be encouraged to facilitatae the
education in the country. At the same
time steps will be taken to
prevent establishment of institution to commercialization of education
Plan of Action(POA)-1992:
The NPE was followed by POA (1992) the POA suggested a pragmatic
placement principle for children with special needs. It postulated that a child
with disability who can educated in a
general school should be educated in a
genera;l school and not in a specials
school
benefits and concession :Transport
Concessions
By Train:
Railways
allow disabled persons to travel at concession fares up to 75 per cent in the
First and Second classes. Escorts accompanying blind, orthopedically and
mentally handicapped persons are also eligible to 75 percent concession in the
basic fare.
Percentage of concession for persons with disabilities is between
50-75 per cent.
A railway concession certificate, available from Indian Railways
offices or their website, needs to be filled out, signed and stamped by a
Government Surgeon. The form can be
completed at the same time a Disability
Certificate is issued.
Examination Concessions
Examination concessions are granted and monitored by the different examination
boards: Maharashtra State Board of Secondary & Higher Secondary Education
(SSC/HSE),
ICSE, CBSE, CIE (IGCSE), and the National Institute for Open
Schooling (NIOS). Procedures for applying and concessions available vary by
Board and are not standardized. Most Boards require a disability certificate
from a Government Surgeon and information about the child’s requirements from
the School Principal. The type of concessions granted will depend on the needs
of the child and the board.
By Bus:
Ø 75%concession in bus fare is
given to the disabled. In addition, attendants are given a 50% concession in
fares.
Ø To claim, it is necessary to
obtain a ST & BEST Concession Certificate
By
plane
Indian
Airlines allow 50 per cent concession
fares to blind
persons
on single journeys.
Locomotors
Disabled persons (80 per cent and above) are
allowed the following concessions on Indian Airlines:
Ø 50% of normal economy class
INR Fare or Point to Point Fare, Full Inland Air Travel Tax and Passenger
Service Fee applicable.
Ø 50% of INR fare applicable to
foreigner residents in India
Ø Full Inland Air Travel Tax
and Passenger Service Fee applicable.
Ø 50% economy fare, taxes and service charges apply for Blind
passengers on domestic flights.
Ø 50% fare (attendant must pay full fare)
Income
Tax Benefits
Ø Income Tax concessions can be obtained from the local Tax
Ø Office by the parents of children with permanent disabilities, or
adults with disabilities (not including Learning Disabilities/ADHD). Reductions vary from Rs.15,000 to Rs.75,000
depending on individual circumstances, and can be claimed on medical expenses
as well as taxable income. Disability Certificates from a Government hospital
are required
Aids and Appliances
Wheelchairs, hearing aids, crutches, Braille devices and other aids
and appliances can be accessed through NGOs, the Red Cross, National Medical
Institutes, the SSA, or
through a Government scheme called ADIP. ALIMCO is a manufacturer of
prosthetics that works in partnership with the Government. Sometimes financial
help in purchasing
appliances is also available from the State Government depending on
the level of family income
Manufacturers of:
Wheelchairs for children, juniors and adults , Light foldable
wheelchair , Mini wheelchair
Wheelchair with toilet
facility , Rollator ,Walker
Conclusion:
According to conservative estimates, there are
about 70 million disabled people in India India
All necessary legislations are in place. But political will power is the most important factor in the
implementation of these legislations. The Central and State Governments have to
first understand the dynamics of disability and then plan and design inclusive
strategies for the disabled
population of the country in order to enable them to enjoy the benefits of
social security just like any other citizen of India
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