Introduction:
The education is the key which allows people to move up in the world, seek better jobs and ultimately succeed in their lives, and one should be deprived of it.
Indian constitution in its direct principles of state policy has affirmed free and compulsory education for all children up to the age of fourteen .So, the disadvantaged children are not an exception.
The National Education Act 1999mandates equal rights and opportunities for all to
receive basic quality education. Hence, the programme on education for disadvantaged children is therefore needed. A clear direction and successful implementation of the programme will enable these unfortunate children to raise their quality of life and well-being
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 (see chapter 5 below for discussion of the Committee’s comments and policy recommendations concerning children with disabilities).
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).
Some important policies and programmes
ü Recommendations from education commission (kothari commission)
ü National education policy (1968)
ü National educational policy on education(1986)
ü Bahrul Islam committee(1988)
ü Programme of action (1992,MHRD)
ü Centrally sponsored scheme of integrated education for disabled children (revised1987,1989 and 1992)
ü Project integrated education for the disabled (PIED)
ü Persons with disabilities (equal opportunities ,protection of rights and full participation ) Act 1995
ü National trust Act(1999)
ü Action plan for inclusive of children and youth woith disabilities (IECYD)2005
ü Sarva shiksha abiyan (education for all campaign)
Conclusion:
It is estimated that, overall, between 500 and 650 million people worldwide live with a significant impairment. According to the World Health Organization (WHO), around 10 per cent of the world’s children and young people, some 200 million, have sensory, intellectual or mental health impairment. If every programs and policies about disabilities can be implemented across the nation, eventually expanding across the world, the future of society will be in the hands of a more diverse group of individuals with the drive to succeed
“ India
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