UNIT – II

POLICY AND PROGRAMME FOR INCLUSIVE EDUCATION

Challenges and prospects of Inclusive Education –Disability – five year plan

allotment - Kothari Commission1964 –National Education Policy,1968 - NPE, 1986

- Special Educational Needs and Disability Act 2001 - Disability Discrimination

Act 1995 - Persons with Disability Act (PDA) 1995- - RTE Act 2009 – Rights of

the child UNESCO, 1989 – Rights of Persons with Disabilities UNESCO,2006 –

national level practices on education of Children with disabilities DPEP, - SSA –

Policies and legislative measures pertaining to the disabled - Service programme

for the disabled.

International scenario

International organisations , United Nations being the prominent of them,

have focused their efforts on the needs of persons with disabilities and their

better education and living.

The Declaration on the Rights of Disabled Persons was a declaration of

the

General Assembly of the United Nations, made on 9 December 1975. World

Conference on Special Needs Education, Salamanca, 1994 and The UN

Council on Rights of Persons with Disabilities (UNCRPD), 2006 have been

landmarks in the global efforts in the path of inclusion and empowerment of

persons with disabilities.

Indian Scenario

Looking back into our country’s history, the Sargent Report, 1944 written

prior to independence and the Kothari Commission (1964- 1966) signal the

government’s approach of integration of children with disabilities with other

children. This was reiterated in the National Policy of Education (1986). The

RCI Act (1992) and National Trust Act (1999) were the subsequent major
legislations in this field. The Persons with Disabilities Act, 1995 (PWD Act) has

been a landmark in the path of legislations in welfare of people with disabilities.

This act has been replaced by the Rights of Persons with Disabilities Act 2016.

Constitutional Provisions

It is stated in the preamble of the Constitution of India that people of

India solemnly resolved to constitute India as a Sovereign, Socialist, Secular

and Democratic, Republic which secures to all its citizens right to Justice;

Liberty; Equality; and Fraternity. The Constitution guarantees Fundamental

Rights to all its citizens. There are specific provisions in the Constitution of

India that ensure social justice and empowerment to all citizens including

“persons with disabilities” and other disadvantaged and marginalized groups.

Legislations, Policies and Programmes

Over the years, the government of India (GoI) has launched various

programmes and schemes dedicated to fulfilling the education and inclusion of

children with disabilities. India became signatory to the Salamanca Statement,

1994 and with it came the incorporation of the term ‘inclusive education’ in

various official documents and reports of GoI. There have been several

attempts by the Government in the form of Acts, Rules and Regulations, Policies

and Guidelines for the welfare of persons with disabilities. The legislative

framework for the protection of the rights of persons with disabilities is

covered by the following Acts:

Challenges and prospects of Inclusive Education:

Inclusive education is a developmental approach seeking to address the

learning needs of all children, youth and adults with a specific focus on those

who are vulnerable to marginalizations and exclusion. An increasing number of

publications, policy papers, workshops, etc., have supported the ideology of

inclusion. Some organizations and people, however, doubt whether the ordinary

classroom can provide quality education for disabled children.

 The new challenge to inclusive education is to meet the needs of all

children with

and without disability in the general classroom. It is not an easy process and

requires a lot of

struggle and commitment to overcome attitudinal and social barriers. One of the

determinant factors refers to attitudes of the community towards persons with

disabilities and inclusion. A limited understanding of the concept of disability,

negative attitude towards persons with disabilities and hardened resistance to

change are the major barriers impeding inclusive education. The following are

some of the challenges of Inclusive Education.

Identification and Screening:

Assessment is a multifaceted process of gathering information by using

appropriate tools and techniques in order to make educational decisions about

placement and the educational program for a particular child. Appropriate

adaptations and modifications must be made available to assure valid and

reliable findings. Since children’s needs change from month to month and from

year to year, the regular periodic assessment must be conducted.

Individualized Educational Plan:

After the child’s needs have been assessed and determination of

eligibility for special education services has been made, the staffing team is

responsible for the development in writing, and maintenance of an individualized

educational plan (IEP). The Individualized Educational Plan is the primary

document that outlines specific plans for the eligibility process and any further

information collected by multidisciplinary specialists and by both special and

regular teachers can assist with the development of the Individualized

Educational Plan. Realistically, the special education teacher will have to conduct

further curriculum-based assessments to gather the types of instructionally

useful data to be able to develop appropriate goals and objectives and to know

where to begin instruction.

Physical Environment of Learning:

The physical environment (classroom layout and appearance, classroom

arrangement, furniture arrangement, etc) contribute a lot to promote the

active-learning method. The physical environment in a classroom can challenge

active-learning. There should be adequate well-maintained and furnished

classrooms to effectively conduct the teaching-learning process. Therefore the

place where the child is positioned in the class, the way the classroom materials

are arranged, the effects of sound environment and the condition of a building

play a vital role in enhancing or retarding the teaching-learning process of

visually impaired children.

Teaching Methods and Procedures:

Methods are a means of conveying ideas and skills to impart and acquire a

certain subject matter in a more concerted and comprehensive way. Methods

describe conceptually the instructional process, that is not only how information

gets from the teacher to the learner but also how the learner, use it, interact

with it, receives guidance and is given feedback. No learning can occur if the

students passively sit. The student must actively respond; must participate.

Because education is a human experience acquired in the process of man’s

interaction with his physical, and social environment. Basically, the method of

teaching concerns the way teachers organize and use techniques of teaching,

subject-matter, teaching tools, and teaching materials to meet teaching

objectives.

Disability:

The 21 disabilities are given below: -

1. Blindness
2. Low-vision

3. Leprosy Cured Persons

4. Hearing Impairment (deaf and hard of hearing)

5. Locomotor Disability

6. Dwarfism

7. Intellectual Disability

8. Mental Illness

9. Autism Spectrum Disorder

10. Cerebral Palsy

11. Muscular Dystrophy

12. Chronic Neurological Conditions

13. Specific Learning Disability

14. Multiple Sclerosis

15. Speech and Language Disability

16. Thalassemia

17. Hemophilia

18. Sickle Cell Disease

19. Multiple Disabilities including Deaf-Blindness

20. Acid Attack Victims

21. Parkinson’s Disease

Five-year plan allotment:

Five-Year Plans (FYPs) are centralized and integrated national economic

programs. Joseph Stalin implemented the first FYP in the Soviet Union in the

late 1920s. Most communist states and several capitalist countries subsequently

have adopted them. China and India both continue to use FYPs, although China

renamed its Eleventh FYP, from 2006 to 2010, a guideline (guihua), rather than

a plan (jihua), to signify the central government’s more hands-off approach to

development. India launched its First FYP in 1951, immediately after

independence under socialist influence of first Prime Minister Jawaharlal

Nehru.

1st Five year plan (1951-1956):

The First Five-Year Plan was one of the most important because it had a

great role in the launching of Indian development after the Independence. Thus,

it strongly supported agriculture production, education and it also l

In 1951-52 the policy for planned development was adopted for the first

time in the country. Out of the total state allocation of Rs.101.15 lakhs for the

First Five Year Plan and amount of Rs.43 Lakhs was allocated for University

Education. However, the actual expenditure was Rs.62 lakhs during the period.

During this plan period main emphasis was on construction and also reorientation

of the education system. The construction of Gauhati University building was

taken up during the period and an amount of Rs.43 lakhs was allocated for the

purpose.

Second Five Year Plan (1956-1961):

Period the total state plan allocation for General Education was Rs.608.09

Lakhs. Out of this Rs.66.50 Lakhs was for University Education and the

expenditure was Rs.54.90 Lakhs. In the second plan improvement rather than

expansion was the guiding factor in the field of Higher Education.

The construction of the building of the Gauhati University undertaken

during the first plan period was completed. To maintain the Higher Secondary

and Multipurpose Schools with qualified te

aching staff, schemes like deputation for Post-Graduate course were taken up.

For the first time Govt. approved the regular scale of pay to the teachers of

non-Govt. Colleges.

A Govt. Post-Graduate Training College for training of Secondary teachers was

established at Jorhat.

Third Five Year Plan (1961-1966):

 Total allocation was fixed at Rs.85 Lakhs for University Education and

the expenditure was Rs.104.80 Lakhs. In this Plan emphasis was laid on teaching

of Science in the post graduate level. The highlights of the third plan were

establishment of Board of Secondary Education, State Institute of Education,

Dibrugarh University, removal of disparity of pay and allowances of Aided

Institutions with that of Govt. Institutions etc. In other words teachers got

covered by equal benefits of pay and D.A. at Govt. rate. Sanskrit Education was

also reorganized in the state. This scheme envisaged the establishment of 50

reorganized Tols and establishment of a Sanskrit College. The scheme was

implemented in a phased manner and 18 tols were covered during the third plan

period.

During the three adhoc plan periods the tempo of National development

that was inherited from the third plan was maintained. The allocation for

general Education including cultural Programmes was Rs. 463.63 Lakhs and the

expenditure was Rs. 444.68 Lakhs.

For University Education the provision was Rs. 156.22 lakhs and

expenditure was Rs.138.96 lakhs. During the period under review construction

of building of Science College at Jorhat was taken up.

The Fourth Five Year Plan (1969 – 1974):

Allocation was fixed at Rs.1,575 Lakhs for general Education including

cultural programmes. The expenditure was Rs.1559.46 Lakhs. For University

Education Fourth Plan allocation was Rs.470.29 Lakhs but the expenditure was

only Rs.405.02 Lakhs.

In the fourth Plan the emphasis was shifted from rapid expansion to

consolidation and qualitative improvement. Considering the low percentage of

trained teachers in the secondary stage, necessary provision has been made for

expansion and strengthening of existing B.T. Colleges and establishment of new

B.T. Colleges during the Plan period. The main highlights of development during
the 4th Plan period are the introduction of the new schooling pattern with

effect from 1973 in the light of the recommendation of the Kothari

Commission. Subsequently, keeping in line with the introduction of above

schooling pattern in the secondary schools the University authority has taken a

decision to convert the one year Pre-University into a two year class.

Fifth Five Year Plan (1974 – 1978):

The Fifth Five Year Plan and the annual plan 1979-80, an amount of Rs.

369.18 Lakhs were spent for University and Collegiate Education.

In the field of Collegiate Education, 61 colleges have been brought under

deficit system of grant-in-aid and 45 non-Govt. colleges under adhoc recurring

system of Grant-in-Aid.

During the plan period, 250 additional posts of lecturers were created

for non-Govt. colleges. A Govt. Law College was established during 1975-76. Post

Graduate Classes were opened in selected subjects.

The Govt. provided assistance to setup the ‘Guru-Nanak Chair’ and to

start pre-examination course in Guwahati University.

Grant was sanctioned to Assam Science Society during 1979-80 for

setting up “Institute of Advance Studies”. During this period 27 Madrassas and

4 Sanskrit Tols were brought under full system of grant-in-aid.

The Sixth Five year plan (1980 – 1985):

Outlay for various sub-sectors under General Education in respect of

programmes under the erstwhile Directorate of Public Instruction was Rs.2,199

Lakhs of which Rs. 901.57 Lakhs was for Higher Education. The expenditure in

respect of Higher Education during the 6th Plan was Rs. 829.30 Lakhs.

Seventh Five Year Plan (1985 – 1990):

The agreed outlay for the Seventh Five Year Plan 1985-90 was Rs.1,430

Lakhs for programme under Higher Education. During the Seventh Plan period

24 colleges 9 part (Stream) Colleges were brought under deficit system of

Grants-in-Aid and 678 additional posts of lecturers were created. Non-

recurring building grants @ Rs.50,000 each was provided to 116 non-Govt.

colleges. 25 M.Phil Scholarships, 5 under graduate Scholarships. 12 additional

P.G. Scholarship were created. The benefit of U.G.C. revised scale of pay has

been extended to the teachers of Universities and non-govt. Colleges with

effect from 1.1.86. The flow to T.S.P. during 8th Five year Plan was Rs.170

Lakhs against which an amount of Rs.168 lakhs was incurred during the 8th Five

year plan.

Annual Plans (1990–1992):

The Eighth Plan could not take off in 1990 due to the fast changing

political situation at the centre and the years 1990–91 and 1991–92 were

treated as Annual Plans. The Eighth Plan was finally formulated for the period

1992–1997

Eight Five Year Plan: (1992 – 1997)

The flow to S.C.C.P during 8th Five year Plan was fixed at Rs. 90 lakh

against which an amount of Rs.62.12 lakh was incurred for development of Non-

Govt. Colleges.

Ninth Five Year Plan: (1997 – 2002 )

The 9th Five year plan outlay was fixed at Rs.29,434 Lakh. The flow to

T.S.P. and SCCP was Rs. 642 lakh and Rs.336 lakh respectively. The capital

outlay was for Rs.372 lakh only.

Tenth Five Year Plan: (2002 – 2007)

The Tenth Five Year Plan was fixed at Rs.30,162 Lakhs. The flow to TSP,

SCCP and PWD projects were follows:

TSP - 145 Lakhs

SCCP - 225 Lakhs

P.W.D. - 200 Lakhs

During 10th Five Year Plan period the following development works was

undertaken by the Govt.:

 Normalisation of Plan Posts.

 Establishment of The K.K. Handique State Open University

 Introduction of 5 years L.L.B. Courses in B.R.M. Govt. Law College.

 Establishment of F.M. Radio Station.

 Introduction of Private University Bill.

 Sanction of Rs.10 Lakhs to each Provincialised colleges and Rs.4 Lakhs to

all provincialised Sanskrit Tols under the scheme "Buniyad".

 Financial assistance to all affiliated Non-Govt. colleges (133 numbers) and

16 Sanskrit tools under "State Priority Schemes".

The Tenth Plan laid emphasis on Universalization of Elementary Education

(UEE) guided by five parameters:

(i) Universal Access, (ii) Universal Enrolment,

(iii) Universal Retention, (iv) Universal Achievement, and (v) Equity

The major schemes of elementary education sector during the Tenth Plan

District Primary Education Programme (DPEP),

National Programme of Nutritional Support to Primary Education,

commonly known as Mid-Day Meal Scheme(MDMS),

Teacher Education Scheme,

Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS)

Performance of SSA and Related Schemes in Tenth Plan

All children to be in regular school, EGS, AIE, or ‘Back-to-School’ camp by 2005;

Bridging all gender and social category gaps at primary stage by 2007 and at

elementary education level by 2010;

Universal retention by 2010;

 Focus on elementary education of satisfactory quality with emphasis on

education for life.

Eleventh Five year Plan (2007–2012)

 It was in the period of Manmohan Singh as a prime minister.

 It aimed to increase the enrolment in higher education of 18-23 years of

age group by 2011-12.

 It focused on distant education, convergence of formal, non-formal,

distant and IT education institutions.

 Rapid and inclusive growth (poverty reduction).

 Emphasis on social sector and delivery of service therein.

 Empowerment through education and skill development.

 Reduction of gender inequality.

 Environmental sustainability.

 To increase the growth rate in agriculture, industry and services to 4%,

10% and 9% respectively.

 Reduce total fertility rate to 2.1.

 Provide clean drinking water for all by 2009.

 Increase agriculture growth to 4%.

 Achieve 80% literacy rate,

 Reduce gender gap in literacy to 10%,

 Reduce regional, social, and gender disparities,

 Extend coverage of NLM

 Programmes to 35+ age group

 Adult Education and Literacy: Goals, Targets, and Strategies for the

Eleventh Plan

Twelfth Five Year Plan (2012–2017) and beyond

 Expansion

 Excellence
 Equity

Expansion

India’s GER of16% was much below the world average of 27%, as well

as that of other emerging countries such as China (26%) and Brazil (36%) in

2010

Excellence

Faculty shortage - there is 40% and 35% shortage of faculty in state and

central universities, respectively.

Accredited institutions - 62% of universities and 90% of colleges were average

or below average in 2010, on the basis of their NAAC accreditation.

Low citation impact - India’s relative citation impact is half the world average

Equity

Inter-state disparity - 47.9% in Delhi vs. 9% in Assam.

Urban-rural divide - 30% in urban areas vs. 11.1% in rural areas.

Differences across communities - 14.8% for OBCs, 11.6% for SCs, 7.7% for STs

and 9.6% for Muslims.

Gender disparity - 15.2% for females vs. 19% for males.

Kothari (Commission 1964-1966):

The Kothari commission officially first addressed issues of success and

participation to all. It stressed common school system open to all school

children irrespective of caste, creed, religion, economic condition and social

status.

In 1968, The National Education Policy followed the commission’s

recommendations and suggested the expansion of educational facilities for

physically and mentally handicapped children, and the development of an

‘integrated programme’ enabling handicapped children to study in regular

schools.
National Education Policy 1968:

The National Education Policy followed the commission’s recommendations

and suggested the expansion of education facilities for physical and mental,

handicapped children and the development of ‘Integrated Programme’ enabling

handicapped children to study in regular schools. Eight years later in 1974, a

scheme for the integrated education of disabled children or the IEDC was

started by the welfare ministry.

National Policy on Education, 1986:

The National Policy on Education, 1986 (NPE, 1986), and the Programme

of Action (POA, 1992) stresses the need for integrating children with special

needs with other groups. It further states that the educational system is to be

suitably modified so as to integrate the physically and mentally handicapped

with general community as equal partners, to prepare them for normal growth

and to enable them to face life with courage and confidence.

The National Policy on Education, 1986 also stresses that the pre-service

teacher training for all mainstream education teachers, should include a

compulsory special education component. Although this policy was developed in

1986, it was not implemented until the Plan of Action was created in 1992.

Special Educational Needs and Disability Act 2001:

The Special Educational Needs and Disability Act 2001 (c. 10), also

known as SENDA, is an Act of the Parliament of the United Kingdom. It is

intended as an adjunct to the Disability Discrimination Act 1995, which

legislated to prevent the unfair treatment of individuals, in the provision of

goods and services, unless justification could be proved. This legislation was

deemed necessary as the previous Act did not encompass educational

organizations. This was further replaced by the Disability Discrimination Act

2005.

The Act required schools, colleges, universities, adult education

providers, statutory youth service and local education authorities to make

‘reasonable provisions’ to ensure people with disabilities or special needs were

provided with the same opportunities as those who were not disabled.

Disability Discrimination Act (DDA) 1995:

In 1995 the Disability Discrimination Act was introduced by the

Conservative government to protect and promote the rights of the disabled

people and to make it unlawful to discriminate against them. The DDA enshrines

the rights of force in society who have disabilities in areas such as disability

employment opportunities, education and training, transport and access to

buildings, etc. It also encourages the public sector to promote equality of

opportunity and inclusion for disabled person. The Act was produced after

much consultation and feedback from disability rights groups and ensures they

are treated equally by employers as well as service providers in the provision of

goods and services.

Persons with Disability Act (PDA) 1995:

Persons with Disability (Equal Opportunities, Protection of Rights and Full

Participation) Act (PWD Act- 1995) is one of the key acts, which provides for

education, employment, the creation of a barrier-free environment, social

security, etc., of persons with disabilities. As per the Act, every child with a

disability has access to free education in an appropriate environment until he or

she attains the age of eighteen years. This Act has been replaced by the Rights

of Persons with Disabilities Act (RPWD Act), 2016.

As mentioned earlier, this Act Rights of Persons with Disabilities (RPwD)

2016 has replaced the existing PWD Act, 1995. In this Act, disability has been

defined based on an evolving and dynamic concept. The types of disabilities have
been increased to 21 and the Central Govt. has the power to add more types of

disabilities. The new Act is in line with the United Nations Convention on the

Rights of Persons with Disabilities (UNCRPD), to which India is not only a

signatory but one of the early countries to ratify.

The RTE Act, 2009:

After a continual demand of making the education a fundamental right

from all corners, the government made the 86 th Amendment of the Constitution

of India (2002). The 86tth Amendment introduced new Article 21A, making the

right to education of children from 6 to 14 years of age a fundamental right.

Article 51A(K) was added to Part IV-A of the Constitution as the fundamental

duty of parents to provide opportunities for education to their children aged

between 6 and 14. The Right to Children to Free and Compulsory education Act,

2009, commonly known as RTE Act, 2009 was finally passed by the parliament on

the 26th August, 2009 (notified on Feb 16, 2010 to come into effect from Apr 1,

2010)

The RTE Act provides for the right of children to free and compulsory

education to the children of 6-14 years age group including children with special

needs. The RTE Act was subsequently amended in 2012 which came into effect

from 1 August 2012 and contains provisions relating to children with disabilities

such as:

(i) The inclusion of children with disabilities in the definition of “child belonging

to disadvantaged group” under Clause (d) Section 2 of the RTE Act.

(ii) Children with disabilities (including children with cerebral palsy, mental

retardation, autism, and multiple disabilities) shall have the right to pursue free

and compulsory education.

Rights of the child UNESCO 1989 / UN Convention on the Rights of the

Child 1989:
 The 1989 UN Convention on the Rights has been ratified by 177 countries

worldwide. There are several general Articles in the Convention which lead up

to Article 23, which is specifically about disabled children.

The Convention includes statements such as: ‘all rights shall apply to all

children, without discrimination on any ground including disability. In all actions

the child’s best interests shall be a primary consideration and they should

develop to the maximum extent possible’. The Convention also states the right

of the child to express an opinion and to have that opinion taken into account.

But it is Article 23 that covers disabled children saying the child’s

education shall lead to the fullest possible social integration and individual

development, including his or her cultural and spiritual development. He or she

shall have the right to enjoy a full and decent life, in conditions which ensure

dignity, promote self-reliance, and facilitate the child’s ‘active participation in

the community’. Article 23 also states the right of the disabled child to special

care, education, healthcare, training, rehabilitation, and employment preparation

and recreation opportunities.

Furthermore, Article 28 and 29, covering all children’s education’

generally, say it shall be on the basis of equal opportunity; and that it should

develop them to their ‘fullest potential’. Education, says Article 29, should

prepare a child for an ‘active and responsible’ life as an adult.

There are many values expressed by the UN Convention relevant to the

struggle for inclusive education.

U.N. Convention on the Rights of Persons with Disabilities, 2006 / Rights

of Persons with Disabilities UNESCO 2006:

On December 13th, 2006, The Convention on the Rights of Persons with

Disabilities (UNCRPD) and its Optional Protocol was adopted at the UN

headquarters in New York. The following March, the UNCRPD and Optional
Protocol were open for signatures and ratifications, and this particular

convention had the highest number of signatories (93, including India) in history

to a UN Convention on its opening day. Article 24 of the UNCRPD titled simply

“Education,” is split up into five sections.

Section – I

This section addresses why it is a right for people with disabilities to

access the same mainstream education that people without disabilities receive.

Inclusive education is imperative for people with and without disabilities

because it allows people of all ability levels to develop skills and become

effective members in a free society. Education of people with disabilities is not

just a human right, but is imperative for the development of humans to their

fullest potential. Education gives dignity to people of all ability levels.

Session – II

This section discusses the concept of ‘inclusion’. This section mandates

that people with disabilities are not excluded from the general education

system on the basis of disability. Specially, people with disabilities should be

able to access, “free and compulsory” primary and secondary education in the

community within which they live. According to section two of article 24,

inclusion means including “reasonable accommodation” for children with

disabilities, and providing “effective individualized supports” in environments

that maximize academic and social development.

Section – III

Section three delves deeper into communication and mobility tools that

will ensure “full and equal participation” of the disabled people in both school

and the community. It mandates that students script, as well as the proper

mobility aids. Most importantly, section three specifies that education is

delivered in the most appropriate languages and modes and means of

communication for the individual. Students with disabilities learn and have

access to materials in Braille, sign language and alternative

Section – IV

Section four discusses employing teachers, “including teachers with

disabilities, “who know Braille, sign language, and other alternative forms of

communication. The services of these teachers could be used to spread their

knowledge to mainstream teachers, including information regarding disability

awareness.

Section – V

The last section, five discusses the importance of making territory

education or vocational training available to all people with disabilities and

emphasizes the importance of ensuring that people with disabilities are not

discriminated against in the entry process and throught these programmes.

National level practices on the education of Children with disabilities DPEP

District Primary Education Programme (DPEP):

Evolving from the national experience with area-specific projects is an

ambitious nation-wide plan, popularly known as District Primary Education

Programme (DPEP), to put local communities in charge of education in their area

and enhance investments in primary Education.

As a first step, a five-year plan for the selected districts has been

chalked out. From the year 1995, the education of children with disabilities has

also been included as integral component of the programme. All such children in

the selected districts would be enrolled for inclusive education at the primary

level.

The DPEP envisages following measures

 Providing all children, including children with disabilities, with access to

primary education either in the formal system or through non-formal

education programme.
  Facilitation access for disadvantaged groups such as girls, socially

backward communities and children with disabilities.

 Improving effectiveness of education through training of teachers,

improvement of learning materials and upgrading of infrastructure

facilities.

 Appointment of special teachers at district and cluster level for providing

support services to class teachers.

Program of Action (POA) on NAP, 1992:

The 1992 Program of Action (POA), developed to implement the 1986

NPE, broadens the 1986 definition of who should be included in mainstream

schooling. It says that only those who can be educable alone be admitted in the

general school i.e. only those with mild disabilities alone should be admitted in

general schools. Those with severe disabilities should be mainstreamed only

after they acquire basic living skills, which would be learned in resource rooms

or special schools. The POA does not define what constitutes basic living skills.

Sarva Shiksha Abiayan (SSA):

SSA Programme which is vigorously implemented at present was launched

during the Ninth Five Year Plan period (1997 – 2002), for the achievement of

Universalisation of Elementary Education(UEE) in a time bound manner, as

mandated by the 86th amendment to the constitution of India, making free and

compulsory education to children of ages 6-14 a fundamental right.

The SSA attempts to implement inclusive education of children with

disabilities and provides multiple options for these children. It ensures that

every child in the age group of 6-14 years with any kind of impairment,

irrespective of the kind, category and degree of impairment, is provided

meaningful and quality education. It extends the range of options from special

and mainstream/ ‘regular’ schools to Education Guarantee Scheme/Alternative

and Innovative Education (EGS/AIE) and Home- Based Education (HBE). Each

district is given the necessary flexibility to plan activities depending on the

resources available for the effective implementation of an inclusive education

programme.

Under the scheme of Home-Based Education (HBE) within SSA, children

with severe disability can be educated within home-based and alternate

educational settings to enable them to achieve independent living skills.

SSA has been operational since 2000 – 01 in partnership with state

governments to achieve the goal of Universalization of Elementary Education.

This adopts a ZERO rejection policy and uses an approach of converging various

existing schemes and programmes.

It covers the following components under education for children with

disability

 Early detection and identification

 Education placement

 Teacher training

 Individual Educational Plan

 Parental training and community mobilization

 Strengthening of special schools

 Research

 Monitoring and evaluation

 Functional and formal assessment

 Aids and appliances

 Support services

 Resource support

 Planning and management

 Removal of architectural barriers

 Girls with disability

Policies and legislative measures pertaining to the disabled :

Few measures for implementing Inclusive Education helps the disabled

child to develop a sense of pride in their work because they actually fill like

they accomplished something. We know that Albert Einstein was learning

disabled but still managed to become the greatest mind of the 20th century.

Educating children with disabilities alongside their non-disabled peers is

considered one of the better ways to provide education to the population in

India (Shah, 2005, Shah et al., 2014).The Government of India needs to bridge

the gaps in their education system to build a strong system of inclusive

education in the country. So, there are following measures for better

implementation of Inclusive Education in India.

1. The Right to Education (RTE) must apply to all citizens of India. State

and central Governments, as well as all the other social actors, should recognize

the importance of a broadened concept of inclusive education that addresses

the diverse needs of all learners.

2. A policy of inclusion needs to be implemented in all schools and

throughout the Indian education system (NCF, 2005). Schools need to become

centers that prepare children for life and ensure that all children, especially

the differently abled children from marginalized sections, and children in

difficult circumstances get the maximum benefit of this critical area of

education.

3. The preparation of teachers for rural special education programmes

should be planned differently, as the aim of these programmes would be to

integrate disabled persons in their own environment and community.

4. As a system, inclusive education should be flexible. Its flexibility must

be reflected in the methods and materials used to give these children the

widest possible access to the regular curriculum.

 5. A school-based support team should develop strategies for the whole

school to meet the needs of learners with special educational needs. This team

should also be a resource for teachers experiencing problems in their

classrooms.

6. The school has the primary responsibility for helping children learn

alongside their typically developing peers. An inclusive school must enable

education structures, systems and methodologies to meet the needs of all

children, particularly those who face the greatest barriers to achieving their

right to education.

7. Parents have a right to be involved in all decision-making concerning

their child. They should be seen as partners in the education process. Where

there is such co-operation, parents have been found to be very important

resources for the teachers and the schools.

8. Bringing special children into mainstream requires adjustments that

schools need to make in advance. Transport facilities should be altered so that

these children can move around with relative ease. Architecturally, there should

be ramps and wheelchair access constructed in service areas such as toilets.

9. Student-oriented components, such as medical and educational

assessment, books and stationery, uniforms, transport allowance, reader

allowance and a stipend for girls, support services, assistive devices, boarding &

lodging facility, therapeutic services, teaching-learning materials, etc., should

provide according to the need of the students.

10. Differently abled children should be treated equally as the normal

children and instead of looking them in sympathy their talents and abilities

should be recognized for their self-respect and welfare of the society.

11. Necessary school supplies such as audio learning or textbooks in

Braille should be made available. Suitable modification to the examination

system may be required, so as to eliminate pure mathematical and logical

assessments.

12. Teachers‟ attitudes towards inclusive education could be formed and

developed in the context of an educational system which can provide some

specific conditions in order to have a good practice in this field.

13. Families with children without disabilities should develop relationships

with families with children with disabilities and be able to make a contribution.

14. In-service training programmes of two to three weeks' duration for

general educators and special educators in all the disabilities and in specific

areas of disability should arrange to effectively teach children with disabilities.

15. Those schools that are committed to taking in children with special

needs, then teachers must attend workshops in order to be adjusted to the

child's needs.

16. Periodic evaluation of the training programmes and constant updating

to meet the challenges of changing trends in special education should be part of

the planning of teacher preparation.

17. Inclusion should not be the sole responsibility of the specific class

teacher. Everybody should be involved and take responsibility. Training for

teachers should be sustained and ongoing. It should most importantly focus on

attitudinal change.

18. The reform of the curriculum should be made in parallel with proper

training for teachers regarding their knowledge of inclusion and its principles.

The curriculum for each of the above programmes should be carefully developed

by an expert group which includes practicing special teachers. Conclusion Right

to Education Act 2009 ensures education to all children irrespective of their

caste, religion, ability, and so on. It is essential to build an inclusive society

through an inclusive approach. In doing so, we have challenged commonly held

beliefs and developed a new set of core assumptions. Inclusion is more than a
method of educating students with disabilities. It stresses that each child,

regardless of the intensity and severity of his or her disabilities, is a valued

member of society and is capable of participating in that society. A good

inclusive education is one that allows all the students to participate in all

aspects of classroom equally or close to equal. To meet the challenges, the

involvement and cooperation of educators, parents, and community leaders are

vital for the creation of better and more inclusive schools. The Government of

India is trying to improve its education system focusing on the inclusive

approach. The challenges can be overcome by raising awareness of human rights

in communities and publicizing positive examples of disabled children and adults

succeeding in inclusive education and in life beyond school as a result. We need

to develop an inclusive design of learning to make the education joyful for all

children so that the education for them is welcoming, learner-friendly and

beneficial and they feel like a part of it not apart from it. Therefore, Inclusion

arose as a good solution to the question of how to educate these children more

effectively.

Service programme for the disabled:

Developmental disabilities, as defined by the Agency for Developmental

Disabilities website, are "severe, life-long disabilities attributable to mental

and/or physical impairments which manifest themselves before the age of 22

years and are likely to continue indefinitely. They result in substantial

limitations in three or more of the following areas: self-care, comprehension and

language, skills (receptive and expressive language), learning, mobility, self-

direction, capacity for independent living, economic self-sufficiency, or ability

to function independently without coordinated services (continuous need for

individually planned and coordinated services). Persons with developmental

disabilities use individually planned and coordinated services and supports of

their choosing (e.g., housing, employment, education, civil and human rights
protection, health care) to live in and to participate in activities in the

community." These services and supports are different in every state and there

is currently no portability for many of these services state to state.

The mission of The Administration on Developmental Disabilities (ADD),

as quoted from their website "ensures that individuals with developmental

disabilities and their families participate in the design of and have access to

culturally-competent needed community services, individualized supports, and

other forms of assistance that promote self-determination, independence,

productivity, and integration and inclusion in all facets of community life."

Though many supports and services for people with developmental disabilities

are offered through other federal and state agencies as well as nonprofit

organizations and for profit endeavors, some of ADD Programs/Partners are:

 State Councils on Developmental Disabilities

 State Protection and Advocacy Systems

 National Network of University Centers for Excellence in Developmental

Disabilities Education, Research, and Services

 Minority Partnership

 National Training Initiatives

 Projects of National Significance

 Emergency Preparedness Special Initiatives

 Family Support 360

 Family Support and Community Access Demonstration Projects

 Independent Evaluation Information

 Medicaid Reference Desk

 National Autism Resource and Information Center

 State of the States in Developmental Disabilities

 Access to Integrated Employment

 The National Residential Information System Project (RISP)

  Voting Project

 Youth Information, Training and Resource Center.

 Services for the blind

 Guide dogs being admitted to buildings, buses, trains and other locations

that pets are not allowed.

 Reserving the use of a white cane to blind individuals only.

 Using mobile phone cameras to take pictures of change after a

transaction, so that it can be counted by a sighted person who verifies by

tone or voice that the change is correct.

 Translation of new works into braille or talking books, or the use of text-

to-speech translators.

 Availability of these in a public library and other public institutions, and in

a boot image configured for use for a disabled person.

 Services for the visually impaired

 Large font books

 Basic operating system and boot image configuration utilities that set

computers up with large bold fonts and high-contrast colour combination

desktop schemes.

 Services for the hearing impaired

Admission of hearing aids to locations where recording and transmitting

devices are not normally permitted.

 Telecommunications devices for the deaf (TTY terminals for telephones)

 Video Relay Services

 Closed captioning on television.

 Sign language interpreting

 Oral transliteration Services for the mobility-impaired

The Americans with Disabilities Act of 1990 was a landmark U.S. federal

government move towards providing services for the persons with disabilities in
a uniform way all across the country. That legislation has been widely copied in

other countries.

Accessing services for persons with disabilities

In the United States, services for persons with disabilities varies by

state and sometimes by location within a state. While Medicaid and Social

Security income, both SSI and SSDI, are federally mandated, each state is

responsible for administering these programs in their state, as part of their

services and supports for persons with disabilities. Each state designs its

service delivery system differently and as a result, the portals for entry vary

for each state. Some states administer services through a state government

agency with subordinate offices throughout the state. Some states contract

services out (privatize) and maintain a skeleton state government staff. Being a

good advocate or self advocate is necessary to maximize services and supports.