Making Inclusive Education A Reality

Dr. Uma Tuli Founder & Managing Secretary,Amar Jyoti Charitable Trust Former Chief Commissioner for Persons with Disabilities Chair Education Commission, Rehabilitation International

Mauritius, September 11 & 12, 2012

It is beyond doubt that across the world

many children do not receive adequate

education including a large number who

have disabilities
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THE REALITY:

As per Census 2001, India has

Approx 22 million persons with disability which constitute 2.13% of the total population.

Of these 75% live in rural areas

* Source Census 2001

Inclusion is the process of creating enabling conditions for excluded people. Particularly for People with Disabilities in order to ensure effective representation and full participation in all spheres of life at all levels on an equal basis with others, depending upon age and cultural conditions and to realise the goal of inclusion - Victor J Corediero

The philosophy of Inclusive Education rests on giving equal opportunities to an integrated group of persons with and without disability studying together.
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Types of Education

Regular
As in regular schools upto senior secondary level

Integrated
Special & regular Inclusive education merged in a common set up Regular school to accommodate children with disability with support services 5

Special
As per need of children with disability

Initiatives in India
National policies/Legislations Setting up of National Institutes Education for all Sarva Shiksha Abhiyan Provision of Aids and Appliances Corporate Social Responsibility programmes Abilympics Efforts of NGOs
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National Policy 2006

Legislations on disability :
1. The Rehabilitation India Act, 1992 Council of

2. The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. 3. The National Trust for the Welfare of Persons with Autism Cerebral Palsy, Mental Retardation & Multiple Disabilities Act, 1999
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The UN Convention on the Rights of Persons with Disability (UNCRPD) is helping immensely in speedy implementation of national legislations. India is one of the first 14 countries to have signed the convention document and ratified it also. The Disability Act,1995 is being amended of which Inclusive Education is a significant chapter
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The Ministry of Social Justice & Empowerment has set up in the following National Institutes for the welfare of persons with disability

Over 1.24 lakh children with disabilities have been integrated in more than 20,000 mainstream schools under

the Integrated Education for Disabled Children Scheme of the Ministry of HRD.

At the elementary level, under the Sarva Shiksha Abhiyan programme, over 14 lakh children with disabilities have been enrolled.

*Source Sarva Shiksha Abhiyan, Min. of HRD, Govt. of India

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Components of Inclusive Education

Appropriate Policies Resources Support services Training Reasonable Accommodation Holistic Approach Barrier-free environment

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Benefits
Students learn to appreciate each others unique strengths and abilities. Students are encouraged to help each other. Students with disabilities are able to foster friendships.

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Implications on all schools :

Need proper transport and enabling environment for Children with special needs. Involvement of Parents as learners, teachers, decision makers and advocates Adequate interactive & fun filled classrooms Development of flexible curriculum to reduce academic load. Removal of gender & other social biases
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Sufficient coordination between govt. departments & schools. Develop Teaching material.

Linkage between preschool and primary education. Provision of adequate resources.

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Content of Teacher Training

Concept and meaning of Inclusive Education Identification of Children with special needs Understanding the needs of children with disability

Classroom management of Children with

special needs. Use and maintenance of aids & appliances

Peer sensitization
Updating Individualised Educational Programmes
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Resource Support
Special Educators

Training of Teachers
Appointing care-givers and volunteers

Strengthening sub-district level structures

for inclusive education

Involvement of parents
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GOOD PRACTICES
There are several institutions in India

who have successfully experimented both

integrated as well as inclusive education. Amar Jyoti Rehabilitation & Research Centre has taken a lead because of including children with all types of

disabilities along with the non-disabled in

school.
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Inclusive Education

Employment

Medical Care

CBR

Capacity Building courses

Vocational Training

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From under a tree to a regular school, from a cycle rickshaw to a barrier free bus, from sitting on durries to now specially designed furniture; from a barsati for an office to an institution based centre with two barrier-free buildings in Delhi and a branch in Gwalior; from organising National Integrated Sports to 6th International Abilympics, is an exceptional journey

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At Amar Jyoti

inclusion is

practiced as a developmental

project in education.

While

some of the educable children with different difficulties are studying together in regular classes. Those requiring preparatory support study in special sections in the same premises.
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These students are socially integrated in daily assembly, mid day meals, skill training, cultural and sports activities

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The institution also initiated Abilympics in India which is Olympics of Abilities. It organises competitions in various skills to showcase the abilities. It creates better job opportunities for persons with disabilities.
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The visually impaired, after mobility training and Braille operations, are mainstreamed in regular class. Similarly, the mild and moderate amongst speech & hearing impaired are given communication training. With assistive devices , they are also made to sit with regular class students

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The intellectually delayed children

also, are included gradually subject-wise so that they are able to enjoy equal opportunities and full participation. The CBSE also allows assistive devices like talking calculators, use

of computer, talking pen and

many other concessions time of examination. at the
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Another option available for our children with special needs is to study through National Institute of Open Schooling (NIOS ). The options for taking exams in phases makes NIOS system more accessible.
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Many other NGOs are also running institutions with similar concepts
AADI, formerly, The Spastics Society of Northern India prepares children with spasticity for inclusion in regular schools at pre school level. Counselling is provided to the children, parents and school authorities. The Laxman Public School in Delhi is successfully facing the challenges of dealing with the intelectually challenged along with the regular school students.
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Swami Shivanands Bhawan, renders similar preschool training for mainstreaming at his centre in Delhi with successful results of communication disorder cases. The Delhi Public School has a special section for the intelactually delayed The children are socially integrated.

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The inclusion of visually impaired at a couple of institutions like the Blind Persons Association in Ahmedabad aims at Changing what it means to be blind. Bharatiya Vidya Bhawan in Delhi has special sections for mentally challenged in their regular Secondary school. Akshay Prathisthan, in Delhi is implementing the concept of mainstreaming through inclusive education, skill training and medical care.

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Suggested Activities
1. Parents should be involved as learners, teachers, decision makers and advocates. 2. Text Books should have a chapter on information about specific needs. 3. The curriculum should be designed as per need. 4. Gender & other social biases should be removed.
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Suggested Activities
Leadership for campaign to ensure that every child with disability attends regular/ special school or home based education programme. Survey to identify children with disabilities particularly those not enrolled follow up with enrolment.

Aids and appliances should be provided as per need.

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Suggested Activities
Accessible Transport services should be made available.
Integrated cultural and sports activities should be a part of the curriculum.
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Suggested Activities

The local authorities

and heads of institutions should consciously provide a barrier-free

environment.

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Suggested Activities
Training of trainers should organized on a regular basis. be

Special concessions and reforms in examination systems should also be considered for persons with disability.
Sensitization at the University level is also required. Media should highlight the potential of persons with disabilities and create the necessary public awareness.
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THANK YOU
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Inclusion is a journey not a destination

Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around 35

Thank You

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