mauritius_dr.uma tuli's ppt

Mauritius, September 11 & 12, 2012

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

Making Inclusive Education A Reality

1

It is beyond doubt that across the world

many children do not receive adequate

education including a large number who

have disabilities2

* Source Census 2001

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

3

“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.

4

Inclusive

Regular

Special

Integrated

As in regular schools upto senior secondary level

As per need of children with disability

Special & regular education merged in a common set up

Types of Education

Regular school to accommodate children with disability with support services

5

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

6

National Policy 2006National Policy 2006

Legislations on disability :Legislations on disability :

1.1. The Rehabilitation Council of The Rehabilitation Council of India Act, 1992 India Act, 1992

2.2. The Persons with Disabilities The Persons with Disabilities

(Equal Opportunities, Protection (Equal Opportunities, Protection

of Rights and Full Participation) of Rights and Full Participation)

Act, 1995.Act, 1995.

3. The National Trust for the 3. The National Trust for the

Welfare of Persons with Autism Welfare of Persons with Autism

Cerebral Palsy, Mental Cerebral Palsy, Mental

Retardation & Multiple Retardation & Multiple

Disabilities Act, 1999Disabilities Act, 1999

7

The UN Convention on the Rights of Persons The UN Convention on the Rights of Persons with Disability (UNCRPD) is helping with Disability (UNCRPD) is helping immensely in speedy implementation of immensely in speedy implementation of national legislations.national legislations.

India is one of the first 14 countries to have India is one of the first 14 countries to have signed the convention document and signed the convention document and ratified it also.ratified it also.

The Disability Act,1995 is being amended of The Disability Act,1995 is being amended of which Inclusive Education is a significant which Inclusive Education is a significant chapterchapter

8

The Ministry of Social Justice & Empowerment has set up in the following National Institutes for the welfare of persons with disability

9

•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 10

Appropriate Policies

Resources

Training

Support services

Components of Inclusive Education

Reasonable Accommodation

Holistic Approach

Barrier-free environment

11

BenefitsBenefits

Students learn to appreciate each other’s unique strengths and abilities.

Students are encouraged to help each other.

Students with disabilities are able to foster friendships.

12

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

Implications on all schools :Implications on all schools :

13

Sufficient coordination between govt. departments & schools.

Develop Teaching material.

Linkage between preschool and primary education.

Provision of adequate resources.

14

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 15

Resource Support

Special Educators

Training of Teachers

Appointing care-givers and volunteers

Strengthening sub-district level structures

for inclusive education

Involvement of parents

16

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.

17

18

Inclusive Education

Medical Care

Vocational Training

Capacity Building

courses

Employment

CBR

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

19

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.20

These students are socially integrated in daily

assembly, mid day meals, skill training,

cultural and sports activities

21

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.

22

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 23

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 at the

time of examination. 24

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.

25

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.

Many other NGOs are also running institutions with similar concepts

26

Swami Shivanand’s 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.

27

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.

28

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.

Suggested Activities

29

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.

30

Suggested Activities

• Accessible Transport services should be made available.

• Integrated cultural and sports activities should be a part of the curriculum.

31

The local authorities

and heads of

institutions should

consciously provide a

barrier-free

environment.

Suggested Activities

32

Training of trainers should be organized on a regular basis.

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.

Suggested Activities

33

THANK YOUInclusion is a journey not a destination

34

“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

36