mauritius_dr.uma tuli's ppt
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Powerpoint Presentation of Dr Uma TuliTRANSCRIPT
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
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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
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“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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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
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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 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
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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
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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
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•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
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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.
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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 :
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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 15
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
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
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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.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.
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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 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
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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.
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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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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
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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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The local authorities
and heads of
institutions should
consciously provide a
barrier-free
environment.
Suggested Activities
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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
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THANK YOUInclusion is a journey not a destination
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“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”
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Thank You
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