http://yojana.gov.in/details_leadarticle.asp?CoverId=90
India's population has increased by 22.4 percent between 2001 and 2011. The number of
disabled, which was 2.19 crore in 2001, rose in 20ll to 2.68 crore- l.5 crore males and 1.18 crore females. The growth rate of disabled population is more in urban areas and among urban females.
The decadal growth in urban areas is 48.2 per cent and 55 per cent among urban females.
Among scheduled castes, it is 2.45 per cent (Census 2011).
Where do We stand now?
India seems a long way to go to ensure educational rights of children with special needs if
we compare the number of persons with disabilities reported in 2011 population census and
number of children with special needs studying in primary and secondary schools. There is no
data on inclusion of children with special needs in 0-6 age group and in higher education. This
is one of the major gaps that exists today for planning purpose.
1. SSA Inclusive education scheme has included 10.7l lakh children with special needs.
2. Inclusive education of children with disabilities in Secondary schools around 2 lakhs children
with special needs.
3. Around one lakh children with special needs studying in 977 special schools.
The number of persons with special needs in the age group of 0-29 years who need access
to education is 1.23 crores as per 2011 Census data, out of which, 53.4 lakhs are girls and
women with special needs. At present, a 'conservative estimate' shows that around 20 lakhs
persons with special needs our studying in primary, secondary and special schools. The challenge
ahead is how to ensure educational access to the unreached children/persons with special
diverse needs.
It is not debatable that we have not been able to reach even 20 percent of our children/
persons with special needs though we have legislations such as Right to Education since 2005
and compulsory and free education to all children guaranteed in the Indian constitution. India
has signed many international declarations and treaties concerning rights of persons with disabilities
and the UN Convention on Rights of Persons with Disabilities was signed and ratified
by India in 2006. Article 24 of the CRPD refers specifically to education, and creates an obligation
for governments to do two things:
1. Provide education to children, youth with disabilities on an equal basis with other children;
and
2. Provide that education within an inclusive system.
NEP : Potential Game Changer
A comprehensive policy on education is basically a path finding effort to translate political
will and vision into action. Inclusion of the disadvantaged sections of our society into mainstream
education and development is a process, which needs identification and systematic removal of
socio-economic-cultural-political- administrative and other barriers on the road to inclusion.
A broader understanding of inclusive education is reflected in NEP-2015. Inclusive education
in the Indian context must include the diverse needs of SC/ST/Minorities/Children and young persons with disabilities, children living in extreme poverty and difficult challenging
conditions.
NEP adopts, for the first time in India, an Indian perspective to inclusive education reflecting
global concerns and commitments to which India is a participatory /signatory.
The key factors that may exclude children/persons with special needs from the mainstream
education can be:-
1. Policies that ignore education for all cannot be achieved unless children and youth with
disabilities are included in the mainstream education.
2. The framework for monitoring progress in achieving Education for All ignores children
and youth with disabilities.
3. Failure to identify and remove systemic barriers to inclusive education at planning,
administration, monitoring and implementation levels.
4. Lack of recognition of the factors that affect inclusive education are within the social gaps
that are existing in education of children and youth with disabilities among SC/ST/Minorities/
Gender discrepancies within these groups and in general.
5. Disability being a state subject/ PRI subject and education being a concurrent subject is
leading to gaps in educational access to children/young persons with disabilities across
the different states in India.
NEP 2015: Bridging the Social Gaps
NEP 2015 has adopted bottom-top approach, which opens' debates/ discussions, participation
of the community. This is a unique feature of NEP-2015 and the participatory approach
was essential for the policy makers to understand the concerns of the community and ground
realities and reflect these issues adequately in the policy framework. NEP 2015 on inclusive
education makes this attempt successfully. We see conceptual clarity of inclusive education
stated very clearly in the framework.
NEP 2015 has adopted bottom to top approach, which opens' debates/ discussions, participation
of the community. This is a unique feature of NEP-2015 and the participatory approach
was essential for the policy makers to understand the concerns of the community and ground
realities and reflect these issues adequately in the policy framework. NEP 2015 on inclusive
education makes this attempt successfully. We see conceptual clarity of inclusive education
stated very clearly in the framework.
NEP-2015 has included disability concerns in all components of the education system-be it
in education admission, admission policies, teacher training, curriculum development, teaching
strategies, learning materials, evaluation system, virtual learning platforms, etc. NEP 2015
has adopted an educational view to inc1usive education in place of disability view. NEP 2015
supports to move away from labeling and isolation of children with disabilities in segregated
environments. It aligns the inclusive vision and goals with specific, observable, measurable and
achievable steps towards ensuring that every child has the right to education in an enabling
and caring environment which does not discriminate the child based on disability and gender.
NEP- 2015 has tremendous potential to be a major game changer when it gets implemented at
the grass root level.
Data Base on Disability: Is it available?
In India, we need disability data for planning services leading to effective inclusion. This
demands innovative approaches as survey methodology cannot provide comprehensive information
about individuals with special needs. We need information on disability, socio-economic educational-
employment profiles, diverse needs of each person (rehabilitation needs, employment,
skill development, education etc) to plan services leading to effective inclusion at the
community level without disintegrating children with special needs away from their families.
India must introduce mandatory registration of persons with disabilities at community level/
school level/ ICDS levels. It could be achieved by introducing village disability registers, school
special needs registers, ward level disability registers and issue add on card to Aadhaar card /
ration cards. This digitized data could be used to provide smart ill cards replacing existing
paper based disability ill cards.
CBR programmes in India already use a system of Village disability registers to provide
community based inclusive services.
The other issues which are seen as a major barrier for inclusion are listed below:
1. Children with disabilities remain invisible to the education system;
2. Families are not supportive;
3. Teachers lack training, leadership, knowledge and support to adapt curriculum;
4. Poor quality education;
5. Poor access to: knowledge and information for -parents, teachers, administrators and policy
makers
6. No inclusive education infrastructure -governance, policy, planning, financing, implementation
and monitoring
7. Lack of public support for inclusion; and
8. Lack of accountability and monitoring mechanisms.
The Census and data base on on Disability:
● The census data on disability covers more than it reveals. The identification of disabilities
needs skills especially to identify special needs (intellectual, sensory disabilities of mild and
moderate levels) which are not easily visible unless persons are trained in the identification.
● In India, we need disability data for planning services leading to effective inclusion. This
demands innovative approaches as survey methodology cannot provide comprehensive
information about the individuals with special needs.
● India must introduce mandatory registration of person with disabilities at community level/
school level/ ICDS level.The digitized data could also be used to provide smart ID cards
replacing existing paper based disability ID cards.
India's population has increased by 22.4 percent between 2001 and 2011. The number of
disabled, which was 2.19 crore in 2001, rose in 20ll to 2.68 crore- l.5 crore males and 1.18 crore females. The growth rate of disabled population is more in urban areas and among urban females.
The decadal growth in urban areas is 48.2 per cent and 55 per cent among urban females.
Among scheduled castes, it is 2.45 per cent (Census 2011).
Where do We stand now?
India seems a long way to go to ensure educational rights of children with special needs if
we compare the number of persons with disabilities reported in 2011 population census and
number of children with special needs studying in primary and secondary schools. There is no
data on inclusion of children with special needs in 0-6 age group and in higher education. This
is one of the major gaps that exists today for planning purpose.
1. SSA Inclusive education scheme has included 10.7l lakh children with special needs.
2. Inclusive education of children with disabilities in Secondary schools around 2 lakhs children
with special needs.
3. Around one lakh children with special needs studying in 977 special schools.
The number of persons with special needs in the age group of 0-29 years who need access
to education is 1.23 crores as per 2011 Census data, out of which, 53.4 lakhs are girls and
women with special needs. At present, a 'conservative estimate' shows that around 20 lakhs
persons with special needs our studying in primary, secondary and special schools. The challenge
ahead is how to ensure educational access to the unreached children/persons with special
diverse needs.
It is not debatable that we have not been able to reach even 20 percent of our children/
persons with special needs though we have legislations such as Right to Education since 2005
and compulsory and free education to all children guaranteed in the Indian constitution. India
has signed many international declarations and treaties concerning rights of persons with disabilities
and the UN Convention on Rights of Persons with Disabilities was signed and ratified
by India in 2006. Article 24 of the CRPD refers specifically to education, and creates an obligation
for governments to do two things:
1. Provide education to children, youth with disabilities on an equal basis with other children;
and
2. Provide that education within an inclusive system.
NEP : Potential Game Changer
A comprehensive policy on education is basically a path finding effort to translate political
will and vision into action. Inclusion of the disadvantaged sections of our society into mainstream
education and development is a process, which needs identification and systematic removal of
socio-economic-cultural-political- administrative and other barriers on the road to inclusion.
A broader understanding of inclusive education is reflected in NEP-2015. Inclusive education
in the Indian context must include the diverse needs of SC/ST/Minorities/Children and young persons with disabilities, children living in extreme poverty and difficult challenging
conditions.
NEP adopts, for the first time in India, an Indian perspective to inclusive education reflecting
global concerns and commitments to which India is a participatory /signatory.
The key factors that may exclude children/persons with special needs from the mainstream
education can be:-
1. Policies that ignore education for all cannot be achieved unless children and youth with
disabilities are included in the mainstream education.
2. The framework for monitoring progress in achieving Education for All ignores children
and youth with disabilities.
3. Failure to identify and remove systemic barriers to inclusive education at planning,
administration, monitoring and implementation levels.
4. Lack of recognition of the factors that affect inclusive education are within the social gaps
that are existing in education of children and youth with disabilities among SC/ST/Minorities/
Gender discrepancies within these groups and in general.
5. Disability being a state subject/ PRI subject and education being a concurrent subject is
leading to gaps in educational access to children/young persons with disabilities across
the different states in India.
NEP 2015: Bridging the Social Gaps
NEP 2015 has adopted bottom-top approach, which opens' debates/ discussions, participation
of the community. This is a unique feature of NEP-2015 and the participatory approach
was essential for the policy makers to understand the concerns of the community and ground
realities and reflect these issues adequately in the policy framework. NEP 2015 on inclusive
education makes this attempt successfully. We see conceptual clarity of inclusive education
stated very clearly in the framework.
NEP 2015 has adopted bottom to top approach, which opens' debates/ discussions, participation
of the community. This is a unique feature of NEP-2015 and the participatory approach
was essential for the policy makers to understand the concerns of the community and ground
realities and reflect these issues adequately in the policy framework. NEP 2015 on inclusive
education makes this attempt successfully. We see conceptual clarity of inclusive education
stated very clearly in the framework.
NEP-2015 has included disability concerns in all components of the education system-be it
in education admission, admission policies, teacher training, curriculum development, teaching
strategies, learning materials, evaluation system, virtual learning platforms, etc. NEP 2015
has adopted an educational view to inc1usive education in place of disability view. NEP 2015
supports to move away from labeling and isolation of children with disabilities in segregated
environments. It aligns the inclusive vision and goals with specific, observable, measurable and
achievable steps towards ensuring that every child has the right to education in an enabling
and caring environment which does not discriminate the child based on disability and gender.
NEP- 2015 has tremendous potential to be a major game changer when it gets implemented at
the grass root level.
Data Base on Disability: Is it available?
In India, we need disability data for planning services leading to effective inclusion. This
demands innovative approaches as survey methodology cannot provide comprehensive information
about individuals with special needs. We need information on disability, socio-economic educational-
employment profiles, diverse needs of each person (rehabilitation needs, employment,
skill development, education etc) to plan services leading to effective inclusion at the
community level without disintegrating children with special needs away from their families.
India must introduce mandatory registration of persons with disabilities at community level/
school level/ ICDS levels. It could be achieved by introducing village disability registers, school
special needs registers, ward level disability registers and issue add on card to Aadhaar card /
ration cards. This digitized data could be used to provide smart ill cards replacing existing
paper based disability ill cards.
CBR programmes in India already use a system of Village disability registers to provide
community based inclusive services.
The other issues which are seen as a major barrier for inclusion are listed below:
1. Children with disabilities remain invisible to the education system;
2. Families are not supportive;
3. Teachers lack training, leadership, knowledge and support to adapt curriculum;
4. Poor quality education;
5. Poor access to: knowledge and information for -parents, teachers, administrators and policy
makers
6. No inclusive education infrastructure -governance, policy, planning, financing, implementation
and monitoring
7. Lack of public support for inclusion; and
8. Lack of accountability and monitoring mechanisms.
The Census and data base on on Disability:
● The census data on disability covers more than it reveals. The identification of disabilities
needs skills especially to identify special needs (intellectual, sensory disabilities of mild and
moderate levels) which are not easily visible unless persons are trained in the identification.
● In India, we need disability data for planning services leading to effective inclusion. This
demands innovative approaches as survey methodology cannot provide comprehensive
information about the individuals with special needs.
● India must introduce mandatory registration of person with disabilities at community level/
school level/ ICDS level.The digitized data could also be used to provide smart ID cards
replacing existing paper based disability ID cards.
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