Elementary Education to Children with Disability ...

1 downloads 0 Views 143KB Size Report
education. This Act is most comprehensive legislation on disability in the country. ... It gives provision to free and compulsory education to all children of India.
Elementary Education to Children with Disability Pankaj Kumar Sah1

Abstract Education involves not only textbook learning but also a growth of values, skills and capacities. Hence, education results in changing both individual lives as well as that of the entire community for the better. Education is now recognized as a basic human right. The Persons with Disabilities (Equal Opportunities, Protection of Rights & Full Participation) Act, 1995 ensures all children with disabilities rightful elementary education. This Act is most comprehensive legislation on disability in the country. The provisions of Act ensure that every child with a disability has access to free education in an appropriate environment till he attains the age of eighteen years. The Act also ensures elementary education children with disabilities through non-formal education by conducting part-time classes who having completed education up to class fifth and could not continue their studies on a whole-time basis.

The Right of Child to Free and

Compulsory Education Act, 2009 again strengthening the legal protection towards right of education. It gives provision to free and compulsory education to all children of India in the 6 to 14 years age group. No child shall be held back or, expelled and required to pass a board examination until completion of elementary education as per the provision of this Act. Introduction Education is commonly referred as the process of learning and obtaining knowledge at school, in a form of formal education. However, this commonplace definition does not go in depth of the need of education for the all round personality development of an individual (Bagga, 2008). Education involves not only textbook learning but also a growth of values, skills and capacities. Education is a tool that can play a vital role in improving the socio-economic condition of the nation. It empowers citizens with analytical abilities, leads to better confidence levels and fortifies one with will power and goal setting competencies (Govt. of India, 2012). It helps individuals to plan for their career as well as play a useful part in building a new society with progressive values. Hence, education results in changing both individual lives as well as 1

Assistant Professor in Special Education, Faculty of Education, BHU, Varanasi

that of the entire community for the better. Education should, at the very least, equip every individual with skills that enable him/ her to participate meaningfully in social, political and economic processes, and to avail of opportunities to learn advanced skills throughout life (Beteille, 2002). Education is now recognized as a basic human right, the key to sustainable development, peace and stability within and among countries, and thus an indispensable means for effective participation in the societies and economies of the twenty-first century, which are affected by rapid globalization (UNESCO, 2000). The need and significance of education for all emphasize, through various Conventions and Treaties of the United Nations. The right to education imposes an obligation upon states to ensure that all citizens have opportunities to meet their basic learning needs. Primary education should be free, compulsory and of good quality. The indispensable role of the State in education must be supplemented and supported by bold and comprehensive educational partnerships at all levels of society. Therefore, Education for All implies the involvement and commitment of all to education (UNESCO, 2000). Elementary education covers the primary (6-11 years) and upper primary (11-14 years) age group. In most Indian states, this translates into the successful completion of prescribed educational requirements till Class VIII (Beteille, 2002). The essence of the goal is for every 14year old to have acquired foundation skills such as the ability to read and write with fluency, numeracy, comprehension, analysis, reasoning and social skills such as teamwork. Equally, elementary education should instill in children courage, confidence, curiosity, independence, resourcefulness, resilience, patience and understanding (Beteille, 2002). National Policy on Education, 1986 stands out as a landmark innovation in educational policy. This changed centrestate framework of action has made the central government the prime mover in designing and implementing development initiatives in elementary education in many states, although the situation is not uniform across the country. India made a Constitutional commitment to provide free and compulsory education to all children up to the age of 14. It is also being seen as an instrument of social change and hence education leads to empowerment which is very important for a country like India, which after six decades of independence has not been able to eradicate illiteracy in spite of the constitutional mandate. Education of children with disabilities is major area of concern. The World Bank Report (2007) reported that, educational attainment and attendance of children with disability were very poor and far below than the national averages. Data suggests

that people with disabilities have much lower educational attainment rates, with 52 percent illiteracy against a 35 percent average for the general population (World Bank, 2007). Illiteracy levels are high across all categories of disability, and extremely so for children with visual, multiple and mental disabilities (and for children with severe disabilities across all the categories). Equally, the share of children with disabilities who are out of school is around five and a half times the general rate. Global Endeavors Many international efforts have been ever practiced to protect the educational rights of children with disability. The efforts made by United Nations and their bodies are much appreciable in the matter. United Nations Universal Declaration on Human Rights was released in 1948. This declaration bestowed all persons of the world by having opportunity to demand their human rights to their respective States. The year 1981 was very significant being the International Year for Disabled Persons (IYDP). It was also in this year, in India that the education of the disabled was considered to be as a human resource development (Bagga, 2008). Prior to this the education of the disabled, which was catered to largely in special schools, came under the purview of Department of Social welfare. This shift was considered significant because it helped create awareness in the general education system that disabled persons are also ‘human resources’ and can become contributing members of the society. The United Nation Convention on the Rights of Child, 1989 states that disabled children have the right to achieve participation in the community and their education should lead to the fullest possible social integration and emotional development (United Nations, 1989). The World Conference on Education for All: Meeting Basic Learning Needs, 1990 states that the learning needs of the disabled demand special attention (United Nations, 1990). The Salamanca Statement and Framework for Action on Special needs Education, 1994 stipulates that disabled children should attend neighborhood school. It declares that regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all (United Nations, 1994). The World Education Forum adopted the Dakar Framework for Action, Education for All: Meeting our Collective Commitments. In doing so, its participants reaffirmed the vision of the World Declaration on Education for All adopted ten years earlier (UNESCO, 2000). Towards achieving mainstreaming of children with disability, the broadest ever Convention brought into force by United Nations to

protect the rights of persons with disabilities. The United Nations Convention on the Rights of Persons with Disabilities gives special concern to education of children with disability and the role of the international community. Article 24 of the Convention emphasizes over elementary education of children with disability. Provisions of the Convention insist State Parties to ensure the following: i.

Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;

ii.

Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;

iii.

Reasonable accommodation of the individual’s requirements is provided;

iv.

Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;

v.

Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion. (United Nations, 2008)

Policy Perspectives: India Legislation has the dual role of being a mirror of the societal policy and of spurring action to further a cause (IGNOU, 2008). Although legitimate interests of weaker and vulnerable sections of the society can be promoted even in the absence of legislation and mere enactment of some legislation without appropriate implementation and support (financial and otherwise) could just remain a declaration of sentimental desire (IGNOU, 2008). The 86th Amendment Act provided for the following insertions/changes in the Constitution. The insertion of Article 21-A, which provides that the State shall provide free and compulsory education to all children between the ages of 6-14 years in such a manner as the State may by law determine. In Article 51-A, the following clause has been inserted: a parent or guardian shall provide opportunities for education to his children or ward between the ages of 6-14 years (Bagga, 2008). India has been a signatory to different United Nations Proclamations and therefore enacted legislations, framed policies and regulations to protect educational rights of children with disability. The most comprehensive Act on disability, Persons with Disabilities (Equal Opportunities, Protection of Rights & Full Participation) Act, 1995 also ensuring children with

disabilities to avail rightful elementary education. The provisions of Act ensure that every child with a disability has access to free education in an appropriate environment till he attains the age of eighteen years (Govt. of India, 1996). The Act also ensures elementary education children with disabilities through non-formal education by conducting part-time classes who having completed education up to class fifth and could not continue their studies on a whole-time basis. Available of free special books and equipments to every child with disability is further an important provision of the Act (Govt. of India, 1996). The Right of Child to Free and Compulsory Education Act, 2009 holds again the promise of creating a provision of legal protection towards rights of education in general but, not specifically for children with special needs. It gives provision to free and compulsory education to all children of India in the 6 to 14 years age group. No child shall be held back or, expelled and required to pass a board examination until completion of elementary education as per the provision of this Act. The Right to Education Act (Amendment) Bill is in the Parliament with an aim to widen the benefit for children with disabilities by promoting social inclusion in elementary schools. Further, the Rehabilitation Council of India Act, 1992 provides constitution of a statutory body to regulate training of teachers and other rehabilitation professionals for persons with disability to control quality of services being provided to children with disabilities. Operations on the Move Over the years, the government has launched various programs and schemes to meet its commitments towards the education of children with disabilities. Among the first of these efforts was the Project Integrated Education of the Disabled Children (PIED) launched in 1987 in collaboration with UNICEF, in 10 blocks in 10 States and Union Territories across the nation. Taking note of the outcomes and recommendations of the PIED, the Integrated Education for Disabled Children (IEDC) scheme, which was initially launched in 1974, was subsequently revised in 1992. This scheme was shifted from the Ministry of Welfare to the Department of Education and greater assistance was provided to children with disabilities in mainstream schools. To uphold its commitments for achieving Education for All (EFA) by 2010, the Government of India had launched Sarva Shiksha Abhiyan (SSA) in 2000-2001. Sarva Shiksha Abhiyan gives prime importance to good quality education to all children including those with disabilities. It has a special mandate to serve children with disabilities at the district level. The

scheme has a provision that Rs.1200 to be spent on every child with disability identified with the district. The SSA lists 8 priority areas of intervention for inclusive education: 1) Survey for identification of CSWN 2) Assessment of CWSN 3) Providing assistive devices 4) Networking with NGOs/Government schemes 5) Barrier free access 6) Training of teachers on IE 7) Appointment of resource teachers 8) Curricula adaptation/textbooks/appropriate TLM Report by Planning Commission (2010) showed that SSA leaded to an impressive increase in the enrolment of children with special needs. In rural areas their share in the total enrolment increased from 0.43% in 2003 to 1.17% in 2007. Individualized education plans (IEP) for Children with Special Needs to improve retention. Though the children were provided financial and non financial incentives, few schools had individualized education plans (Planning Commission, 2010). Incentives for attendance should be extended to disabled children. Innovative Activities for Children with Special Needs includes Bridge Courses for children with special needs, Special Training at Resource Centre for Teachers, Aids & Appliances, Home based Education, Barrier Free environment, Teachers Training for Preparation of Individualized Educational Plans, Health Checkup, Camps, Daycare Centers, Community Training, Life Skill Training/Vocational Training (Planning Commission, 2010). As the international MDG target extended to 2015, India is clearly moving towards its target of ensuring that all children everywhere, boys and girls alike, will be able to complete a full course of primary schooling much before. Models of Practice The various models of disability impose differing responsibilities on the States, in terms of action to be taken, and they suggest significant changes in the way disability is understood. Law, policy, programs, and rights instruments reflect two primary approaches or discourses: disability as an individual pathology and as a social pathology (NCERT, 2006). On the basis of these two pathology, there are four basic models are being observed with progressive development of the society. They are, the charity model, the bio-centric model, the functional

model, and the human rights model. The charity model is oldest and human rights model is the most recent model is being practiced. Again, three broader models have been practiced specifically for practicing elementary education of children with disability is as follows: 1. Special Education Special Education assumes that a separate group of children exists whose needs are special and there are problems in learning, so, they need special methods, teachers, environments. Special education enables the teachers to focus on the needs disabled children. Therefore, special schools are equipped with the resources that are required as per the needs of the disabled children. However, the special education system is based on the principle of segregation and not integration and is considered to be an expensive option. 2. Integrated Education To overcome the disadvantages omnipresent in the special model of education, another model of education was developed namely Integrated Education. Integrated Education provides for common education for all children, whether disabled or non disabled. In recent years the principle of Integration has been guidance for reforms in the field of disability care and special education. It is the goal to help the child develop such skills and such confident self concept that are necessary for satisfactory participation in ordinary social life and work. This model assumes a process of bringing disabled children into mainstream schools. 3. Inclusive Education Inclusive Education assumes that changes the school system to fit the child. It is essential to addresses all types of individual needs, not just disability. Teachers and schools are held responsible for children’s learning. It focuses on flexibility of curriculum, teacher training and change in environmental. Inclusive education should create opportunities for all learners to work together. This requires recognition that learning is enhanced when individuals of different abilities, skills and aspirations can work together in a joint enterprise (Aspis, 2004). This system of education ensures that the disabled children are not segregated at any stage and helps them to develop a sense of worth, standing and belonging in society. It also enables sensitization of children who are not disabled and helps to form a disabled friendly society by making education and rehabilitation as a right of children with disability. In some cases the terms ‘integration’ and ‘inclusion’ are used interchangeably, referring to children being ‘integrated into a regular classroom’ and ‘included into a regular classroom’

(Harman, n. d.). There are, however, significant differences between the two. Knowing these differences behind philosophy of these two terms, one can help us advocate for an inclusive environment that will help all children learn Integration models assume there is something wrong that must be fixed in order to fit into the present system. The supports and adaptations that occur are put in place to force a child into an existing classroom setting (Harman, n. d.). In this model of inclusive education, it is not the Child, but the education system, which is seen as a problem. Therefore, it is the system (with all its components) which should be changed, modified & made flexible enough to accommodate the diverse needs of all learners, including children with disabilities. The onus for success is therefore on the flexibility of the system. It focuses on the environment, as the “disabling” cause because it fails to provide appropriate access to equal opportunities for All persons to participate fully in social life. Inclusive education denotes all children in a school, regardless of their strengths or weaknesses in any area, become part of the school community. There is a feeling of belongingness among the children, teachers and other functionaries. Inclusive education is a growing concept, which is continually expanding to achieve the target of Education for All. Some focuses on inclusion as it relates to different disabilities and difficulties in learning, some of the factors which help build inclusive schools to respond to diversity and some on evaluations of specific examples of inclusion, including the perspectives of children, teachers and administrators. Conclusion and Suggestions Education of children in segregated environment do not aware the general population to be exposed to the disabled people and leads to improper attitude towards them. If society are exposed to disabled people, from the very inception and interact with them, the phenomena of de-labeling will also gain strength. Therefore, laws and policies should strictly follow the principle of inclusion. The current development in policy and legislation is satisfactory. Due to many systemic lacunae including the lack of awareness and lack of organized strength among the persons with disabilities and the people as well as organizations working for them, the impacts of Act have not been found in full motion. Lack of awareness is the result of the development of conservative and ill attitude towards the education of children with special needs. So, sensitization of community is important for development and implementation of strategies for achieving the target.

Again, the law as it stands today does not make differentiation in the education of the slightly, moderately and severely disabled children. Active involvement of community leads to the success of any intervention. Techniques of Classroom management to develop appropriate teaching-learning strategies (formal and informal), assess level of learning of children, developing and using teaching aids are the essential aspects to deal effectively at classroom level. Besides, these inclusive co-curricular events need to be selected and organized to include all children with disabilities. Support research, technological development, Support advocacy, facilities for teachers training, enforcing a systematic education policy and knowledge building for inclusion are further key suggestions for successful of elementary education for children with disabilities with optimum results.

References: Aspis, S. (2004) ‘Why exams and tests do not help disabled and non-disabled children learn in the same school’. Retrieved from www.inclusion-boltondata.org.uk/ FrontPage/ data14.htm Bagga,K. S (2008). Ensuring disabled people their right to education. India Law Journal. Vol 1, Issue IV, October – December. Beteille, T. (2002). Elementary Education in India, Social Initiatives Group, ICICI. Retrieved from http://www.icicielementaryeducation.org.in/uploads/pdf/cms_250320100537002681.PDF Govt. of India, (1996). Persons with Disabilities (Equal Opportunities, Protection of Rights & Full Participation) Act, 1995. New Delhi: Ministry of Law, Justice and Company Affairs. Govt of India (2009). Right of Child to Free and Compulsory Education Act, 2009. New Delhi: Ministry of Law, Justice and Company Affairs. Govt of India (2012) Sarva Shiksha Abhiyan. Retrieved from http://india.gov.in/spotlight/spotlight_archive.php?id=31 Harman, B. (n,d.). Inclusion and integration is there a difference. Retrieved from http://www.cdss.ca/images/pdf/general_information/integration_vs_inclusion.pdf IGNOU (2008). In-Service Teacher Education on Inclusive Education, New Delhi: Distance Education Programme - Sarva Shiksha Abhiyan, IGNOU

United Nations (1990). World Conference on Education for All, Jomtien, 1990. United Nations Educational, Scientific and Cultural Organization. Retrieved from.