Response to the letter and questionnare on disability and inclusive education

Questionnaire on the right to education of children with disabilities
GENERAL
Question 1: Please provide information on whether the right to education is recognized in the
Constitution or guaranteed in specific legislation and whether the rights of persons with disabilities
are recognized in the Constitution or guaranteed in specific legislation.
1. The Constitution of India provides in article 14 – right to equality – “The State shall not deny to
any person equality before law or the equal protection of the laws within the territory of India”. The
constitution further ensures in article 15 that there will be prohibition of discrimination. In article 16, it
states that there will be equality of opportunity in matters of public employment.
CONSTITUTION OF INDIA
Article 243G Powers, authority and responsibilities of Panchayats
Subject to the provisions of this Constitution, the Legislature of a State may, by law,
endow the Panchayats with such powers and authority as may be necessary to enable
them to function as institutions of self-government and such law may contain provisions
for the devolution of powers and responsibilities upon Panchayats at the appropriate
level, subject to such conditions as may be specified therein, with respect to—
(a) the preparation of plans for economic development and social justice;
(b) the implementation of schemes for economic development and social justice as may
be entrusted to them including those in relation to the matters listed in the Eleventh
Schedule.
However, constitutionally, the right to education was inherent in Article 45, of Part IV (Directive
Principles of State Policy) which stipulated that the ‘State shall endeavour to provide, within a period
of 10 years from the commencement of the Constitution, for free and compulsory education for all
children until they complete the age of 14 years.
In 1992 two Supreme Court rulings viz., Mohini Jain vs. State of Karnataka and Unni Krishnan vs.
State of Andhra Pradesh declared that right of education is directly connected to the fundamental right
to life viz., Article 21. Citing both the Universal Declaration of Human Rights as well as the
International Covenant on Economic Social and Cultural Rights in support of the judgment, education
was considered a fundamental right of ALL children up to 14 years. This led to the 86th Amendment
to the Constitution passed in the Lok Sabha on November 28, 2001, to make the right to free and
compulsory education for children for 6-14 years of age a Fundamental Right. Parents were held
responsible for providing opportunities for education to children in the age group of 6-14 years as their
Fundamental Duty (Article 51K).
This article is to be understood in conjunction with Articles 14 (equality before law), Article 15
(prohibition of discrimination on grounds of religion, race, caste, sex, place of birth, or any one
of them), Article 16 (equality of opportunity in public employment) and Article 21 (protection of
life and personal liberty in Part III (Fundamental Rights) of the Constitution.

2
The issues of equity are further strengthened in Part IV of the Constitution by Article 38 (social
order with justice and elimination of in equalities in status, facilities and opportunities), Article 39 e,f
(tender age of children is not abused; children are given opportunities and facilities to develop in a
healthy manner and in conditions of freedom and dignity; childhood is protected against exploitation)
and Article 46 (promotion with special care the educational and economic interests of the weaker
sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes).
Clearly therefore, children with disability1
in the 6-14 year age group, too have this legal right.
How this is realised in practice is a matter for further discussion.
2. Rehabilitation Council of India
Specifically for the disabled, a statuary body called Rehabilitation Council of India, started
functioning in 1992 to recognise the need for systemic efforts in the rehabilitation of the disabled. The
Council undertook activities in man-power training especially in areas of special schools. To add
substance to the existing stipulations, Persons with Disabilities Act (Equal Opportunities, Protection of
Rights and Full Participation), 1995, better known as PWD Act was introduced. According to the Act
the central and state governments and local authorities are legally bound to provide access to free
education to all the disabled children till the age of 18 years within integrated school settings. The Act
envisages a comprehensive education scheme to provide transport facilities, remove architectural
barriers, supply free books, uniforms and other materials, grant scholarships, restructure curriculum
and modify the examination system for the benefit of children with special needs.
In 1999, recognising some types of disability, the Government of India created a National Trust to
enable and empower persons with autism, cerebral palsy, mental retardation and multiple disabilities
to live as independently and as close as possible to the community to which they belong.
Apart from other objectives, it is supposed to facilitate the realization of equal opportunities,
protection of rights and fullest social participation by such disabled persons.
3. Relevant international agreements signed by India
India is a signatory to the Declaration on the Full Participation and Equality of People with
Disabilities in the Asia Pacific Region. India2
is also a signatory to the Biwako Millenium Framework
for action towards an inclusive, barrier free and rights based society for persons with disability. It also
recognizes the World Programme on Action and the Standard Rules on the Equalization of
Opportunities for Persons with Disabilities and the UNESCO Salamanca statement and Framework for
Action (1994). The Salamanca statement proclaimed that every child has a fundamental right to
education and children with special needs must have access to regular schools, which should
accommodate them within child centred pedagogy.
India is a signatory to the Declaration on the Full Participation and Equality of People with
Disabilities in the Asia Pacific Region. India is also a signatory to the Biwako Millennium
Framework for action towards an inclusive, barrier free and rights based society. India is currently
participating in the negotiations on the UN Convention on Protection and promotion of the Rights
and Dignity of Persons with Disabilities.
India also signed up to the international Convention on the Rights of the Child in 1992, which
recognizes that states should ensure that disabled children have access to and receive education
(Article 23, 2).
1
In general persons with disabilities are covered under the Ministry of Social justice and Empowerment, which is a` Nodal
Ministry dealing with subject of disability.
2
Based on the draft policy on persons with disabilities.

3
Question 2: How do laws, policies and practices, through existing institutions, budgets and
programs, ensure substantive equality in the enjoyment of the right to education by persons with
disabilities? Would policies and practices favour an “inclusive” education pattern or a specialized
education one?
This question needs to be addressed in the context of what are the commitments made by the
government through its laws, policies and programmes and what is actually being made available to
the children with disability. In other words, there is need to distinguish between rhetoric and
reality.
1. In rhetoric, the move towards inclusive education has been in existence from the very inception
from the first education commission set up by the Government of India in 1966. Notwithstanding the
utilitarian logic, the policies did consider the issues of children with disabilities3
. For instance the
National Plan of Action for Education, 1968 and the National Policy on education have stated goals of
inclusion. However it used terms such as “wherever it is feasible, as far as possible”. It also provided
room for dilution by resorting to vocational training as well as by emphasizing the “special difficulties
of the handicapped children”. Also a dual system was advocated. Whereas the general educational
needs come under the purview of Human Resource Development, the responsibility for special
education is discharged by the Ministry of Social Justice and Empowerment, thereby sandwiching the
disabled children between the two ministries. This shows that inclusive practices were more an
exception than rule.
2. The latest program of the government is Sarv Shiksha Abhiyan (Education for All) in which a
provision of Rs.1200/- per child for the inclusion of disabled children, as per specific proposal, per
year is there. The interventions under SSA for inclusive education are identification, functional and
formal assessment, appropriate educational placement, preparation of Individualized Educational Plan,
provision of aids and appliances, teacher training, resource support, removal of architectural barriers,
research, monitoring and evaluation and a special focus on girls with special needs.
Question 3: Would you consider” inclusive” education as a prerequisite for equal enjoyment by
persons with disabilities of their right to education? Or should the education provided be adapted to
the type of disability?
Yes. Inclusive education is a prerequisite for equal enjoyment by persons with disabilities if their right
to education is to be realized. If diversity is valued, then there will be automatic adaptations. Diversity
is not just a reality to be tolerated; accepted, and accommodated. It is a reality to be recognised,
treasured and realised. Real inclusion is a profound and deeper challenge to our schooling
system.
It is increasingly becoming unattainable in the profit paradigm that is predominant these days. It can
be possible only when every student, irrespective of the nature or degree of their marginalisation, has
the right to belong to their local school and their local community, with meaningful and appropriate
support, enabling them to participate and contribute to the society.
3
National Plan of Action (NPE) 1968 recommended that, "Educational facilities for the physically and mentally
handicapped children should be expanded and attempts should be made to develop integrated programmes enabling the
handicapped children to study in regular schools"
National Education Policy (NPE) 1986, (with modifications undertaken in 1992) continued to use the language of
integration by stating that the physically and mentally handicapped will be educated with the general community as equal
partners, to prepare them for normal growth and to enable them to face life with courage and confidence.

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Question 4: How did the policies and processes of globalisation such as finance, investments and
debt affect the right to education and impact on the specific needs of persons with disabilities?
For several decades, India was reluctant to allow external funding in the primary/elementary education
sector4
, but this changed in the early 1990s. At this stage the government formulated its policy and
plans, outlined its financial requirements and then approached the international agencies for funds
leading to international agencies participating in drafting policies. This has been the experience, for
instance, with regard to the World Bank-sponsored District Primary Education Programme (DPEP).
The World Bank's role in the education sector has raised serious concerns in the country. On the one
hand, the World Bank expresses an interest in improving literacy levels in the country. On the other, it
has pressured the government to reduce its role in the crucial education sector, with increased move
towards privatisation of education. Indeed, the winding up of various health and education programs
that were to support the economically and socially weaker sections of society over the past decade can
be attributed to World Bank pressure5
.
The changes that are visible include:
• In 2001-02, the government made education a fundamental right for children. However, it put
the onus of a child's education on the parents, making education the responsibility of parents,
not the state. In a country like India, where a large section of the population lacks the means to
send their children to school, the government's dilution of its own responsibility towards
providing education is a big blow. For the disabled children, who any way face exclusion, it
becomes even more difficult6
.
• Experts have been drawing attention to the negative changes that have been introduced on the
advice of the World Bank. At the World Bank Conference on Education for All (EFA) at
Jomtien, Thailand, in 1990, developing countries were pressured to go in for cheaper
alternatives to education, such as literacy drives and non-formal education. This was
accompanied by a dilution of the idea of what was the acceptable minimum-level of schooling.
Instead of elementary education, governments were encouraged to provide five years of
primary education, the rationale being that eight years of universal free elementary schooling
was too much for a developing economy to promise its people.
• Poor countries were pushed to opt for adult literacy and non-formal education, minimum levels
of learning and multi-grade teaching with fewer teachers, most of whom have no training on
inclusive education. Under the World Bank-sponsored DPEP, an "innovative scheme" of
multi-grade teaching was introduced. This allows a single teacher to handle five classes
simultaneously. The teacher to pupil ratio of 1:30 has been raised to 1:40; the Operation
Blackboard norm of three teachers and three classrooms for every primary school has been
reduced to two teachers and two classrooms
• The cost of educating a disabled child in an inclusive classroom has been reduced from Rs
3,000 (US$67.88) for a child a year to Rs 1,200 a year.
4
Primary education refers to 5 years of schooling and elementary to 8 years of schooling. The government of India, by the
86th
Amendment to the Constitution guarantees Elementary Education s a Fundamental Right.
5
See Sadgopal, Anil (2006).Dilution, distortion and diversion : A post-jomtien reflection on the educationpolicy in
Kumar, Ravi (2006), The Crisis of Elementary Education in India, New Delhi: Sage.
6
See Ghai, Anita (2006) Education in a globalising era: Implications for disabled girls. Social Change, Vol. 36, No.3, pp.
161-176.

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• According to government statistics, the number of schools has increased four-fold - from
231,000 in 1950-51 to 930,000 in 1988-99, while enrolment in the primary cycle jumped by
about six times from 19.2 million to 110 million. Of the 200 million children in the age group
of 6-14 years, 59 million children are not attending school. Of this, 35 million are girls and 24
million are boys. Government figures (2000-2001) reveal that the dropout rate from grade one
to five was 40.67 percent in 2000-2001, a marginal improvement from 1990-1991 when the
dropout rate was 42.6 percent. The government admits that the country is a long way off from
achieving the "elusive goal of universalization of elementary education, which means 100
percent enrolment and retention of children with schooling facilities in all habitations.
These World Bank innovations - cheap alternatives to universal elementary schooling - perpetuated
socio-economic divisions in society. Under World Bank pressure, the government is moving away
from earlier commitments that it had made on education. In the National Policy on Education 1992,
the government committed itself to providing three teachers per primary school. The government
decided to replace the regular formal schools with low-quality, low-budget parallel streams of primary
education for the educationally deprived children, two-thirds of whom are girls. This policy stance is
apparently the result of the structural adjustment programme of the International Monetary Fund-
World Bank, which imposes drastic cuts in expenditures on education, health and other social welfare
sectors as a condition for the grant of additional loans or aid."
The adoption of various World Bank innovations such as introduction of parallel systems of
education and the replacement of the regular teacher with "a para-teacher who is an
underqualified, untrained and underpaid local youth appointed on the basis of a short-term
contract" is "tantamount to institutionalizing discrimination against the poor, a majority of
whom would be Dalits [the oppressed castes], the tribal people and religious or cultural
minorities, two-thirds of each segment being girls. Most of the disabled children will also fall in
this category, earmarked for discrimination."
Question 5: Are there measures and/or mechanisms in place aimed at ensuring equal access to
education, including for children with disabilities?
No. The measures which are there are fragmentary in nature. Large-scale nationwide impact
studies are not there. There are no punitive measures for either schools or the agencies
responsible for handling the education.
Some of the suggestions are listed below to indicate the kind of mechanisms that exist.
1.Financial Provisions
Table 1
Budgetary Commitments For The Disabled
(Rs. In crore)
2003-04 2004-05
Welfare of
the
Disabled7
BE RE Exp
(upto31.3.2
004)
% of Exp
to RE
2004-05
Plan 196.55 185.25 167.88 90.62 224.54
Non Plan 30.35 33.94 32.10 94.57 33.98
Total 226.90 219.19 199.98 91.23 258.52
7
First Report on Demands for Grants (2004-2005), Committee on Social Justice and Empowerment (2004) presented to
the Fourteenth Lok Sabha, New Delhi, August 2004.

6
An important factor regarding the ability of disabled persons to access education is assistance that is
provided to people for the purchase of required aids and appliances. A scheme has been initiated
which is known as ‘Assistance to disabled persons for purchasing/fitting of aids and appliances’. The
main objective of the scheme is to assist the needy physically handicapped persons with durable,
modern and standard aids and appliances to promote their physical, social and psychological
rehabilitation under the scheme, the aids and appliances costing between Rs. 50/- and Rs. 6000/- are
given to the disabled person free of cost whose monthly income is up to Rs.5000/- and appliance
costing 50% of the cost to those having an income between Rs. 5001/- and Rs. 8000/- per month. The
Ministry is providing aid to 152 NGOs under this scheme.
2. The National Commission for Persons with Disabilities has been set up through a Government
Resolution notified on 17.10.2003 to aid and advise the Government regarding disability and
rehabilitation matters and to make recommendations to it in this regard. The Commission is competent
to: (i) recommend to the Central Government specific programme of action towards elimination of
inequalities in status, facilities and opportunities for disabled persons so that they should be assessed
for their abilities despite disability and given the right education, vocational training and poverty
alleviation packages, employment, and other support services to achieve the goal of psycho-social
acceptance and full participation in the social and economic life of the country
3. Rehabilitation Council Of India (RCI) is an apex autonomous body to enforce uniform standards
in training of professionals in the field of rehabilitation of the disabled persons in the country. It has
been given statutory status through “the Rehabilitation Council Act, 1992”, which enables it to
shoulder responsibilities of regulating the training of rehabilitation professionals in a big way. The
major objectives of the Council are: (i) to prescribe the minimum standards of education and training
of individuals; (ii) to regulate the standards in Government institutions throughout the country, and
(iii) to recognize educational qualifications.
4. According to the Ministry’s report, there are 24,000 rehabilitation professionals in the country
out of which 20,000 are engaged in teaching/training of disabled. There are 50 lakh persons with
disabilities up to the age of 18 years. Thus the ratio works out as 1:250. According to the prevailing
norms, the ratio of special teachers to disabled persons varies from 1:5 to 1:10 depending on the type
of disability. The requirement of professionals who give training to the disabled for their
rehabilitation, as per 1996 RCI report, was assessed to be 3,62,300 for only 10% of the total disabled
population in the 9th Plan. The Committee note with dismay that the number of professionals
available for training/rehabilitation of the disabled i.e. 20,000 is inadequate in view of the total
number of disabled persons i.e. 18.49 million. The Committee therefore, strongly recommend that the
Government should take urgent measures to ensure availability of optimum number of professionals
for imparting training to the disabled as per established norms.
5. The National Policy for Persons with Disability8
, announced in February 2006, attempts to clarify
the framework under which the state, civil society and private sector must operate in order to ensure a
dignified life for persons with disability and support for their caregivers.
The National Policy for Persons with Disability includes:
• Extending rehabilitation services to rural areas
• Increasing trained personnel to meet needs
• Emphasising education and training
• Increasing employment opportunities
• Focusing on gender equality
• Improving access to public services
8
National Policy for Persons with Disabilities, Ministry of Social Justice and Empowerment
Government of India, No.3-1/1993-DD.III

7
• Encouraging state governments to develop a comprehensive social security policy
• Ensuring equal opportunities in sports, recreation and cultural activities
• Increasing the role of civil society organisations as service-providers to persons with disability
and their families.
The policy recognises the need to replace the earlier emphasis on medical rehabilitation with an
emphasis on social rehabilitation. Community Based Rehabilitation (CBR) is seen as an effective
means of rehabilitation, and the policy states that CBR will be encouraged. However it only outlines
the direction that interventions for persons with disability must take. But there is no clear roadmap, or
even list of priorities, on how this is to be implemented on the ground. A Ministry of Social Welfare
official, who did not want to be named, said no national policy ever gives a timeline, as it only
presents an approach to be followed under which programmes are drawn up, normally over a
five-year period. State drafted policies for PWD have so far only been drawn up by Gujarat and
Jharkhand. The national policy will inform the disability plan to be incorporated in the 11th Five-Year
Plan, which will have a timeline, and funds for programmes can be allocated through the Finance
Commission.
Question 6: Please provide information on the percentage of children below 18 years of age who
suffer a form of disability. If possible, please provide information disaggregated by the type of
disability.
At national level there are two institutions, National Sample Survey Organizations and Census of
India, which collect national level data on the nature and magnitude of disability in the country.
2.19 crore (2.13 per cent) of the total population of the country are persons living with disability and
1.67 per cent of the total population in the age group 0-19 years (46,38,26,702) are disabled (see table
below).
Table 2
Disabled Population in the age group 0-19 by Type of disability, Age and Sex – Census 2001
Total Disabled
Population 21906769
Type of Disability
In seeing In
speech
In hearing In
movement
Mental
10634881 1640868 1261722 6105477 2263821
Disabled
Population in 0-
19 years
7732196 3605553 775561 90452 2263941 796689
Disabled
children as per
cent of the total
population in 0-
19 years
1.67% 0.78% 0.17% 0.01% 0.48% 0.17%
Disabled
children as per
cent of the total
disabled
population
35.29% 33.9% 47.26% 23.02% 37.08% 35.19%
Source: Census of India 2001: Table C-20 India

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Table 3
Prevalence Rate: Age Group
Age Group 2002 1991
Rural Urban Rural Urban Rural
0-4 523 487 533 564
5-9 1167 1015 1578 1430
10-14 1549 1317 1605 1510
15-19 1748 1337 1480 1274
Table 4
Disability and Educational Status
Educational
Status
2002 1991
Rural Urban Rural Urban Rural
Non-literate 59.0 40.0 70.1 46.2
Primary 24.4 28.8 20.3 29.8
Middle 9.7 13.7 5.3 11.0
Secondary 3.8 7.8 2.3 6.4
Higher-secondary 2.1 5.1 0.8 2.8
Graduation and above 1.0 4.6 0.4 3.1
Not Reported 0.1 0.1 0.8 0.8
Vocational Training
received
Engineering
Non-Engineering
1.5
20
80
3.6
25
75
1.2
20.2
79.8
3.1
26.6
73.4
ALL 14,085,000 4,406,000 12,652,000 3,502,000
Source: NSSO Rounds 47th and 58th in 1991 and 2001
Question 7: Please provide information on the percentage of children with disabilities who are
enrolled, in the formal school system.
The educational statistics released by the MHRD in 2006 indicate that there is no data on the
percentage of children with disabilities who are enrolled, in the formal school system. While the
statistics have data with respect to other marginalised sections such as girls, SC/ST the data on
Children with Disability (CWD) is missing. This is a reflection of the neglect that characterises the
education of CWD. However there is some data that is provided by NIEPA (see table below
‘Enrolment of Children with Disability, 2003 – 2005). Some results from the SSA indicate that there is
a gradual increase in identification of Children with Special Needs (CWSN). From 14.59 lakh CWSN
identified in 2003-04, 20.17 lakh have been identified in 2005-06. Similarly, the enrolment of CWSN
in 2005-06 was 15.60 lakh CWSN (77.35% against the approved targets) as compared to 11.71 lakh
CWSN in 2003-04. The current coverage of CWSN in SSA currently stands at 19.70 lakh (64.80%)
against the target of 30.38 lakh CWSN for 2006-07. More CWSN are likely to be covered this year
through various interventions and strategies.
Besides increasing the physical coverage, the expenditure on inclusive education in SSA has also
shown an upward trend. From a mere 26% expenditure in 2003-04, the States have shown an overall
expenditure of 65.50% on CWSN inclusion related activities in 2005-06.

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Table 5
Indicators of the Progress of Education of CWSN
CWSN enrolled
(i) In schools 14,24,310
(ii) In EGS centres 26,040
(iii) Being provided home-based education 12,014
Total 14,62,364
Central Assistance sanctioned for Inclusive
Education @Rs.l200/- per child
Rs.l90.45 crore
Training for Inclusive Education
(i) 20 days training of elementary teachers 12,36,405
with a 2-3 day module on Inclusive Education
(ii) 3-5 days training of Resource Persons 3,67,933
(iii) 45/90 days training of Master Trainers 6,252
CWSN given aids and appliances 1,29,132
Schools provided barrier free access 98,594
Village Education Committee
Members oriented
7,45,186
Source: Annual report 2004-2005
A report9
on elementary education in India indicates that in 2005, 1.40 million disabled children are
enrolled in elementary classes of which 1.02 million are in primary and 0.38 million are in upper
primary classes (p.114).
Table 6
9
Table D 9, Elementary education in India, 2005, NIEPA, pg. 222
Note: total May not add to hundred because of no responses and rounding of figures

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Question 8: Are there governmental institutions responsible for the identification of the education
needs of children with disabilities?
1. In addition to the legal framework, extensive infrastructure has been developed. The following
seven national Institutes are working for development of manpower in different areas, namely:
• Institute for the Physically Handicapped, New Delhi.
• National Institute of Visually Handicapped, Dehradun
• National Institute for Orthopaedically Handicapped, Kolkata
• National Institute for Mentally Handicapped, Secunderabad.
• National Institute for Hearing Handicapped, Mumbai
• National Institute of Rehabilitation Training & Research, Cuttack.
• National Institute for Empowerment of Persons with Multiple Disabilities, Chennai.
2. There are five Composite Rehabilitation Centres, four Regional Rehabilitation Centres and 120
District Disability Rehabilitation Centres (DDRCs) providing various kinds of rehabilitation services
to persons with disabilities. There are also several national institutions under the Ministry of Health
& Family Welfare working in the field of rehabilitation, like National Institute of Mental Mealth and
Neuro Sciences, Bangalore; All India Institute of Physical Medicine and Rehabilitation, Mumbai; All
India Institute of Speech and Hearing, Mysore; Central Institute of Psychiatry, Ranchi, etc. In
addition, certain State Government institutions also provide rehabilitation services. Besides, 250
private institutions conduct training courses for rehabilitation professionals.
3. National Handicapped and Finance Development Corporation (NHFDC) has been providing loans
on concessional terms for undertaking self-employment ventures by the persons with disabilities
through State Channelizing Agencies.
4. Panchayati Raj Institutions at Village level, Intermediary level and District level have been
entrusted with the welfare of persons with disabilities.
AVAILABILITY
Question 9: Please provide information on specific measures taken to ensure that children with
disabilities who prefer to be included in the regular school system are provided with equal access
and specialized support?

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1. Legislation (Details given in Question Number 1)
2. The rehabilitation council of India runs courses
Teachers with different skill levels are needed for special education programmes. Most of the general
classroom teachers require sensitisation programmes whereas some teachers require specialised
training to deal with severely disabled children. The general training objectives in the area of special
education are listed below:
• to create an awareness among all student teachers about education of children with special
needs.
• to equip student teachers with skills to manage mild and moderately disabled children in
general classrooms.
• to prepare resource teachers to serve specific categories of disabilities.
• to prepare multi-category resource teachers to serve more than one category of disability.
The general training objectives mentioned above will lead to the course objectives. These will vary
between the levels of training like sensitisation, single category specialisation, multi-category
specialisation.
A UNESCO initiative on whose recommendations, in 1974, the then Department of Social Welfare
launched the Centrally Sponsored Scheme of Integrated Education for the Disabled children (IEDC).
The scheme was meant for four categories of students viz., blind, and partially sighted children, deaf
and partially hearing children, orthopaedically and neurologically handicapped children and children
with multiple handicaps (Ministry of Social Welfare). The implementation of this scheme was
transferred to the Department of Education in 1982. Under the scheme, 100% financial assistance is
admissible for the education of disabled children studying in common schools by way of supply of
aids/equipments; allowances for books, uniforms, transport, readers in respect of blind children,
escorts in respect of severely orthopaedically handicapped and employment of helpers/ attendants. The
scheme also provided for meeting the cost of salary of special teachers, setting up of resource rooms,
carrying out assessment of disabled children, training of special teachers, removal of architectural
barriers in schools and production of instructional material. The National Council of Educational
Research and Training (NCERT) joined hands with UNICEF and launched Project Integrated
Education for The IEDC scheme provides for disabled children (PIED) in the year 1987, to strengthen
the integration of learners with disabilities into regular schools. An external evaluation of this project
in 1994 showed that not only did the enrolment of learners with disabilities increase considerably, but
the retention rate among disabled children was also much higher than the other children in the same
blocks. In 1997 IEDC was amalgamated with other major basic education projects like the DPEP
(Chadha, 2002) and the Sarva Shiksha Abhiyan (SSA) (Department of Elementary Education, 2000).
The impact studies of IEDC have not been done frequently. As per available reports, integrated
education as provided to 8,90,000 learners in different States till the senior secondary level (NCERT,
1998). By the year 2002, the scheme had extended to 41,875 schools, benefiting more than 1,33,000
disabled children in 27 States and four Union Territories (Department of Education, MHRD, 2003).
The total number of learners with SEN enrolled in regular schools under DPEP was more than
5,60,000:this represents almost 70% of the nearly 8,10,000learners with SEN identified under this
programme (DPEP, 2003). The current enrolment ratio per 1000 disabled persons between the ages of
5–18 years in ordinary schools is higher in the rural areas (475) than it is in the urban areas (444).
[National Sample Survey Organisation (NSSO), 2002].
The Office of the Chief Commissioner of Persons with Disabilities stated that not more than 4%
of children with disabilities have access to education. Whatever may be the case, the enactment of
legislations by the State Governments as helped in facilitating access to education for all learners with
SEN by introducing various entitlements like reservations, scholarships, allowances, etc. By
promulgating the equal rights of learners with SEN, these Acts have significantly impacted the

12
educational policies both at the Central and State levels, but the effect has been marginal. About
11% of disabled persons between the ages of 5–18 years were enrolled in special schools in the
until 1998,
As per the 104th
Report on Demands for Grants, 2001-2002 (demand number 47) of the Department of
Secondary Education and Higher Education (Ministry of Human Resource Development), presented to
the Rajya Sabha on 24 April 2001, the Scheme of Integrated Education for Disabled Children (IEDC)
is presently being implemented in 27 states and 5 UTs with over 22,000 schools benefiting more than
95,000 disabled children. NGOs as well as State Governments are implementing this scheme. The
available data indicates that the financial outlay for IEDC scheme in the Ninth Plan period was Rs.100
crore. During the first four years of the Ninth Plan, about Rs.46.69 crore had been spent in the
implementation of the scheme. The Committee indicated that the allocation for the Ninth Plan
for the Scheme will not be fully utilized, giving an impression that the implementations of the
Scheme is not satisfactory. As per the details of students/schools covered under the scheme up to
1999-2000, Goa, Meghalaya, Sikkim, J &K and UT of Chandigarh do not seem to be participating at
all. In contrast, in States like Madhya Pradesh, Gujarat, Orissa, Tamil Nadu and Haryana, both State
Governments and NGOs are actively involved. The Committee observes that in West Bengal whereas
it seems every year new school is being taken up by State Government for implementation of the
scheme, 169 students in 81 schools have been covered up to 1999-2000 by 2 NGOs. Case of UP seems
to be even worse. Grants released for 32 schools (figures of students not available) are lying unspent
for a long period of time.
In contrast, 6 NGOs are managing 667 students in 265 schools. The Scheme of Integrated Education
for the Disabled Children (IEDC) launched in 1974 has undergone two revisions, so far. The
Committee is, however, perturbed to note that the scheme is not being implemented properly
due to non-availability of infrastructure/financial assistance/specially qualified teachers with
States/UTs.
Question 10: Please provide information on support services available in the regular education
system for children with disabilities, including the percentage of schools that benefit from such
structures of support?
No identifiable services are in place. There are 18.53 million disabled children in India, but there are
only 3,500 special schools. Only 1816 (1%) children with disability were enrolled in 2001-2002 out
of total enrolment of 1,93,000.
Question 11: Please provide information on the number of specialized schools for children with
disabilities? Could the information be disaggregated by type of disability?
The situation of special schools in India is quite appalling. Historically, in 1947, India had a total of
32 schools for the blind, 30 for the deaf and 3 for mentally retarded. The number of schools rose to
around 3000 by the year 2000 (Department of Education, 2000). India thus has parallel but separate
policies on segregation and integration According to the Sixth All India Educational Survey report, of
the 6,461 town and cities, only 334 or 5.1 percent towns and cities have the facility of special schools
catering to severe disabilities. In these towns, a total of 630 schools are actually functioning of which
97 admit only boys and 33 are for girls and the rest admit both. Of these some schools, some may be
dedicated exclusively to a particular disability, while others cater to needs of children suffering from
different types of disability. The categorization of these schools according to there specialization
indicates that 215 are for the visually impaired, 290 for hearing impaired, 190 for orthopaedical
problems, 173 for the mentally challenged and 60 for other locomotive disabilities. The facility of
special education is rather skewed. Data shows that of a total number of 586,465 villages in the

13
country only 241 have facilities for special education for the disabled. A further look at the State wise
distribution of these schools shows that 83 percent of these schools are in the States of Andhra
Pradesh, Bihar, Gujarat, Haryana, Kerala, Madhya Pradesh, Maharashtra, Orissa and Union Territory
of Andaman and Nicobar Islands. Of the 272 available schools, 55 are for boys, 11 for girls and the
rest are for co education. Categorization of these schools in terms of there specialization shows that 73
are for the visually challenged, 128 for speech and hearing impaired, 70 are for mentally challenged
and 25 cater to various other handicaps.
Question 12: Is there an alternative education system, besides the regular and the specialized ones
available for children with disabilities who failed in both systems?
There are no alternatives that are designated as existing specifically for children with disabilities who
have failed in both systems, although some NGOs run number of schools which provide education.
ACCESSIBILITY
Question 13 : Is there a wide practice of charging school fees?
There are different kinds of schools in the education system. Within the public/private schools, high
fees are charged.
Question 14: Do children with disabilities have to pay school fees?
It depends on the kind of school they get admitted to. As per the disability legislation, there is a three
percent reservation in the government schools. However a disability certificate is required to access
this.
Question 15: What is your assessment of the impact of school fees (if any) or any other related costs
(special equipment) on access of children with disabilities to schools and their continuing the
curricula (at least primary school)?
Only the very rich and elite are able to afford private schools that take in disabled children. The
result is the children of the poor are deprived of these services. For instance, a need emerged in
August 2004 to set up Astalavista Divine Welfare and Research Foundation (A.D.W.A.R.F), a Non
Government Organization (NGO), dedicated to improving the health and the quality of life of socially
disadvantaged people, specially through its field programmes, training and research, the focus has
always been on education of children with Multiple Disabilities, Cerebral Palsy, Autism, Hearing
Impairment, etc. child nutrition and development, adolescent issues and mainstreaming street children
through education, living in Kolkata (Calcutta), rural West Bengal, and various other parts of India.
Table 7
Fee Particulars Regular School
Day
Care Centre
One Time Charges
Registration Fee * Rs. 500.00 Rs. 500.00
Admission Fee * Rs. 3,700.00 Rs. 3,700.00
Admission Fee (Residential Students - Indian) * Rs. 9,500.00 Rs. 9,500.00
Admission Fee (Residential Students - NRI / Foreign) * Rs. 21,500.00 Rs. 21,500.00

14
Annual Charges
Membership & Association Fee * Rs. 900.00 Rs. 900.00
Membership & Association Fee (Residential Students - Indian) * Rs. 1,700.00 Rs. 1,700.00
Membership & Association Fee (Residential Students - NRI / Foreign) * Rs. 3,100.00 Rs. 3,100.00
Miscellaneous Charges
Counseling Fee Rs. 500.00 Rs. 500.00
Online Consultation Fee (30 Minutes on msn or yahoo chat) Rs. 1,750.00 Rs. 1,750.00
International Online Consultation Fee (30 Minutes on msn or yahoo chat) US$ 69.00 US$ 69.00
Monthly pick up & drop facility charges (inside 5.0 Kms radius per month) Rs. 1,500.00 Rs. 1,500.00
Accommodation Charges (Monthly for Indian Students)
Bed Charges Rs. 2,750.00 Rs. 2,750.00
Breakfast - Lunch - Dinner (Vegetarian) Rs. 2,250.00 Rs. 2,250.00
Breakfast - Lunch - Dinner (Non - Vegetarian 2-3 times a week) Rs. 2,750.00 Rs. 2,750.00
Medical Guidance, Check-Ups, etc. Rs. 1,250.00 Rs. 1,250.00
Annual Tuition Fee
1st Session (09.45 am - 12:00 noon) Rs. 7,800.00
1st Session + 2nd Session (09.45 am - 03:30 pm) Rs. 15,000.00
Day Care (09.45 am - 05.30 pm) Rs. 21,000.00
Students Deposit with School
Caution Money (Refundable) * Rs. 1,000.00 Rs. 1,000.00
Caution Money (Refundable) (Residential Students - Indian) * Rs. 11,000.00 Rs. 11,000.00
Caution Money (Refundable) (Residential Students - NRI / Foreign) * Rs. 21,000.00 Rs. 21,000.00
* Compulsory Fee
All Payments made via Credit Card would include a 5% Surcharge
Fee Structure
(A) Admission fee / Monthly fee /amalgamated fee /any other.
The fee charged for the admission test, if any, should be in consonance with the estimated expenditure
involved in conducting the same. Any surplus amount saved out of such fee must be used to promote
academic and professional activities in teacher education institutions and for the welfare of the
students.
(B) Tuition and other fees
The fee structure followed by the institution should correspond to the norms prescribed by the
Central/State Government/University/RCI from time to time. It is desirable to provide some free
studentship for meritorious poor and socially backward student.
In addition to the norms mentioned above, Course Structure, Duration, Eligibility Criteria, Scheme of
Examination etc. shall be determined as per the respective syllabus.
Question 16: Is financial assistance provided to families of children with disabilities to ensure that
children with disabilities can access and complete their education?

15
Under the Scheme of Integrated Education for the Disabled Children the following stipulations are
there10
. A disabled child may be given the following kinds of facilities at the rates prevalent in the
State/UT concerned. The facilities should, as far as possible, be given in kind. In case similar
incentives are not being offered by the State Government/UT Administration under any other scheme,
the following rates could be adopted:
• Actual expenses on books and stationery up to RS. 400 per annum.
• Actual expenses on uniform up to RS. 200 per annum.
• Transport allowance up to RS. 50 per month. If a disabled child admitted under the scheme
resides in the school hostel within the school premises, no transportation charges would be
admissible.
• Reader allowance of RS. 50 per month in case of blind children after Class V.
• Escort allowance for severely handicapped with lower extremity disability at the rate of RS.
75 per month.
• Actual cost of equipment subject to a maximum of RS. 2000 per student for a period of five
years.
In the case of severely orthopaedically handicapped children, it may be necessary to allow one
attendant for 10 children in a school. The attendant may be given the standard scale of pay prescribed
for Class IV employees in the State/UT concerned.
Disabled children residing in school hostels within the same institution where they are studying may
also be paid boarding and lodging charges as admissible under the State Government rules/schemes.
Where there is no State scheme of scholarships to hostellers, the disabled children whose parental
income does not exceed RS. 5000 per month may be paid actual boarding and lodging charges subject
to a maximum of RS. 200 per month. However, disabled children should generally not be placed in
hostels unless the required educational facilities are not available in the nearby schools. Severely
orthopaedically handicapped children residing in school hostels may need the assistance of a helper or
an ayah. A special pay of Rs. 50 per month is admissible to any employee of the hostel willing to
extend such help to children in addition to his/her duties.
However, the following tables are indicative of the gap between what is promised and what is
finally realised, both in terms of the financial provisions as well as the coverage of the number of
children in need.
Table 8
Assistance To States/UTs (Including Ngos) For Integrated Education For
Disabled Children (IEDC)
Sl.No
Name Of The State/Union
Territory (UT)
1995-
96
1996-
97
1997-
98
1998-
99
1999-00
2000-
01
2001-
02
2002-
03
1 Andhra Pradesh 44.21 122.5 29.57 11.19 89.98
2 Arunachal Pradesh 1.00 3.99
3 Assam 13.00 1.42 4.83 23.08
4 Bihar 12.54 12.54
5 Chattisgarh 37.58 10.58
6 Gujarat 28.01 106.23 41.60 323.44 337.62 554.64 798.15
7 Goa 1.37 1.37
8 Haryana 5.72 25.17 10.65 86.38 21.24 26.54 68.32
10
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9 Jharkhand 3.33
10 Himachal Pradesh 3.90 51.04 96.63
11 Jammu & Kashmir
12 Karnataka 47.79 3.12 145.42 57.48 116.74 226.31 310.48 517.02
13 Kerala 495.00 232.00 120.14 218.10 236.27 267.31 153.96 379.78
14 Madhya Pradesh 2.36 3.44 120.78 127.34 55.19 31.87 333.75 583.64
15 Manipur 8.40 32.85 25.85 26.56 45.17 132.87
16 Maharashtra 31.16 14.53 50.17 44.55 4.68 160.66
17 Meghalaya 1.73
18 Mizoram 11.51 4.71 6.94 11.46 15.50 22.41 13.67 33.58
19 Nagaland 5.41 7.15 7.15 5.75 5.75 31.31 22.61
20 Orissa 4.84 126.54 74.45 45.80 109.73 80.22 148.37 150.33
21 Punjab
22 Rajasthan 20.20 59.75 30.09 71.68 154.44 30.00 33.66
23 Sikkim 12.35
24 Tamil Nadu 13.22 6.56 16.45 34.91 62.18 206.07 230.39 139.60
25 Tripura 0.87 1.53 3.42 23.31 15.81 8.20
26 U. P 0.70 2.33 8.44 5.97 24.82 9.86 40.98 16.94
27 West Bengal 15.77 10.95 6.68 12.00 2.72 45.16 103.24
28 A&N Islands 12.78 13.25 14.82 14.25 16.62 15.43 14.81 16.49
29 Chandigarh 3.34
30 Delhi 26.61 25.95 38.24 28.67 29.42 61.29 101.34 57.77
31 Daman & Diu 0.45 0.36 0.31 0.31 0.26 0.17 0.19 0.17
32 Dadra & Nagar Haveli 0.38
33 Pondicherry 1.04 3.69 4.49 6.41
Total 669.81 584.43 998.63 880.18
1290.02
1490.61 2131.40 3384.41
Table 9
Budgetary Allocation – Expenditure Statement : Integrated Education For Disabled
Children (IEDc)
(Rs. In Lakhs)
No. Year Funds
Allocated
Revised
Estimated
Funds Utilised Surrendered
1. 1992-93 350.00 350.00 379.48
2. 1993-94 450.00 450.00 450.00
3. 1994-95 550.000 470.00 517.00
4. 1995-96 470.00 470.00 670.00
5. 1996-97 470.00 600.00 584.68
6. 1997-98 1300.00 470.00 998.63 301.37
7. 1998-99 1300.00 1300.00 880.18 419.82

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8. 99-2000 1300.00 1300.00 1290.02 9.98
9. 2000-01 1500.00 1500.00 1490.61 9.37
10. 2001-02 2140.00 2140.00 2131.40 8.60
11. 2002-03 3150.00 3384.00 3384.00 NIL
12. 2003-04 3500.00
Table 10
Details Of Children And Schools Covered Under Integrated Education For Disabled
Children -- NGO SECTOR
SL.NO. STATE/UT CHILDREN SCHOOLS REMARKS
Up to
31.3.2000
(old)
As on
1.4.2001
Total Up to
31.3.2000
(old)
As on
1.4.2001
Total
1 Andhra
Pradesh
352 352 49 - 49 4 NGOs
2 Assam - 30 30 - 1 1 1 NGO
3 Bihar 49 - 49 40 - 40 1 NGO
4 Gujarat The State Govt. of Gujarat is controlling these NGOs.
The proposals are included in the State proposal: The
figures are reflected in the States/UTs list. These NGOs
do not have any direct contact with this Dept.
60 NGOs
5 Haryana 165 57 222 113 35 148 4 NGOS
6 Karnataka The State Govt of Karnataka is controlling these NGOs
. The proposal are included in the State proposal: The
figures are reflected in the State/UTs list. These NGOs
do not have any direct contact with this Dept.
60 NGOs
7 Kerala 119 - 119 63 - 63 1 NGO
8 Madhya
Pradesh
728 - 728 79 5 84 12 NGOs
9 Maharashtra 400 16 416 272 16 288 3 NGOs
10 Orissa 5196 - 5196 1682 - 1682 10 NGOs
11 TamilNadu 1341 342 1683 104 31 135 12 NGOs
12 Uttar
Pradesh
667 - 667 265 - 265 6 NGOs
13 West
Bengal
169 - 169 81 - 81 2 NGOs
14 Delhi 392 150 542 26 25 51 2 NGOs
15 Pondicherry 22 - 22 - 2 2 1 NGO
TOTAL 9600 595 10195 2774 115 2889 179 NGOs
Total Children = 10195
Total Schools = 2889

18
Question 17: Please provide information on regulations that would ensure access of children with
physical disabilities to school facilities and education centres?
There is no stringent regulation. This is clearly indicated from the data below. The majority of
schools that impart elementary education across 25 States are yet to be provided with ramp in
the school. There is no data on other structural facilities, equipments and instructional material
for children with special needs in these schools. Similar information concerning special schools is
also not available.
Table 1111
The lowest percentage of primary schools with ramps (1.49 percent) is in the State of Uttaranchal
(which is also one of India’s Hill States), and the highest is in Madhya Pradesh (12.91 percent).
Some measures such as instructions for helping disabled children in exams are available. The central
board of secondary education12
outlines a number of facilities that should be made available to
disabled candidates (Dyslexic, Blind, Spastic and Candidate with Visual Impairment). The persons
with disabilities (Dyslexic, Blind, Spastic and Candidate with Visual Impairment) have the option of
studying one compulsory language as against two. The language opted by them should be in
consonance with the overall spirit of the Three Language Formula prescribed by the Board. Besides
one language they can offer any four of the following subjects: Mathematics, Science and Technology,
Social Science, Another Language, Music, Painting, Home Science and Introductory Information
Technology.
From the 2002 Examination, alternate questions in lieu of questions requiring special skills based on
visual inputs have been provided in Mathematics and Science for Sec. School Examination (Class X).
Blind, Physically Handicapped and Dyslexic Students are permitted to use and amanuensis. The
amanuensis must be a student of a class lower than the one for which the candidate is taking the
examination.
11
Source: Table C 14, Elementary education in India, 2005, NIEP, pg. 91
Note: total May not add to hundred because of no responses and rounding of figures
12
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#ANNEXURE II

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The visually handicapped students appearing from Delhi were provided Questions Papers with
enlarged print for 2003 Examination. Disabled candidates are allowed additional one hour (60
minutes) for each paper of external examination. Board does not give relaxation in minimum marks
prescribed by it. The Board considers the Physiotherapic exercises as equivalent to Physical and
Health Education course of the Board.
Centre Superintendents have been instructed to make arrangements for the conduct of the examination
of such candidates on the Ground Floor as far as possible. Physically challenged children will
specifically indicate their category and also state whether they have been provided with a Writer in the
columns provided in the Main Answer Book. Answer books of such candidates are evaluated by the
Regional Officers at one Nodal Centre. The Centre Superintendents have been requested to send the
Answer books of such candidates in the separate envelope to the Regional Officer concerned. Separate
question papers in Science & Mathematics at Secondary (Class X) level have been provided for blind
students w.e.f. 2003 Examinations. Assistant Superintendents for the blinds are teachers from the
schools where the blinds are studying. As far as possible, teachers of the same subject are not allowed
to be appointed on the day of examination. One invigilator is from outside the school.
Assistant Superintendents supervising the physically challenged children who have been granted 60
minutes extra time are paid remuneration @ Rs. 50/-+ Rs. 20/. Amanuensis are paid @ Rs. 100/- per
day/paper daily by the Centre Superintendent from the centre charges amount.
Department of Education of Groups with Special Needs (DEGSN) has been set up by NCERT . The
National Council of Educational Research and Training (NCERT) is an apex resource organisation set
up by the Government of India, with headquarters at New Delhi, to assist and advise the Central and
State Governments on academic matters related to school education.
Question 18: Likewise, are there any regulations to ensure the full access of persons with
disabilities in class rooms, and their full participation in school activities and learning
availabilities?
The Persons With Disability (Equal Opportunities, Protection of Rights and Full Participation) Act
1995, states non-discrimination in built environment and transportation. Delhi has set the lead in
accessible transportation. There are Guidelines and Space Standards for Barrier Free Built
Environment for Disabled and Elderly Persons. In order to create a barrier free environment in
consonance with the provisions of the Act, the Government of India (Ministry of Urban Affairs &
Employment) is currently engaged in the process of amending/modifying the existing building by-
laws which would be applicable to all buildings and facilities used by the public. With this intention to
ensure that everyone, including the physically disabled and elderly persons will have equal access in
every day life in the city, the Ministry of UA&E has constituted a committee under the chairmanship
of DG(W), CPWD with the following members for the purpose of developing comprehensive
Guidelines and space standards for barrier free built environment for disabled and elderly persons.
The best example is Delhi Metro Rail Corporation (DMRC), a joint venture of Government of India
and Government of National Capital Territory of Delhi.
Question 19: Are free school transportation services available for children with disabilities?
No. Apart from some NGOs which provide disabled-friendly transportation, no special school
runs are provided. The metro rail system in Delhi is disabled friendly (not all the stations). However
it does not run through out the city and is not connected to schools in a systematic manner .
Question 20: Could you provide information on any existing governmental programme or project
aimed at increasing the inclusion of children with disabilities into the regular school system?

20
The total number of children with disabilities enrolled in the District Primary Education Programme
(DPEP) is 420203, which represents almost 76 per cent of 553844 children with disabilities identified
in the 9 DPEP states. 6 lakh teachers have been trained in IED in DPEP through various teacher-
training programmes. Aids and appliances have also been provided to disabled children through
convergence with various schemes. Attempt to incorporate barrier free features in new school
buildings are in progress. Awareness programmes have been conducted in all the states, with focus on
community mobilisation, through which 618508VEC members have been oriented to IED.
The National Institute of Open School (NIOS) has already launched special programmes to reach out
to children with special needs. NIOS has 200 centres spread all over the country. A child with a
special educational need living in a remote village can go to a nearest study centre available in the
district/town of that village. The study centres provides books and other material required for a
particular grade or level. The content in the book is presented in a manner, which is very user -
friendly and no teacher is required to actually transact the content. This is why the material is called
Self Instructional Material. All this material is also available in Braille for visually impaired children.
In case the child has any problem in comprehending the content, he/she can go back to study centres,
where teachers can explain the subject matter to the child. The child has to go to the study centre to
take his/her exams. Open learning offers many advantages to children with special needs because of
its typical features such as multiple open entry, flexibility in the choice of subjects, need based
education, availability of learning material in print and audio-visual form, self paced learning and
continuous assessment. These characteristics of open learning go in favour of CWSN and may prove
to be most suitable learning strategies for them.
MHRD has come out with a draft action plan13
in 2005 Comprehensive Plan of Action for Children
and Youth with Disabilities, presented by the minister for Human Resource Development, Arjun
Singh, in March 2005. This Action Plan advocates inclusive education, and envisages making all
schools "disabled-friendly" by 2020. In a statement to the Rajya Sabha in March 2005, Arjun Singh
also said that selected schools will be converted into model inclusive schools, "in order to demonstrate
what is necessary and possible; this exercise will then be extended to schools across the country".
There are endeavours like Eklavya School, Ahmedabad that has always believed in giving a holistic
education to children. Children of different abilities are welcomed to Eklavya, as it is considered
important to follow the path of inclusion rather than separate children with special needs. Therefore,
Eklavya has started, Indradhanush, a centre for learning for children of various needs. Students receive
individual attention as a supplement with the regular class to develop skills that will help the students
gain confidence and progress in their learning. These skills include academics, motor skills,
communication and social skills. There is also an extensive home-school collaboration, as learning
requires reinforcement through out the child's life. Students attend classes for a half-hour to an hour
from everyday to once a week depending on their individual needs. A team consisting of the special
educator, class teacher, parents and principal work together to develop individual programs and
assessments based on the children progress and areas of strengths to work on the difficulties the
children are facing in their classrooms and at home. These sessions are aimed for the students to
obtain goals that will also help them in their regular classes.
13
Action Plan for Inclusive Education, of Children and Youth with Disabilities, 20 August 2005, see
http://www.education.nic.in/INCLUSIVE.asp#INCLUSIVE%20EDUCATION .

21
Question 21 : What is the ratio of school dropouts between children with disabilities and children
without disabilities who are in the same regular school structure?
As such no comparable data is available. The educational statistics compiled by Ministry of Human
Resource Development 14
does not list the statistics related to disabled children. Some data on
illiteracy is available. However, the distribution of disabled persons (aged 5 years and above) by level
of general education (including illiteracy) was ascertained by the NSSO reports in 1991 and 2002. As
expected about 59% disabled persons in rural areas and 40% disabled persons in urban areas
were illiterate. The illiteracy rate among disabled persons in rural areas has declined from 70.1% to
59% while it has decreased from 46.2% to 40% in urban areas during 1991- 2002. But as compared to
the general population trends, the picture is still gloomy and depressing, which requires immediate
measures like promoting inclusive education/ and opening of specialized schools for disabled children
depending upon the nature and severity of their impairment. Even among disabled literates, significant
proportions were educated only up to primary or middle level both in rural and urban areas. Only 7%
and 17% disabled persons in rural and urban areas respectively, were educated up to secondary or
above secondary levels in 2002. The proportion of disabled persons educated up to secondary or above
secondary level was very low in 1991 compared to 2002. This indicates that some positive changes
have taken place to improve the secondary and higher education levels for disabled persons during
1991-2002 but it requires further strengthening.
Question 22: Is there information available on comparative successes or failure of children with
disabilities according to the school structure they are enrolled in, regular schools or specialized
ones?
There is not much data that is available. Some individual studies (Punani) are there but no large
scale comparisons have been made. In a recent report, the Supreme Audit Institution of India –
Comptroller and Auditors General – undertook an audit review to “examine the efficiency, economy
and effectiveness of various programmes for empowerment of the disabled with reference to the
Persons with Disabilities Act 1995”. Audit scrutiny revealed that against 8.87 lakh identified
children with special needs (CWSN) in 14 states, only 5.55 lakh CWSN (63 per cent) were
enrolled in school as detailed in Table 14. It was also noticed in audit that against 83185 CWSN
identified in Karnataka, Maharashtra, Manipur and Orissa, only 21440 (26 per cent) CWSN were
provided with assistive devices while in Tripura an amount of Rs. 0.31 crore was given in cash to
CWSN.
Question 23 : Could you provide information on children with disabilities whose access to
education is also hampered/hindered by their belonging to a particular vulnerable group (ethnic,
religious, linguistic, etc..)
Apart from the data that is available on as per the National Sample Survey Organisation (NSSO)
(1991), distribution of children with disabilities as per gender is given in table 12.
Table 12
Incidence of Disabilities According to Gender
Gender Rural No. % Urban No. % Total No. %
Men 15390000 35.42 3080000 7.69 18470000 46.11
Women 17960000 44.85 3620000 9.04 21580000 53.89
Total 33350000 83.27 6700000 16.73 40050000 100.00
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Though disabled girls constitute 54% of the population, they are not given adequate access to
education and rehabilitation services. Moreover, girls with disability in rural areas are further
deprived due to their social conditions. The Sixth All India Education Survey has not classified the
enrolment of children with disabilities according to gender. However, the PIED provides data on
gender classification. As per the PIED data, the coverage of children with disabilities in schools
according to gender is given in Table 13.
Table 13
Distribution of Children with Disabilities in Integrated Schools as per Gender
Male 23 52 29 38 37 28 60 89 33 83 472
Female 40 47 19 26 14 24 48 35 20 30 303
Total 63 99 48 64 51 52 108 124 53 113 775
Even in the PIED survey, which aimed at providing education for all children with disabilities, the
enrolment of girls with disabilities is lower than that of boys. Programmes in the future should
address the gender disparity in order to increase equal opportunities for girls with disabilities.
However, in the case of mentally retarded children, the natural prevalence among boys and girls is
approximately in the ratio 3:1. Therefore, less number of MR girls in educational programmes should
not be treated as discrimination. This scenario does not apply to children with other disabilities.
The Sixth All India Survey on Education (1999) provides substantial information about integrated
education for children with disabilities. As per this survey, children with disabilities benefited through
integrated schools at the primary level on the basis of locality as shown in Table 14.
Table14
Distribution of Children with Disabilities According to Locality
(a) Primary Level
Areas VI HI OH MR Others Total
Rural 1930 1661 17357 1254 2150 24352
Urban 1878 3297 9031 2494 2920 19620
Total 3808 4958 26388 3748 5070 43972
(b) Secondary Level
Rural 1258 1979 8316 436 1067 1356
Urban 1340 1483 6074 843 1718 11458
Total 2598 9462 14390 1279 2485 30514
(c) Higher Secondary Level
Rural 718 413 8056 202 1868 11257
Urban 1509 792 6560 471 1113 10445
Total 2227 1205 14616 673 2981 21702
Statistics reveal that 90% of children with disabilities live in rural areas and only 10% live in
urban areas. This ratio should commensurate with the coverage too. In fact, the data available reveal
disparity. The coverage reveals approximately 60:40 for rural: urban areas whereas the
prevalence rate shows 90:10. This indicates urban bias. As per the distribution of persons with
disabilities, at least 1.8 lakhs of them should have been served in rural areas when the coverage is
nearly 20000 in urban areas. The children in the rural areas continue to suffer. The pattern of
coverage reveals that more children are benefited in the urban areas than in rural areas.

23
The condition is still worse at the secondary level. The enrolment of children with disabilities in
integrated education programmes at the secondary level shows that in the case of persons with
mental retardation, very few can enter into this level of education. Therefore, the figures quoted as
mentally retarded might have included slow learners too. The percentage is almost 55%: 45% which
again indicates that urban children continue to enjoy the benefits whereas rural children suffer. The
condition is same in the higher secondary level too.
ACCEPTABILITY
Question 24: Does the content of the education (curricula) aim to combat any existing stereotypes
or on the contrary, does the curriculum contribute to maintaining those stereotypes?
Not really. Even in the groups that are concerned about the textbooks for other marginalised groups
such as women, tribals etc, disability has not been studied systematically.
Question 25 : Does the education provided represent an empowering tool for children with
disabilities? If so, please provide examples.
As and when they have been integrated, it has been found that they have done extremely well.
Question 26: Does the school environment and education policy favour equality, respect for
diversity and encourage equal participation of children with disabilities?
As the Working Group Paper on Child Development for the XI Plan, September 2006 indicates that
due to poor enforcement of the Persons with Disabilities Act and the Mental Health act, the disabled
persons in India continue to be discriminated against in terms of access to basic services and
opportunities.
Question 27: Is human rights education reflected in the curricula? If so, please provide information
on any visible positive consequences for the education of children with disabilities.
No.
Question 28: Do systems of evaluation of the quality and appropriateness of education provided to
children with disabilities, either in specialized schools or in regular schools, exist? If so, please
provide details.
One of the main functions of the Council is to standardize the training courses for various categories
of Professionals/Personnel for ensuring quality services to the people with disabilities. The Council
keeps on modifying/revising the existing syllabus and adopt new training programmes incorporating
new developments.
The Council has so for standardized 80 Long Term/ Short Term Training Courses, which include 11
Courses developed during the current year, with the help of respective Expert Committees constituted
by the Council.
Question 29: Are there systems in place evaluating the performances of children with disabilities
who are enrolled in regular schools and in specialized ones?
No. There might be some individual studies which focus on this, but nothing systematic at the national
level.
Question 30: Could you provide information on any specific training of teachers and schools
assistants to increase their capacity to better assist and teach children with disabilities?

24
Both the pre-service and in service training programmes conducted in the country cover learners with
disabilities in some or other ways. Analysis of these programmes reveal that the duration of in service
programmes range from half a day to more than hundred days (Julka,2003), The longer duration
programmes are generally through distance mode, as teachers cannot fit these long trainings in their
calendar of events. The biggest barrier to teacher training programmes is generally the non-
availability of trained personnel in the area. Thus the intensity of these training programmes
generally depends upon the availability of expertise in this area.
ADAPTABILITY
Question 31: How much are families, representatives of persons with disabilities and children with
disabilities themselves involved in the design of the education programme and curricula? Are there
any measures guaranteeing such participation?
According to Julka (2005), the following figure shows the available provisions for education at
different levels.
.

25
The problem lies in the fact that there is no convergence in these efforts – they are just available
on an ad-hoc basis.
Question 32: How is guaranteed the right of parents and children to freely choose the most
appropriate education to children with disabilities?
It is not guaranteed at all.
Question 33: Please provide information on education policies and facilities for children with
multiple disabilities.
Within SSA home-based education for children with severe-profound disabilities with the objective of
either preparing CWSN for schools or for life by imparting to them basic living skills has been
undertaken. Different States have adopted different ways to provide home-based support to CWSN.
States like Himachal-Pradesh and Uttaranchal are using NGOs for this purpose, whereas States like
Haryana and Kerala have appointed resource teachers who visit the homes of CWSN to provide them
basic functional skills. Still other States like Tamil- Nadu are using special schools as resource centres
to provide short-time or part-time help to individual children with special needs and their parents.
Parental counselling and vocational training are two important aspects of the entire home-based
instruction programme. Through home-based education, SSA has been able to cover 74170 CWSN. A
notable feature of this programme has been an increased and a sustainable school- community linkage
by actively involving parents in the educational process of their CWSN.
Another landmark legislation is the National Trust Act. In 1999, the Indian Parliament passed an Act
entitled “National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation
and Multiple Disability. This Act seeks to protect and promote the rights of persons who, within the
disability sector, have been even more marginalized than others. Though the National Trust Act of
1999 does not directly deal with the education of children with special needs, one of its thrust
areas is to promote programmes, which foster inclusion and independence by creating barrier
free environment, developing functional skills of the disabled and promoting self-help groups.
Question 34: Please share positive examples or best practices (if any) whereby the government has
taken measures to ensure access of children with disabilities to school through innovative
approaches (alternative education, education provided though media programmes, etc….
While there are no clear indicators some examples from the NGO sector as well as the
government are available. Through hard evidence based research has demonstrated the practicability
of inclusive education by setting up inclusive aanganwadis (early childhood care centres) in the slums
of Mumbai leading to the inclusion of over 3000 children and families into mainstream education.
Karnataka has thought more about CWSN than perhaps most other states. With the help of NGOs
home based Education is being given to 4,467 children with severe disabilities. Some thought is being
given to different forms of disabilities in children and medical examinations are undertaken to
diagnose and help children with disabilities. The department is considering a new initiative to identify
and address sight and hearing disabilities within the school population. 9,985 schools now have ramps.
There is a policy of identifying children who are failing to achieve average marks early on in the
school year and providing remedial teaching. The budget allocation for the year 2005-06 is 982.80 for
the state. Out of which 906.416 is spent for the different activities under this intervention.
A private school called St Mary Inclusive Education certainly seems has worked both ways. “All of us
have learnt to be more broad-based in our methodology, to be more understanding. I think our
relations with our husbands and wives and children are all so much better now."

26
But many argue on whether that's the best way to educate special children, children who have specific
individual needs and children who can be made to feel like misfits in the, sometimes cruel, world.
The disability is usually caused when some nerve cells do not work properly. Says Renu Singh,
Director, School of Rehabilitation Sciences, Spastic Society of Northern India. "Physically
dysfunction is common. A few many suffer from visual or hearing impairment as well. But most of
these kids are extremely bright and talented." There are special schools and institutes that cater to their
needs - the Spastic Society of Northern India (SSNI) being one of them. "Our institute helps them
learn skills and vocations that would prove useful to them in earning a living and becoming
independent." Says Singh. SSNI also tries to integrate disabled children into mainstream schools.
Aruna Parashar was a student at SSNI till she gave her Class X exams. She moved on to join St.
Mary's School but quit it mid-way to complete the rest of her education through correspondence. After
brief stints as a receptionist at the SSNI, followed by secretarial work at an export house, Parashar
today is working as Customer Service Executive at In-touch Solution, a call centre. Thirteen-year-old
Rohan Goel, who has Downs Syndrome, is among the 40 physically and mentally disabled students at
St Mary’s studying alongside other students. Rohan is like all the other children in his class. He
studies the same subjects and appears for the same exams with the other children at the end of each
term. “It’s not like we feel different with them around. They are our friends and if they need help we
help them,” says Sahil, a student, about studying with disabled children.

Response to the letter and questionnare on disability and inclusive education

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Response to the letter and questionnare on disability and inclusive education