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By Mithu Alur By Mithu Alur Education of Education of Children and Young Adults Children and Young Adults People With Disabilities in India; Status, Challenges, and Prospects World Bank, New Delhi, November 2007

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By Mithu AlurBy Mithu Alur

Education of Education of Children and Young AdultsChildren and Young Adults

People With Disabilities in India; Status, Challenges, and Prospects World Bank, New Delhi, November 2007

Content Content Part 1 begins by focusing firstly on the larger challenges concerning policy that we face, the institutional and existing structural barriers causing exclusionPart 2 moves onto the specific challenges concerning the programmes in of SSA, ECD, Teacher training, RCIPart 3 shares with you a Model that we have been able to work out in Mumbai Part 4 concludes with a few Key Recommendations

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Institutionalized Barriers

The Ministries as Barriers to Inclusion: Structural Fragmentation

A well-known policy analyst suggests that policy is about what ‘governments choose to do and what they choose not to do’. Policy can also be ‘failure

to act or a deliberate decision not to act’.

Children should not be segregatedChildren should not be segregated

* 1944, 1948 Sargent Reports

Institutionalized Barriers

Education of Children with Special Needs Education of Children with Special Needs moved from Ministry of Education to Ministry moved from Ministry of Education to Ministry of Welfareof Welfare

* 1960

Institutionalized Barriers

Need for re-vamping elementary education

* 1964 Kothari Commission

* 1986 Education Policy Review

Institutionalized Barriers

The Ministry of Human Resource

Development

The Ministry of Human Resource

Development

NCERTNCERT

NIEPANIEPA

NIPCCDNIPCCD

NCTENCTE

DPEPDPEP

ICDSICDS

NationalNational

Ministry of Human Resource DevelopmentMinistry of Human Resource Development

IEDCIEDC**

* * A policy of integrationA policy of integration

The Ministry of Social Justice and

Empowerment

The Ministry of Social Justice and

Empowerment

Street ChildrenStreet

Children

Scheduled Caste

Scheduled CasteDisplaced

CitizensDisplaced

Citizens

Scheduled Tribe

Scheduled Tribe

Ministry of Social Justice and EmpowermentMinistry of Social Justice and Empowerment

DisabledDisabled**

* * A policy of assistance to voluntary A policy of assistance to voluntary organisationsorganisations

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Institutionalized Barriers

Lack of a Conceptual Framework: Policy Ambiguity

The objectives of the Ministry of Welfare became to 'rehabilitate' rather than to 'educate'. This resulted in the absence of setting up the

mechanism for implementation as there was no policy to educate.

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Institutionalized Barriers

Dichotomy between policy and practice

Today we find that although the Government continues its policy of integration on a parallel

level, it has continued its segregationist policy of promoting the idea of special schools through the Ministry’s Assistance to voluntary organisations

schemes. This causes a dualism, a fragmentation a lack of cohesion an insitutionalised barrier

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Institutionalized Barriers

Teacher Training as a barrier: The Rehabilitation Council of India (RCI)-A

Fractured Mandate

The Social Justice Ministry also deals with teacher training through the mechanism of RCI. This is quite absurd. How

can this be done when they do not have education on their agenda?

The RCI, is responsible for special needs teacher training and the MHRD is responsible for general teacher training.

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Institutionalized Barriers

Teacher Training as a barrier: The Rehabilitation Council of India (RCI)-A

Fractured Mandate

There is a structural fragmentation between the roles of MHRD and MOSJE which contributes to a lack of

coherence and uniformity in the teacher training regime for inclusive education.

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Institutionalized Barriers

Teacher Training as a barrier: The Rehabilitation Council of India (RCI)-A

Fractured Mandate

The RCI is creating a cadre of people who are creating institutional barriers. Some amount of specialisation is

required but the technical mystification being perpetuated is detrimental

General teachers cannot just say ‘we are not trained to deal with the education of disabled children’

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Institutionalized Barriers

NGOS as Barriers to inclusive education

a) Not a State Responsibility, an NGO Dependencyb) Special Education dominated by technique and mystique.c) Micro not macro contribution

The voluntary sector has no doubt played a very active and vigorous role in introducing new concepts of education and services, but without continuous funding and good infrastructural support it has been grounded on a micro level.

d) A lack of political lobby

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Institutionalized Barriers

The Politics of Policy-makinga) Silence on the subject by international agencies and policy

makers

b) Conflict of Resources

c) Exclusion on a Macro-scale

The findings show that without a clear-cut policy directive from the top, a massive exclusion has been happening on the ground level. Disability issues are buried deep within the debris of a kind of institutionalized discrimination indicating a systemic failure.

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Key Policy and System Requirements

An Inclusive Definition is needed

How does all this have a wider impact a ripple affect?

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Key Policy and System Requirements

Take for example Jan ShikshanSansthan (JSS):– disadvantaged groups of urban/rural

population particularly neo-literates, semi-literates, SCs, STs, women and slum dwellers, migrants workers etc.

People with disabilities are left out. They are not mentioned.

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Moving from Policy to Practice

Legislation– The State shall promote, with special care, the

education and economic interests of the weaker sections of the people, and, in particular of the Schedule Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation”

– THE DISABLED AS A GROUP WITHIN THE WEAKER SECTIONS ARE NOT MENTIONED AND HAVE CONSEQUENTLY BEEN LEFT OUT

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Key Policy and System Requirements

Definition of any Target Group must have clarity and must ensure the group is included.

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Key Policy and System Requirements

To prevent exclusion from programmes and budgetary allocation, there should be a positive discrimination clause inserted which specifies ‘including the disabled” in all the schemes as well cross-referencing and cutting across all sectors would be needed in all documentation. This kind of cross-referencing would include and protect all groups of disadvantaged people in the country being run by the Government.

Development of Education of SC, ST, OBC, Minorities, Girls and the Disabled and other Disadvantaged Groups

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The 93rd Amendment of the Education Bill

A positive statement has been made and the Amendment Clause states that 'all' means all children with disabilities as well.

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Part 2: Moving from Policy to Practice

Institutional Barriers in the Programmes: Sarva Shiksha Abhiyan

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Enrolment and Attendance

38 percent of CWD aged 6-13 are out of schools. Almost three quarters of children with severe disabilities (75%) are illiterate and do not attend school. Close to one third of children with mild disabilities (30%) are not in school.

(Source: All India survey of out-of-school children in the 6-13 years age group commissioned by Ed . Cil. to Social and Rural Research Institute (A

Specialist unit of IMRB International) in 2005)

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Illiteracy and primary attainment rates for all PWD, 2002

Figure 4.1

0

10

20

30

40

50

60

70

80

Severe Moderate Mild

% o

f dis

abili

ty c

ateg

ory,

all

ages

IlliteratePrimary or less

Source: NSS, 58th round

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School attendance for PWD, 5-20, by age and area

Figure 4.3

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

5 7 9 11 13 15 17 19

Urban

Rural

Source: NSS, 58th round

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Spending share on inclusive education in SSA is low,

at only 1 percent nationally.

Source: NSS, 58th round

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SSA expenditure execution on inclusive education is poor, nationally and in the

poorest states

Source: NSS, 58th round

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Physical accessibility of schools

The bulk of SSA schools are not accessible for CWD – nearly all in some states

Share of accessible SSA schools, 2005Figure 4.12

0 20 40 60 80 100

AssamBiharJ&K

JharkhandKarnataka

MaharashtraGujaratKerala

RajasthanUP

West Bengal

All-India

% of total SSA schools

Source: SSA, based on state Civil Works Units

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Data system is a problem

The problem is not with the DISE framework itself: It is flexible enough to accommodate as much or as little information as required. States need to decide that they want to collect as much data about CWD as will help them make provision: The lack of CWD data in DISE is only a reflection of Governments. Lack of any committed policy for CWD to be integrated within education systems.

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Mapping: out of school

We know that 1.36 crore children out of school but do not know where. In order to plan effective intervention, we need to map urgently where the children are.

– How do we know how many schools will be needed? – And where they will be needed. – How many teachers will be required?

We need a good data system that will reflect all information.

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Civil Society Partnerships

Our own experiences indicate that there

is a complete lack of convergence

between government and NGO /

community roles.

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Research, Evaluation and Monitoring Systems are missing.

The SSA has been labeled ‘a golden goose’ being exploited by suppliers and contractors by journalist Kalpana Misra, ‘a grand scheme, awash with funds’ but lacking both, effective utilization of those funds and in depth monitoring.

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Research, Evaluation and Monitoring Systems are missing

According to Professor Yash Pal “…… It is only imparting poor quality education among the masses and the teachers are not well qualified to carry out the assignments bestowed upon them. The students under SSA are not registered, they do not go to proper schools, and the government has not laid proper norms for teacher selection as well.”

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Research, Evaluation and Monitoring Systems are missing

There is too much fragmentation within the government machineryInterdepartmental conflicts and tensionsNo proper definitions A lack of intent to use civil society organisationseffectively. This result is an absolute lack of convergence a term the Late PM Indira Gandhi used frequently.

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Research, Evaluation and Monitoring Systems are missing

Unfortunately, monitoring of programmes has not happened. This is clear as the recent reports on the way educational funds have been spent through the SSA programme show. Unless monitoring mechanisms are firmly put into place for monitoring and evaluating whether the funds are reaching the poor and powerless children the status quo will continue.

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Children with disabilities not found in the anganwadis. The AMW expresses her lack of knowledge of handling children with disabilities as one of the reasons for not including them.The CDPO’s do not know the number of disabled children in their area. A new revamping of the ICDS Schem called the New Generation of ICDS has been submitted by us and Unicef

Institutional Barriers in the Programmes: Integrated Child Development Services (ICDS)

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Demonstration Models: The way forwardThe First Model: The Spastics Society of India

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Technical AspectsTechnical Aspects

Educational Assessment Educational Assessment

The First Model: The Spastics Society of India

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Holistic programmes combining education and Holistic programmes combining education and treatment under one rooftreatment under one roof..

EducationEducation

The First Model: The Spastics Society of India

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Educational inputs: a communication board. Educational inputs: a communication board.

EducationEducation

The First Model: The Spastics Society of India

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EducationEducation

The First Model: The Spastics Society of India

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Balancing on the swing

Balancing on the ball

TreatmentTreatment

The First Model: The Spastics Society of India

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Cerebral palsy became recognised as one of the 11 classifications of the Government. With a slight modification in the curriculum and with skilled teachers, the students demonstrated that it was perfectly possible to be educated. Educational reforms took place allowing children to have writers and get extra time for their school and University exams.

Macro Level Outcome

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Vipasha Mehta doing her Phdin Philosophy

Nilesh Singit has a Masters in English Literature

Today our students have pursued careers in accounting, journalisToday our students have pursued careers in accounting, journalism, finance, m, finance, computing, and some have set up their own successful businesses.computing, and some have set up their own successful businesses. Others have Others have pursued academics at the Masters and PhD level. pursued academics at the Masters and PhD level.

Malini Chib completed her Masters in Womens Studies

Macro Level Outcome

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Andhra Pradesh Andhra Pradesh AssamAssamDelhiDelhiGoaGoaGujaratGujaratHaryanaHaryanaJammu and KashmirJammu and KashmirJarkhandJarkhandKarnatakaKarnatakaKeralaKeralaMadhya PradeshMadhya PradeshMaharashtraMaharashtraMeghalayaMeghalayaOrissaOrissaPunjabPunjabRajasthanRajasthanTamil Tamil NaduNaduUttar PradeshUttar PradeshWest BengalWest Bengal

There are now education and therapy services for children with cerebral palsy in 19 out of the 31 states.

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A Shift in Ideology

We began two major international projects with We began two major international projects with

Canadian CIDA and UNICEF.Canadian CIDA and UNICEF.

1. The National Resource Center for Inclusion, India1. The National Resource Center for Inclusion, India

2. The Early Intervention in Inclusive Education an 2. The Early Intervention in Inclusive Education an

SSI/UNICEF project.SSI/UNICEF project.

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Second Model: National Resource Centre for Inclusion (NRCI), Mumbai

NRCI has been focussed on how inclusion can be actualized through change at three levels:– micro – level of classroom and school values,

culture / policies / practice

– mezzo – level of community

– macro – level of policy, legislation, political culture of the local, state, national, and global level.

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The NRCI Has Four Major Activities

Policy Studies and Change Unit

Demonstration Resource

Unit-Training and

School Development

Public Education and Social and

Community Development

Unit

The Project Management

Unit

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To create Education for All To create Education for All

models with the aim of models with the aim of

demonstrating how our own demonstrating how our own

special schools are admitting special schools are admitting

children with disabilities.children with disabilities.

Model 1: Making Special Schools Inclusive: desegregation

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Children out of school have Children out of school have now got an access to now got an access to education in inclusive education in inclusive nurseries in the slums. nurseries in the slums. Disabled children are learning Disabled children are learning side by side within our own side by side within our own existing special schools. existing special schools.

Model 2: Making community schools inclusive

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Inclusive facilities Inclusive facilities

available for all children available for all children

within a Local Hospital.within a Local Hospital.

Model 3: Making inclusive facilities within a State Municipal Hospital

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Disabled students have Disabled students have

been placed into regular been placed into regular

schools. Over 60 partners schools. Over 60 partners

form the Forum for Local form the Forum for Local

Inclusive Education. Inclusive Education.

Model 4: Making ordinary schools inclusive

Model 5 : Pedagogy

National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to

Mumbai University

National Level Teacher Training Course (Diploma in the Education of Physically Handicapped) affiliated to

Mumbai University

National Level Therapists Training Course Management in Cerebral

Palsy [MCP]

National Level Therapists Training Course Management in Cerebral

Palsy [MCP]

Orientation for Parents, Volunteers and Staff.

Orientation for Parents, Volunteers and Staff.

Community Initiatives in InclusionCommunity Initiatives in Inclusion Early Childhood Care and EducationEarly Childhood Care and Education

Training for ICDS PersonnelTraining for ICDS Personnel

Courses reviewed and the philosophy of inclusion is now a part oCourses reviewed and the philosophy of inclusion is now a part of the f the revised curriculum in all the courses. revised curriculum in all the courses.

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Asia Pacific: Community Initiatives in Inclusion

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Model 6: ADAPT… The rights Group

ADAPT conceptualized by ADAPT conceptualized by MaliniMaliniChibChib is a cross disability rights is a cross disability rights and entitlement wing of NRCI and entitlement wing of NRCI

AAblebleDDisabledisabledAAllllPPeopleeopleTTogether ogether

Nothing for the disabled without the disabledNothing for the disabled without the disabled

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ADAPT has been active in three areas: Access, Awareness and Attitudes.

ADAPT… The rights Group

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All India Regional Alliance

INCLUSIVE EDUCATION PRACTICE IN INCLUSIVE EDUCATION PRACTICE IN EARLY CHILDHOOD IN MUMBAI, EARLY CHILDHOOD IN MUMBAI,

INDIA.INDIA.

PRINCIPAL INVESTIGATORSPRINCIPAL INVESTIGATORS

MITHU ALUR.Ph.D,INDIAMITHU ALUR.Ph.D,INDIAMARCIA RIOUX.Ph.D, CANADAMARCIA RIOUX.Ph.D, CANADA

AN SSI/UNICEF PROJECT

SUPPORTED BYCANADIAN INTERNATIONAL DEVELOPMENT

AGENCY (CIDA)

Mezzo Level:Mezzo Level: Early Intervention: A Whole Early Intervention: A Whole Community Approach toCommunity Approach to Inclusive EducationInclusive Education

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Key components of the project

The project had two key components, the intervention modules, and the research studies. The former aimed to demonstrate the ‘how’ to inclusion, and the latter to track the changes in the children and the community over two years.

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OutcomesThe overall results were very positive. Improvements were noted in development and learning for both, children with and without disabilities. Two new scales were developed: the Development Scores and the Barriers to Inclusion scale. We found that as the Barriers to Inclusion reduced, the Development Scores increased. Factors of good inclusive practice in early childhood emerged. All children were put into local community schools. If inclusion could be demonstrated in an impoverished community like Dharavi, it is possible anywhere.The community took ownership

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Changes in DS versus BIL

0

0.5

1

1.5

2

2.5

3

3.5

4

Baseline MidTerm EndTerm

DSBIL

Findings Across SitesQuantitative Data

CAPP I on a macro level of policy, CAPP I on a macro level of policy, legislation, formulation and implementation legislation, formulation and implementation will work on a state, national, and global will work on a state, national, and global level. This is level. This is the whole policy approachthe whole policy approach..MacroMacro

Culturally Appropriate Policy and Practice (CAPP)

MezzoMezzoCAPP II on a mezzo level of community, CAPP II on a mezzo level of community, workers and local administrators and workers and local administrators and bureaucratsbureaucrats. . This is This is the whole community the whole community approachapproach..

CAPP III on a micro level of classroom and CAPP III on a micro level of classroom and school values, culture/ policies/practice. school values, culture/ policies/practice. This is This is the whole school approachthe whole school approach..

MicroMicro

CAPP to provide resource and training material to help put children with disabilities aged 6-14 years into regular school.

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OutcomesMore than 5,000, babies, children and young people have come forassessment and remedial programmes over the last 35 years.Over 3000 preschool children with and without disabilities admitted into inclusive nurseries10,000 families in Mumbai Over 300 models of employment have been developedThe most important contribution was to move from C and D category jobs such as basket weaving, telephone operating and other stereotyped jobs in which the disabled adult have been put in, through the ages to A and B category jobs. 100,000 / 1 million people reached out to around the country.

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Macro Level

Policy Change: National Macro level and Education For All

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Composite Support Model for Education of Children with Composite Support Model for Education of Children with Special NeedsSpecial Needs

MMuummbbaaii DDiissttrriicctt MMooddeell,, PPooppuullaattiioonn:: 1166 mmiilllliioonn

CST Composite Support Team

Child Level Services School Level Services Community Level Services

• The visually impaired • The hearing impaired • The multiply disabled such as cerebral

palsy • The orthopedically impaired with

locomotor difficulties • Intellectual impairment (Downs

syndrome) and behavioral difficulties. • Autism • Learning Difficulties such as ADHD,

Dyslexia, dyscalculia, dysgraphia

a) Resource Room Equipment (chatai, teaching aids, computer, tyre swings, barrel tunnel).

b) Architectural Modifications (minimal changes like ramp, simple toilet alterations, etc.)

c) Teaching Aids and Resources (reading boards, flash cards, enlarged books, picture books, educational toys, remedial kits)

d) Assistive devices (wheelchairs, furniture, modified plates and spoons, communication aids and Braille software).

A Special Education Needs Coordinator (SENCO) is required to liaise between the Composite Support Team (CST) and the school. This could be a social worker or psychologist who will be like a Master Trainer and will also look at counseling for youth, parents, teachers and peers and related issues such as vocational counseling.

• Special educator • Occupational therapist • Social worker / psychologist /

vocational guidance counselor. • Speech and communication

therapist • Multipurpose workers

SENCO Special Educational Needs Coordinator

Source: Mithu Alur, Ph.D., Member CABE, September 2006

Stru ctural Cha nge L egislat ive Chang e

Politic al Chang eEduca tionalCha nge

Stru ctural Ch ange Legisla tive Chan ge

Politic al Chan geEduca tionalCha nge Ministryo Hu man Resou D evelopme

Nomination to the CABE com mitteeNation al Curricular Fra mework (NC F), 2005

SSA

Stru ctural Cha nge L egislat ive Chang e

Politic al Chang eEduca tionalCha nge

Stru ctural Ch ange Legisla tive Chan ge

Politic al Chan geEduca tionalCha nge Ministryo Hu man Resou D evelopme

Nomination to the CABE com mitteeNation al Curricular Fra mework (NC F), 2005

SSA

Legislative Change

EducationalChange

Political Change

Children with Disabilities included in the ICDS

Children with Disabilities included in the ICDSChildren with

Disabilities included

Sarva ShikshaAbhiyan

Children with Disabilities

included Sarva Shiksha

Abhiyan

National Curricular Framework (NCF), 2005

National Curricular Framework (NCF), 2005

Nomination to the CABE committee

Nomination to the CABE committee

Nomination to the Working

Group Advising the Planning

Commission

Nomination to the Working

Group Advising the Planning

Commission

Free &Compulsory

Bill

Free &Compulsory

Bill

86th amendment

86th amendment

Persons with Disability Act

in 1995

Persons with Disability Act

in 1995

Inclusive EducationA part of

Ministry ofHRD

Inclusive EducationA part of

Ministry ofHRD

Structural Change

New Ministry of Women

and Child Development

formed

New Ministry of Women

and Child Development

formed

Allocation for Inclusive

Education in the 11th Five

Year Plan

Allocation for Inclusive

Education in the 11th Five

Year Plan

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Key Recommendations for the Future

Mapping and Identification needed as well as a robust data system needA strong monitoring and evaluation system is requiredA Public Private PartnershipStructural changeTeacher Training

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…Together

Let Children be Children…