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STATUS OF THE EDUCATION OF CHILDREN WITH DISABILITIES

STATUS OF THE EDUCATION OF CHILDREN WITH DISABILITIES. A SITUATIONAL ANALYSIS REPORT. Sreerupa Mitra, Consulant s.sen.mitra@googlemail.com. WHY DO RESEARCH ON INCLUSIVE EDUCATION?. To assess progress made so far. To identify challenges and issues.

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STATUS OF THE EDUCATION OF CHILDREN WITH DISABILITIES

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  1. STATUS OF THE EDUCATION OF CHILDREN WITH DISABILITIES A SITUATIONAL ANALYSIS REPORT Sreerupa Mitra, Consulant s.sen.mitra@googlemail.com

  2. WHY DO RESEARCH ON INCLUSIVE EDUCATION? • To assess progress made so far. • To identify challenges and issues. • To identify best practices/strategies that promote IE. • To create an evidence base for advocacy and lobbying with the Government. • To assess whether the policies, structures and resources are yielding the desired results.

  3. OBJECTIVES OF THIS STUDY • To identify issues & challenges faced by CWDs in accessing education. • To gather data on current rates of enrolment and retention in preschool and elementary school. • To understand the role of parents & community in the education of CWDs. • To assess the impact of inclusive education on CWDs. • To elicit recommendations from the field.

  4. METHODOLOGY • GUIDELINE QUESTIONNAIRE • PART I-QUANTITATIVE DATA Preschool-CWDs Identified, Enrolled Elementary Education-Identified, Enrolled, Drop out and Out of School CWDs • PART II-QUALITATIVE DATA Enrolment Challenges and Issues Learning Achievements of CWDs Role of Parents & Community Recommendations

  5. COVERAGE • 47 PARTNER ORGANIZATIONS OF CBR FORUM- South-31 East-14 Northeast-2 • Over 7500 CWDs

  6. Details of Responses Received

  7. FINDINGS PRESCHOOL Total No of CWDs Identified- 1225 Male-702; Female-523 Total No of CWDs Enrolled- 593 Male-363; Female-230 Rate of Enrolment-48% Male-52%; Female-44% Highest -Low Vision (71%) Lowest -Cerebral Palsy (30%)

  8. PRESCHOOL EDUCATION • 53% state that lack of parental interest- awareness, fear stigma & neglect. • 59% state that AWWs are not open to enrolling CWDs. • 28% feel that the environment is not conducive-stigmatization, absence of positive atmosphere. • 23% state that anganwadis do not provide barrier free access. • 27% cite travel as a problem, especially when distances are long, terrain is undulating.

  9. PRESCHOOL • Parents display lack of interest, fear neglect. • Problems of travel, absence of inclusive environment, economic necessities. • Feel responsibility ends with enrolment. Some enroll CWDs only to be relieved of them for some part of the day. • Do not monitor the children’s prpgress. • Parents are helping the child to reach the preschool (Kerala and Tamil Nadu). • Follow up on the knowledge & skills taught at school.

  10. ELEMENTARY EDUCATION Total No of CWDs Identified- 6452 Male-3704; Female-2744 Total No of CWDs Enrolled- 4541 Male-2644; Female-1913 Rate of Enrolment-70% Male-71%; Female-72% Highest -Low Vision (90%) Lowest -Cerebral Palsy (46%)

  11. ELEMENTARY EDUCATION • Rate Of Drop Out-13% Male-13%;Female-13% • CWDs who had some point been enrolled but dropped out-33% Male-36%;Female-30% • CWDs who have never been to school-67% Male-64%, Female-70%

  12. ELEMENTARY EDUCATION • Enrolment- South-76% (Male:77%,Female:74%) East-54% (Male:55%,Female:56%) Northeast- 35% (Male:10%,Female:67%) • Rate of Drop out- South-11% East-22% Northeast- 8%

  13. CHALLENGES/ISSUES FACED BY CWDs • 73% feel that lack of accessibility is a major hindrance-lack of accessible classrooms, school buildings, toilets, play areas, appropriate seating etc. • 63% state that travel is a major issue-inaccessibility; inability/unwillingness on the part caregivers to accompany CWD. • 67% state that the general environment is not conducive-labeling, impatience, neglect and exclusion.

  14. CHALLENGES/ISSUES • 72% have referred to the question on teachers. Attitude is not always positive. Tend to neglect. Emphasize need for training. Lack of teachers with knowledge about teaching CWDs. • With orientation and sensitization,some teachers are displaying positive attitudes, adapting teaching methods.

  15. IMPACT OF INCLUSION • Attained daily living skills. • Teachers are realizing the abilities of CWDs. • CWDs are competing with non disabled peers and are performing well. • Socialization & communication skills have been enhanced. • CWDs participating in extra curricular activities, demonstrate their talents. • CWDs with sensory disabilities are finding it difficult to cope.

  16. ROLE OF PARENTS • Parents are increasingly displaying more positive attitudes. • Meet the teachers and try to follow up at home what it is taught in schools. • Some parents even hire tutors to support their children’s studies at home. • However, not all parents are positive, tend to think that the education of their children is the responsibility of the school.

  17. ROLE OF THE COMMUNITY • Community members have played a positive role in encouraging CWDs to go to school. • Contributing more effectively through parents’ groups and VECs. • Lobbying with the government. • However, not all respondents share such positive views, they feel that the community is passive and assumes that the responsibility of the education of CWDs lies only with the school.

  18. RECOMMENDATIONS • CWDs- intensification of early childhood interventions, preparation for school. Provision and repair of aids and appliances, Provision of itinerant support to CWDs in school. • Teachers- pre-service and in service training, strengthening of linkages between schools and resource centers. • School -Creating an accessible environment, provision of appropriate TLM, adaptation of the curriculum and evaluation system.

  19. RECOMMENDATIONS • Sensitization of peers, parents, community members and govt. officials. • Building the care giving and advocacy skills of parents. • Enlisting the active participation of the community to act as a watchdog, to encourage and support CWDs, motivate parents.

  20. LIMITATIONS AND GAPS • Response Rate • Responses Not Qualified Enough • Repetitive Questions & Responses • Ambiguity-different Interpretation – Eg. Role of parents – interpreted as what Parent should • Gaps-role Of Other Stakeholders (Govt., health worker), Quality Of Education, Classroom Transactions. • Error In Quantitative Data

  21. SCOPE FOR FUTURE RESEARCH & ACTION • Enrolment is not the major issue. • Retention needs to be looked into. • Quality of education has to be assessed • Assessment of classroom transactions • Documentation of best practices • Assessment of learning achievements. • Study and strengthen support of different stakeholder groups.

  22. Thank You CBR Forum 14, C.K. Garden, Wheeler Road Extension St. Thomas Town Post, Bangalore Tel: +91-80-25497387/ 88 cbrforum@blr.vsnl.net.in or advocacy.cbrforum@gmail.com www.cbrforum.in

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