EDUCATION JOURNEY OF DISABLED CHILDREN IN INDIA-EVALUATING POLICY PROGRESS
by
Acknowledgement
I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible
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I [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University
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Abstract
In this study we try to explore the concept of “Disability” in a holistic context. The main focus of the research is on “Education Journey of Disabled Children in India” and its relation with “policy progress”. The research also analyzes many aspects of “disability” and tries to gauge its effect on “education in India”. Finally the research describes various factors which are responsible for “disability” and tries to describe the overall effect of “education in India”.
Table of Contents
CHAPTER 1: INTRODUCTION1
Disability3
Disability in India3
Status of people in the society4
Classification of citizens5
Upper Class Educated (UCE)5
Upper Class less Educated (UCLE)5
Middle Class Educated (MCE)6
Middle Class less Educated (MCLE)6
Lower Class Educated (LCE)6
Lower Class Uneducated (LCUE)6
Significance of the study7
Research Question7
Ethical Consideration7
CHAPTER 2: LITERATURE REVIEW9
Education in India10
Special Education10
Inclusive education in the legal right to education11
Right to Education I: accountability and international law12
Right to Education II: Mobilizing actors12
Right to Education III:Accessibility13
Right to Education IV: integrating law and national policies13
Right to Education V:Legal Sanctions14
Ensuring disabled people their right to education16
Social Participation17
Poverty and Disability18
Disability Models18
Persons with Disabilities Act, 199520
Disability and Impacts on Family24
Different models of education of the disabled26
Special Education26
Integrated Education Model26
Integrated Education for Disabled Children (IEDC)27
Projected Integrated Education for the Disabled (PIED)27
District Primary Education Programme (DPEP)27
The Needs of Disabled27
Types of Disability28
1) Physical Disabilities28
2) Mental Disabilities30
Problems with Documentation31
Participation rates in the education system32
Work Participation Rates33
Current Status of the Law in India37
Educating Professionals and Parents39
Sarva Shiksha Abhiyan41
Basic Features of SSA41
Areas of Intervention and Norms42
Teacher Training43
Identification of Children with Disabilities48
Physical Accessibility of Schools50
Personal training of librarians53
CHAPTER 03 RESEARCH METHODOLOGY57
Research Method57
Research Design58
Literature Selection Criteria58
Search Technique58
Keywords Used58
CHAPTER 04 DISCUSSION59
Medical Professionals60
Legal Knowledge60
Belief System61
CHAPTER 05 CONCLUSION62
REFERENCES64
CHAPTER 1: INTRODUCTION
The education and equal opportunities for children with disabilities is an ongoing issue around the globe. These issues vary from one country to another. Today when admission of children with disabilities to any public school is no longer an issue in countries like the United States, millions of similar children in places like India struggle to find an education or disability related services in their home lands. The majority of services for people with disabilities in India are carried out by parents or family members. India, the second largest populated country in the world, has traditions and cultures that are more than ten thousand years old. In 29 states, populations speak unique languages and practice distinct cultures. The country has 18 official languages with over 1500 dialects.
There are Hindus, Christians, Muslims, Sikhs, Parsis, Jains and devotees of a few other religions. Because of these differences in languages, religions, culture, traditions and practices, ...