1.

Details of Module and its structure

Module Detail

Subject Name Education

Paper Name Inclusive Education

Module Name/ National programmes for children with disability  

Title
Module Id e-PG-EDN_15.03
Pre-requisites Basic understanding of national policies/schemes for children with
disabilities
Objectives After going through this content the learner will be able to:
1. Know various educational programmes formulated by the
Government of India for children with disability.
2. Understand how those programmes approach towards
Inclusive Education.
3. Know what are the various provisions and facilities
provided for children with disability.

Keywords Inclusive education, Early Childhood Care and Education, Right to

Education Act
2. Development Team

Role Name Affiliation

Principal Prof. P.K. Sahoo Department of Education, University of

Investigator Allahabad, U.P.
Co-Principal Prof. Rajaram S. Central Institute of Educational
Investigator Sharma Technology, NCERT, New Delhi
Co-Principal Prof. Dhananjay Department of Education, University of
Investigators Yada Allahabad, U.P.
Paper Dr. Sushant Panda Department of Education,
Coordinators University of Jammu, Jammu Tawi
Content Dr. Nibedita Govt. P.G. College, Gopeshwar, Chamoli,
Writer/Author Priyadarshani Uttrakhand
Content Reviewer Prof. Devraj Goel Central Institute of Educational
Technology, NCERT
Dr. Aerum Khan Central Institute of Educational
Technology, NCERT
Mr. Anil Paraste Central Institute of Educational
Technology, NCERT
Language Editor Dr. Aerum Khan, Central Institute of Educational
Technology, NCERT
Mr. Anil Paraste Central Institute of Educational
Technology, NCERT

TABLE OF CONTENTS
1. Introduction
2. Educational Programmes formulated by the Government of India for Children
with Disability
2.1. Early Childhood Care and Education (ECCE)
2.2. Project for Integrated Education Development (PIED)-1986 and
Integrated Education for the Disabled Children (IEDC)-1992
2.3. District Primary Education Project (DPEP)-1994
2.4. National Programme for Rehabilitation of persons with Disability
(NPRPD)-1999
2.5. Community School Programme by UN (CSP)
2.6. Sarva Shiksha Abhiyan (SSA)-2000
2.7. The Action Plan for Inclusion in Education of Children and Youth with
Disabilities (IECYD) 2005
2.8. Inclusive Education for Disabled at Secondary Stage (IEDSS)-2009
2.9. Right to Education Act (RTE) 2009
 3. Summary
4. Acronyms

1. Introduction

Population with disability is 10% of the world’s population. 80% of these people with
disabilities live in developing countries
(​http://www.un.org/disabilities/documents/toolaction/pwdfs.pdf​). ​According to the
Census of India 2011, India has a disabled population of about 26 million suffering
from Various kinds of disability which accounts for 2.21 percent of the total
population.(​http://www.censusindia.gov.in​)​. There was a time when disabled children were
thought to be burden. But now they are made assets for the country. Their inherent
potentialities are enfolded and nourished through suitable education. Education enable
will them to occupy right places in the society. In this context, the Education
Commission (1964-66) stated, “Their education has to be organized not merely on
humanitarian ground but also on grounds of utility” (Mohanty, J & Nayak, B.K,
1996). The country has to provide suitable education as a social justice not as a mercy
measure. Only the education can make them productive in the society. Developed
countries of the world have taken firm steps for socio economic upliftment of the
children with disability. But in comparison to developed countries, steps of
developing countries are far behind. In India educational and rehabilitation facilities
for children with disability are far from satisfactory. India has made education
compulsory as a constitutional directive. From independence onwards Government of
India has been formulating different programmes for realizing Universalisation of
Elementary Education. Those programmes are also addressing educational needs of
children with disability, directly or indirectly. The Government of India has
formulated and implementing Right to education Act, 2009 to provide suitable
education to all children with and without disability.

2. Educational Programmes formulated by the Government of India for Children

with Disability

2.1 Early Childhood Care and Education (ECCE)

Pre-school Education Project was implemented as a school readiness programme in
tribal and rural areas for promoting the cause of UEE. It was renamed as Early
Childhood Care and Education (ECCE) in the NPE, 1986 by recognizing the wholistic
nature of child development and giving high priority through Integrated Child
Development Services (ICDS). This programme helps in relieving girls from the
burden of sibling care to attend school. Central government, State government,
various local bodies, panchayats and NGOs have taken steps regarding this scheme.
Important policies relevant to provision of ECCE in India are:
1. National Nutrition Policy (1993) - this policy gave priority to children of high
risk below 6yrs,
2. National policy on Empowerment of women (2001) - this policy made
provision of childcare facilities and crèches at work place for working
women,
3. Convention on Right of the child (1992) - This convention prepared a National
Charter for children. National commission for Children has also been set
up. Main objective of this commission was to safeguard/protect the rights of
children,
4. National Plan of Action for children (2005) - this plan of action includes
universalisation of ECCE. It ensures care, protection and development
opportunities for children below 3 yrs and pre-schooling opportunities for
3-6 yr old children,
5. National Curriculum Framework (2005)- it also emphasizes on two years
pre-schooling (Kaul, V & Sankar,D,2009).

An evaluation of DPEP indicates that girls’ enrolment and school attendance was
found to be higher in DPEP States with ECCE centers than those without these
centers. (Rao & Sharma, 2002) Research findings state that children with disabilities
are not found in the anganwadis and the workers are not trained in handling their
needs. From this finding it is evident that the govt. is not focusing on ECCE for
CWSN (Alur, 2007). So, govt. should bring reform in ICDS programme by
incorporating inclusive policy. It will help early identification and intervention of
children with disabilities. District Rehabilitation Centers’ have not achieved
significant progress in ECCE, due to lack of technical knowledge on identification
and assessment. In order to overcome this deficiency, DRCs should work in liaison
with primary health care system instead of working in isolation. Similarly, primary
health care personnel have no knowledge on ECCE skills. It is highly essential to
incorporate practical skills and knowledge on ECCE in the curriculum of medical,
nursing and health workers. ECCE programme implementers and primary health care
personnel should work with joint venture for the success of inclusive policy.
2.2 Project for Integrated Education Development (PIED) and Integrated
Education for the Disabled Children (IEDC)
In 1986, government of India launched the Project for Integrated Education
Development with the support from UNICEF. Initially, this project was implemented
in 10 demonstration sites in rural and urban areas to integrate children with moderate
disabilities. Though this programme is framed for moderate disabilities children, but
multiple and severe disabilities children are included in PIED due to shortage of
special schools and realization of UEE. Implementation of PIED yields high retention
rates of children with disabilities. Seeing the success of this project, MHRD in 1992
named this project as Integrated Education for Disabled Children (IEDC). IEDC has
become centre sponsored inclusive education (Verma,J, 2002.). Central government is
giving total financial assistance in this scheme for education of children with
disabilities. Following opportunities are provided under this programme-
● Children with disabilities are provided educational facilities in normal schools.
● Financial assistance to States as salary of special teachers.
● Supply of aids and appliances for children with special needs.
● Training facilities for special teachers.
● Removal of infrastructural barriers in the schools.
● Provision of instructional materials.
● Community mobilization.
● Early detection.
● Resource support.
● Scope for pre-school training for children with disabilities.
● Counseling for parents of children with disabilities.
● Practicing pedagogical approaches meeting the needs of children with
disabilities
IEDC programme is also implemented by Government and NGOs. After two years of
implementation, evaluation result revealed that both enrolment and retention of
children with disabilities had increased. This programme created awareness in regular
schools about education of children with disabilities.

2.3 District Primary Education Project (DPEP)

In 1994 DPEP was implemented by the Government of India with the assistance from
the World Bank. DPEP focuses on districts where female literacy rate is less than
below average. 176 districts of 15 States are covered under this programme. 60% of
the child population of the country gets benefit from this programme. In 1997
Integrated Education for Disabled Children (IEDC) was formally incorporated in
DPEP. This programme works in convergence with IEDC, other government
programmes and NGO Programmes so that more and more children with disabilities
can be included in the regular schools (www.unicef.org/rosa/inclusive Ind.pdf). Main
objectives of DPEP are given below-
● Increase the enrolment and retention of children between 6-14 years.
● Promotion of adult literacy.
● Quality improvement in primary education.
● Ensuring improvements in classroom process.
● Provision of decentralized academic support.
● Capacity building of institutions.
● Development of skills and competencies amongst teachers.

To realize above objectives the DPEP includes following provisions, i.e

● In service training of general teachers for early detection of children
with disabilities.
● In-service training of general teachers for early assessment of children with
disabilities.
● In service training of general teachers for using aids meant for children with
disabilities.
● Developing and providing appropriate infrastructural facilities in schools.
● Opening new schools wherever necessary.
● Community mobilization.

2.4​ ​National Programme for Rehabilitation of persons with Disability (NPRPD)

In 1999 National Programme for rehabilitation of persons with Disability was
launched at State level. NPRPD programme includes both community based
rehabilitation approach and Institution based rehabilitation approach. Under this
programme, services are provided in four- tier system i.e. at Gram Panchayat, Block
level, District level and State level. Community based rehabilitation approach is
implemented at Gram Panchayat and Block levels. Institutional based rehabilitation
approach is implemented at district and State level. Two community based
rehabilitation workers are engaged in each Gram Panchayat to bring awareness in the
community on cleanliness and hygienic environment in preventing disability.
Community based rehabilitation (CBR) workers are also screening children at risk
(prenatal and post-natal) and expected mothers to avoid the occurrences of disability.
They bring awareness on prevention of disabilities and empowerment of person with
disabilities. CBR workers are also counseling and advising the community, people
with disabilities and their parents on the ways to check the incidence of disability.
Two Multipurpose Rehabilitation Workers (MRWs) work at the block level.
Functions of MRWs are to provide simple rehabilitation services (heat therapy,
physiotherapy etc), carry out simple repair of assistive devices and to counsel the
person with disabilities for appropriate education institutions, health services or
vocational training institution. MRWs should be provided with multipurpose kits to
provide better services to people with disability. MRWs should have links with
personnel working in health, education, vocational institutions to provide better
services.

District centers provide specialized services like physiotherapy, occupational therapy,

audiological assessment, corrective surgery etc. Main objective at district level is to
provide educational services and vocational training to people with disabilities. One
resource centre is established in each State to provide all types of specialized
rehabilitation services to every category of disabilities. 90% of the total cost providing
services is utilized at the grass root level (Gram Panchayat and Block level). Main
aim of NPRPD is prevention of disabilities and timely intervention so that minor
ailment does not lead to major disabilities (Arora,R.).

2.5 Community School Programme by UN (CSP)

UN organisations like UNDP, UNICEF, UNESCO, and ILO are supporting
community school programme to achieve UEE. This programme is implemented in
Andhra Pradesh, Chhatisgarh, Jharkhand, Karnatak, Maharashtra, Madhya Pradesh,
Odisha, Rajasthan and Uttar Pradesh. This programme is based on the principles of
Salamanca and guidelines of UNESCO.
Main objectives of this programme are:
a. To bring effective school management and protection of the child right
b. To address the educational needs of the working children, children with
disabilities and adolescent girls,
c. To increase the enrolment and retention of the school aged children and
mainly girls. (www.unicef.org/rosa/inclusive Ind.pdf).

2.6 Sarva Shiksha Abhiyan (SSA)

Sarva Shiksha Abhiyan came into force from 2000. Main aim of this programme is to
achieve universalisation of elementary education for all. New schools are opened in
those areas where no such facilities are available. Existing schools’ infrastructure
facilities are strengthened by providing additional classrooms, toilets, drinking water,
maintenance grant and school improvement grants. Additional teachers are appointed
wherever necessary. Extensive training is given to teachers for their capacity building.
Schools are supplied teaching –learning materials and support structure at cluster
level block and district level. SSA ensures every child with special needs irrespective
of the kind, category and degree of disability is provided education in an appropriate
environment. So it is also called disability inclusive programme. It adopts “Zero
rejection” policy, which states no child is left out of the education system (SSA,
2007:1).
This programme has following areas of inclusive education i.e
a. Early detection and identification,
b. Functional and formal assessment,
c. Educational placement,
d. Aids and appliances,
e. Support services,
f. Teacher training,
g. Resource support,
h. Individual educational plan,
i. Parental training and community mobilization,
j. Planning and management,
k. Strengthening of special schools,
l. Removal of architectural barriers,
m. Research,
n. Monitoring and Evaluation.
In this programme, Rs 1200/- is allocated per child with disability per year to be spent
on assistive devices, materials for alternative learning formats and anything else
which assists them to be included in the mainstream classroom.(http//ssa.nic.in). SSA
ensures assistive devices as ‘a right’ of the children with disability and can be
obtained outside Rs 1200/. But SSA provides these devices through collaboration
with outside programmes. Child with disability can get these devices by meeting
outside programmes’ restrictions like doctor’s note on it. Another important thing in
SSA that each district has flexibility to plan for educating CWSN, depending on the
number of children identified and the resources available to effectively implement the
inclusive education.

2.7 The Action Plan for Inclusion in Education of Children and Youth with
Disabilities (IECYD)
The Ministry of Human Resource Development outlined the Action plan for inclusion
in education of children and youth with disabilities in 2005. All children with
disabilities will access mainstream of education. Its main goal is to “ensure the
inclusion of children and youth with disabilities in all available, accessible, affordable
and appropriate” (​www.dnis.org/news.php​). This action plan comprises all ladders for
education i.e early childhood care and education to higher education. What type of
services provided at different levels of education are discussed below-
● At ECCE and elementary level, necessary intervention will be provided for
children with disabilities. This intervention programme will help their
retention and achievement in elementary education as well as prepare them
for secondary education.
● Structural, curricular and pedagogical reforms will be brought at Secondary
level. This reform will help children with disabilities to access and get success
at this level.
● At universities, accommodation facilities will be given for students with
disabilities. Besides it, the facility of ‘disability coordinator’ to provide
inclusive service to them.
For realization of inclusive education for children with disabilities, Government of
India has realized collaboration between the Rehabilitation Council India and the
National Council for Teacher Education. This collaboration is to produce adequate
number of trained teachers in inclusive education. Appropriate and suitable
infrastructure facilities can be provided to school for inclusive education. Through
ICDS, Anganwadi workers will be trained for early identification and intervention of
children with disabilities. Home-based training facility will be provided for children
with severe intellectual disability, in addition to it accommodation facility in hostels
and availability of distance learning (​http://www.unicef.org/india/media-610htm)​..

2.8 Inclusive Education for Disabled at Secondary Stage (IEDSS)-2009

The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) has
been launched from the year 2009-10. This Scheme replaces the earlier scheme of
Integrated Education for Disabled Children (IEDC) and provides assistance for the
inclusive education of the disabled children in classes IX-XII. This scheme is
subsumed under Rashtriya Madhyamik Shiksha Abhiyan (RMSA) from 2013. The
States/UTs are also in the process of subsuming under RMSA as RMSA subsumed
Scheme.
Aims:

To enable all students with disabilities, to pursue further four years of secondary
schooling after completing eight years of elementary schooling in an inclusive and
enabling environment.

Objectives:
The scheme covers all children studying at the secondary stage in Government, local
body and Government-aided schools, with one or more disabilities as defined under
the Persons with Disabilities Act (1995) and the National Trust Act (1999) in the class
IX to XII, namely blindness, low vision, leprosy cured, hearing impairment,
locomotory disabilities, mental retardation, mental illness, autism, and cerebral palsy
and may eventually cover speech impairment, learning disabilities, etc. Girls with the
disabilities receive special focus to help them gain access to secondary schools, as
also to information and guidance for developing their potential. Setting up of Model
inclusive schools in every State is envisaged under the scheme.

Components:
i. Student-oriented components, such as medical and educational assessment,
books and stationery, uniforms, transport allowance, reader allowance, stipend
for girls, support services, assistive devices, boarding the lodging facility,
therapeutic services, teaching learning materials, etc.
ii. Other components include appointment of special education teachers,
allowances for general teachers for teaching such children, teacher training,
orientation of school administrators, establishment of resource room,
providing barrier free environment, etc.

Implementing Agency
The School Education Department of the State Governments/Union Territory (UT)
Administrations are the implementing agencies. They may involve NGOs having
experience in the field of education of the disabled in the implementation of the
scheme.

Financial Assistance
Central assistance for all items covered in the scheme is on 100 percent basis. The
State governments are only required to make provisions for scholarship of Rs. 600/-
per disabled child per annum. ​(Source: http://mhrd.gov.in/iedss)
2.9 Right to Education Act (RTE) 2009
Article 21A of the constitution was amended by the Government of India. The Right
to Education Act, 2009 passed by the Indian Parliament mandates free and
compulsory education of all children of age 6-14 years until they complete elementary
education in a neighbourhood school. Various important provisions in the Act are
given below:
● Right of disabled child to receive free and compulsory elementary education
in a neighbourhood school up to the age of 18 years.
● Completion of elementary education for children even after fourteen years of
age.
● Right of child to seek transfer to any other school.
● Prohibition of holding back and expulsion of child.
● No child is denied admission because of lack of age proof.
● Formulating standards and norms for school management committees.
● Qualification, terms and conditions of service of teachers.
● Filling of vacancies of teachers.
● Pre-school education.
● Duties of teachers, redress of grievance.
● Duties of parents.
● Prohibition of deployment of teachers for non educational purposes.
● Maintaining pupil teacher ratio as specified.
● Prohibition of capitation fee and screening procedures.
● Prohibition of physical punishment and mental harassment.
● Norms and standards for schools.
● Preparing school development plan.
● Laying down the curriculum and evaluation procedures.
● Monitoring child’s right to education.
RTE Act ensures children with and without disabilities guaranteed education. Each
child is provided education free of cost. There is also a reference of children with
disabilities in the Act, who are to be given elementary education in the age range of
6-18 years. The Act also has a provision for every child, who is above six years of age
and has not yet been admitted to any school or could not complete his/ her elementary
education due to any reason, to be admitted in a class appropriate to his or her age.
The child admitted under age appropriate admission has to receive special training or
additional instruction in school in order to be at par with other children of the class.
But in case of intellectual disability they may be placed according to their perceived
level of education, this is a deviation from inclusive level of education. Government
will establish a school within three years in that area where children live and there is
no facility of school. Both central government and State govt. hold the joint
responsibility how to implement the Right to Education Act. This bill states qualified
teachers must be appointed permanently, not as contractual. Due to shortage of
qualified teachers in India, five years is given to implement this aspect
(​http://www.india.gov.in/spotlight/spotlight-archieve.php?id=74​).

Summary
Government of India has been formulating different programmes from time to time
for children with disability like early childhood care and education (ECCE),
Integrated Education for Disabled Children (IEDC), National programme for
Rehabilitation for Person with disability (NPRPD), Community School Programme
by UN, Sarva Shiksha Abhiyan (SSA), Action Plan for Inclusion in Education of
Children and Youth with Disabilities (IECYD) ​Inclusive Education for Disabled at
Secondary Stage (IEDSS) and ​Right to Education Act (RTE). Main purpose of these
programmes is to facilitate better education and good life directly or indirectly to
children with disability. Initiatives taken by Indian government for the betterment of
children with disability is praiseworthy. Success of each programme depends on the
root level workers or implementers’ heartiest effort. Education is the birth-right of all
children and international commitment, Education for All (EFA) is no longer a dream.
It will be a reality. Children with disability are no longer segregated from normal
children. They will be in general school with all sorts of facilities.

Acronyms

CBR = Community Based Rehabilitation

CWSN = Children With Special Needs
DPEP = District Primary Education Program
DRCs = District Rehabilitation Centers
ECCE = Early Childhood Care and Education
EFA = Education for All
ICDS = Integrated Child Development Services
IECYD = Inclusion in Education of Children and Youth with Disabilities
IEDC = Integrated Education for Disabled Children
IEDSS = Inclusive Education for Disabled at Secondary Stage
MHRD = Ministry of Human Resource Development
MRWs = Multipurpose Rehabilitation Workers
NCERT = National Council of Educational Research and Training
NPE = National Policy of Education
NPRPD = National Programme for Rehabilitation of Persons with
Disability
PIED = Project for Integrated Education Development
RTE = Right to Education Act
RCI = Rehabilitation Council of India
SSA = Sarva Shiksha Abhiyan
UEE = Universalisation Of Elementary Education
UN = United Nations
UNDP = United Nations Development Programme
UNESCO = United Nations Educational, Scientific and Cultural
Organization
UNICEF = United Nations International Children's Emergency Fund