 EDUCATION OF THE HANDICAPPED

5.1 The NPERC complimented the NPE for placing the education of the handicapped in the right perspective. The NPE recognizes the education of the handicapped as an integral part of the education 33 Š process and as an important element of the efforts to remove disparities and equalise educational opportunities. The NPERC also appreciated the approach of NPE to the education of the handicapped, particularly in regard to involvement of voluntary agencies. The NPERC, however, felt that the NPE was inadequate in the following respects:

* NPE had not stressed the mobilisation of the total general education system for the education of the handicapped.

* Special schools had been treated in isolation from other educational institutions from the point of view of providing the educational supervisory infrastructure., leaving it to the Ministries of Welfare and HRD to co-operatively develop the same.

5.2 We feel that it would not be fair to fault the NPE on these two counts. As the NPERC itself noted, the POA called for establishment of special schools at district and sub-district levels; curriculum development apart from provision of infrastructural facilities; and specific target setting for universal primary education of the handicapped. The Centrally Sponsored Scheme of Integrated Education for the Disabled Children (IEDC) scheme was started in 1974-75 by the then Ministry of Social Welfare. In 1982-83, the scheme was transferred to the Department of Education. When the scheme was transferred, only 2,500 students were covered under the scheme. In 1987, the scheme was thoroughly reviewed and revised in pursuance of NPE. Coverage of the scheme was extended to 6,000 schools in 22 States. Special Schools cater to the children with grave handicaps, and with vastly different needs. These children required more individualised attention. The objective of Special Schools is to endow the students with daily living skills and to rehabilitate them. The supervisory infrastructure of general education institutions is not equipped to supervise Special Schools which have their own special requirements and needs.

5.3 The NPERC made very useful recommendations (R.Nos. 89-101) relating to the modalities of implementing programmes for the education of the handicapped. Inter alia, it had advocated

the use of media in creating awareness about the problems of the handicapped, providing support to every family with a handicapped child through incentives, dialogue and training and adopting a flexible approach to the education of the physically handicapped. The NPERC examined at length the needs of different categories of the disabled such as the deaf, the blind and the mentally retarded, and made specific recommendations. The NPERC had also made important recommendations on the role of training and of technological development in the education of the physically handicapped. We suggest that these valuable recommendations be built into a revised programme of action. 393 Š