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Scheme of Integrated Education for the Disabled Children 
 

DRAFT

Inclusive Education Scheme

1. Background: The current IEDC Scheme

1.1 Overview

The National Policy on Education (NPE), 1986  and the Programme of Action (1992) gives us the basic policy framework for education, emphasizes correcting the existing inequalities.  It stresses on reducing dropout rates, improving learning achievements and expanding access to students who have not had an easy opportunity to be a part of the mainstream system.  The NPE, 1986 envisaged the following measures for   integrating the physically and mentally handicapped with the general community as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence.  The following measures will be taken in this regard:

1. Wherever it is feasible, the education of children with motor handicaps and other mild handicaps will be common with that of others.

2. Special schools with hostels will be provided, as far as possible at district headquarters, for the severely handicapped children.

3. Aarrangements will be made to give vocational training to the disabled.

4. Teachers’ training programmes will be reoriented, in particular for teachers of primary classes, to deal with the special difficulties of the handicapped children; and

5. Voluntary effort for the education of the disabled, will be encouraged in every possible manner.

 The Centrally Sponsored Scheme of Integrated Education for the Disabled Children, was introduced in the year 1974 by then Department of Social Welfare with a view to provide educational opportunities for the children with disabilities in common schools, to facilitate their retention in the school system and integrating children with disabilities studying in special schools after they have acquired the communication and the daily living skills at the functional level.  In subsequent years the scheme transferred to the then Department of Education in 1982 and was  revised in 1992 to include the Non governmental organizations as one of the implementing agencies in addition to the governmental agencies.

1.2 Current Status

The Scheme is presently being implemented in 27 States and 4 UTs through over 41,875 schools benefiting more than 1,33,000 children with disabilities (till the year 2003). Efforts are being made for convergence of different schemes such as the Sarva Shiksha Abhiyan.

2. Rationale of the Inclusive Education Scheme (IES)

The IES has evolved out of the following major concerns and experiences:

1. Many learners with disabilities, however, are still denied any form of education.  There are others who are enrolled in schools but are deprived of appropriate education along with their age mates in regular schools. The IEDC scheme has not made significant impact on the enrolment and retention of children with disabilities.

2. The 93rd Amendment of the Constitution of India has made education a fundamental human right for children in the 6-14 years age group and all children need to be brought under the fold of education. 

3. The centrally sponsored scheme of sarva shiksha abhiyan has set time bound targets for achievement of UEE by 2010. This is only possible if the needs of children with disabilities are fully addressed in the mainstream education and all children  get the opportunity to go to their neighbourhood schools.

4. Realizing the need to provide access to good education to all, the Salamanca Statement and Framework for Action on Special Needs Education (1994)  was adopted by the world conference on special needs education: Access and Quality. The Statement endorses the need for fundamental policy shifts required to promote the approach to inclusive education, namely enabling schools to serve all children, particularly those with special educational needs by implementing practical and strategic changes.

5. The Government of India has enacted the legislation Persons with Disabilities (Equal Opportunities and Full Participation) Act, 1995 (PWD Act) to achieve amongst other things, the goal of providing access to free education in an appropriate environment to all learners with disabilities till s/he attains the age of eighteen years.  The Act endeavours to promote the integration of learners with disabilities in the normal schools. Thus, the right to education for learners with disabilities is enshrined in the PWD Act.

6. The National Curriculum Framework for School Education (NCERT, 2000) has recommended inclusive schools for learners with special educational needs by making appropriate modifications in the content, presentation and transaction strategies, preparing teachers and developing learning friendly evaluation procedures.

7. Research has shown that Inclusive education results in improved social development and academic outcomes for all learners. It leads to development of social skills and better social interactions because learners are exposed to real environment in which they have to interact with other learners each one having unique characteristics, interests and abilities.   The non-disabled peers adopt positive attitudes and actions towards learners with disabilities as a result of studying together in an inclusive classroom. Thus, inclusive education leads to an inclusive society that takes account of the needs of learners with disabilities right from early school years.

8. There has been a considerable shift in the understanding of disability. The conceptualization of disability today is radically different from interpretations that existed 30 years ago or when the earlier scheme was framed. Currently disability is conceptualized as a social issue and examines disability in the socio-ecological context. The old conceptualization was medical in nature and talked about pathology, and characterized disability as a deficit within the individual.

9. The scheme of Inclusive education is therefore envisaged to provide access to out of school learners with disabilities and to improve enrolment, retention and achievement of these students in the mainstream education. The scheme will also address the needs of learners with disabilities making use of the  social model of disability.

3. Definitions

Inclusive education means all learners, young people - with or without disabilities being able to learn together in ordinary pre-school provisions, schools and community educational setting with appropriate network of support services.  In inclusive education the needs of all learners are addressed so that good education can be provided to all. However, since the learners with disabilities form one of the largest group that is still out of the fold of general education, the target group, therefore, on which this scheme will focus would be learners with disabilities.

The term 'learners with disabilities' will cover visual impairments (Blind and Low Vision), speech and hearing impairments, locomotor disabilities,neuromusculoskeltal neurodevelopmental disorders including cerebral Palsy, Autism, mental retardation multiple disability and learning disabilities.

3.1 Difference between Integration and Inclusion

Inclusive education is different from integration.  In integration learners with disabilities are placed in a regular school without making any changes in the school to accommodate and support the diverse needs. Inclusive education, by comparisons seeks to adapt systems and structures to meet the needs of all learners.  Moving from integration to inclusion requires changes/ adaptations at various levels including to the curriculum, attitudes, values,  language etc.  These adaptations are made by fully involving the learners in the process. Integration was based on a conceptual model that was medical in nature that viewed disability only as a pathology requiring medical care. On the other hand Inclusion is based on a social model of disability that views disability as a socially created problem and management of problem requires social action in the form of environmental modifications necessary for the full participation of persons with disabilities in every sphere of life.

4. Overall Features of the IES

4.1 Target Group

IES is a Centrally Sponsored Scheme.  It would cover learners with significant deviation or loss in body functions or structures in the age group 0-18 years complying with the provisions of PWD Act, 1995. It will cover the following groups of learners.

1. Visual impairments (Blind and Low Vision)/ Impairments in the function of seeing .

2. Hearing impairments/ hearing and vestibular functions.

3. Locomotor disabilities (movement related functions), neuromusculoskeltal/neurodevelopmental  disorders like autism, cerebral palsy, mental retardation and multiple disabilities.

4. Speech Impairments/ voice and speech functions

5. Learning disability

Under this scheme the Central Government will assist the State and Union Territories in its implementation on the basis of criteria laid down. The provisions would be provided to those suffering from not less than forty per cent of any disability as certified by the committee specially appointed for this purpose at the state level/ district level/block level/cluster level/village level.

 Financial assistance for all the items covered in the scheme will be on 100 per cent basis.  Assistance for programmes would depend on  fulfilling the conditions laid down in the scheme.

4.1 Implementing Agencies

The Scheme will be implemented through the State governments / UT administrations/ Autonomous organizations/ Voluntary agencies having experience in the field of education and through convergence with government supported programmes.  The procedure for grant to the implementing agency is laid down in the later part of the scheme.

4.2 Aims and Objective

The Centrally Sponsored IES aims to set out the commitment of Education of Learners with disabilities to the principles of inclusive education.  By incorporating the 'social model of disability' the scheme will aim to create an environment that respects and values diversities and attempt to increase  access enrolment, retention and achievement of learners with disabilities in general education/regular schools.

4.3 Scope

IES is based on the assumption that schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

Inclusive education under this scheme will focus upon meeting the special educational needs of learners with disabilities in the mainstream of schooling till senior secondary level.  The benefits derived from the scheme would be conditional to the recommendation of the assessment team.

The scope of the Scheme will involve: -

Early Childhood education including early identification, assessment and stimulations of the very young child with disability. Interventions for children aged up to 6 years would in the form of pre-school training of learners with disabilities for promoting physical, intellectual and social development and  school readiness.

Raising awareness for promoting the understanding of the concept of inclusion and positive attitudes among children, among teachers among administrators and community members towards persons with disabilities.

Assistance in making school buildings, school activities and events fully accessible to learners with disabilities.

Adapting  curricula that provides differentiate learning experiences to match the needs of all learners  including learners with disabilities. Additional assistance and support to learners requiring it within the context of regular curriculum and not a different curriculum would be within the scope of this scheme.

Appropriate preparation of educational personnel for developing capacity to meet the needs of all learners with disabilities in inclusive schools and to provide leadership in this area. This will include teachers (both special and general), local educational administrators, head teachers etc..

Building partnerships with key partners in the development of inclusive education and mobilizing community support for the same.

Allocating or pooling in resources for provision of resource rooms, instructional materials, transport facilities, scholarships, uniforms, assistive devices, support staff etc.

Monitoring the progress towards inclusive education.

Coordinating the efforts of educational authorities and those responsible for social work, employment and health.

Girls with disabilities will remain a special focus and efforts would be made under the scheme to help girls with disabilities to gain access to school, information and guidance for developing their potentialities.

4.4 Early Childhood Education

The success of inclusive education depends considerably upon early identification, assessment and stimulation of the young child with disabilities. Recognizing the principle of inclusion, support for pre-school training for learners with disabilities would be available under this scheme for instructional materials and training of staff.  (Anganwadi, Balwadis Workers, teachers etc.).  Whenever possible, convergence with the schemes of Integrated Child Development (ICD) and Early Childhood Centres of education (ECCE) would be made for this purpose. Awareness programmes for the family members can be organized in conjunction with community services like health etc. Help from the voluntary sector already involved in carrying out early childhood care can be sought for this purpose. Identification of the  needs of the child at this level will help in planning intervention programmes.

4.5 Attitude Change

Realizing the importance of community acceptance of the rights of the persons with disabilities, the scheme will support programmes to develop positive community attitudes towards learners with disabilities, and to enhance respect for them.  These programmes should include educating the media, teachers, peers and community leaders about the changing views regarding the disabled, the importance of inclusive education, the use of proper language for describing the learners with disabilities (not using derogatory labels) and the significance of promoting positive models or success stories. The role of media in this is very powerful. The media can be used to inform the community regarding the new approaches in education particularly about the education of learners with disabilities.

4.5.  Access

It is important to make schools accessible to learners with disabilities specially the orthopaedically disabled by removing the architectural barriers and adapting the toilets wherever necessary.  In addition there are a host of other activities and events that have to be made accessible to the learners with disabilities.  These will include access to

• The full curriculum, in appropriate ways

• Information in Braille, on tape, sign language, simple and straightforward language.

• Transport allowance to and from school.

• Escort allowance for children with severe orthopaedic impairments and neurodevelopmental disorders like cerebral palsy, autism mental retardation and multiple disabilities and, girls with disabilities.

The funds under the scheme will make provisions for providing access only in case there are no other provisions for this under other schemes operative at that level. However, the purchase and development of instructional materials and construction of resource room would be covered under the scheme.

4.6 Curriculum Support

All learners with disabilities included under the general education system may not require adaptations in the teaching learning process and evaluation procedures. However there may be some who require some adaptations. The Scheme will support for curriculum adaptations required to address the needs of learners with disabilities. The State implementing agency can take the support of special teachers, SCERTs, DIETs,  special schools/centres, non-governmental organizations, State boards or any other community institutions available at the local level for this purpose.  The scheme will cover the expenses incurred on organizing the mobilization of such support as certified by the school principal/ educational administrators. The scheme will also support workshops for adaptations in the curricular content and development of supplementary material, self learning material for teachers and students at various levels of school education. The provision for organizing a workshop/ meeting has also been made under the SSA. Learners with disabilities may require some adaptations in the evaluation procedures according to their special needs. The existing evaluation procedures can be reviewed at the State level and modified accordingly.  Also use of appropriate technology in gaining access to the school curriculum is an important part of this scheme. The assessment team can be given the responsibility to decide the type of specific assistive devices required to meet the needs of learners with disabilities studying in inclusive schools. The list of assistive devices as per different disability needs at individual child level and at resource room level is given in  the Annexure I.

4.7  Training

The scheme will provide for the programme of training with regard to inclusive education to special teachers, general teachers and educational administrators only under the condition that the same kind of training is not being provided under other schemes/ programmes.   The knowledge and skills required by the general teachers are mainly those of good teaching and  include assessing special needs, adapting curriculum content, utilizing assistive technology, individualizing teaching procedures to suit a large range of abilities etc. All teachers at pre-service and in service level need to have skills of building partnerships with the parents , specialists etc.  This training will be imparted through the District Institute of Education and Training or Non Governmental Organizations having knowledge and experience in the area of Inclusive education. In- service training should, wherever possible developed at the school level with the help of trainers and self instructional materials.

In case of special teachers , training will enable them to work in different settings, develop partnerships and play a key role in inclusion of learners with disabilities.

4.8.  Assessment

Recognizing the importance of early identification and assessment of special needs of learners with disabilities, the scheme will make arrangements for identifying, reviewing and the recommending the support required for short and long term objectives.  In making such assessments, the State Government will tap the available local resources like the non governmental organizations, special schools, primary health centres, Village Education Committees, District Rehabilitation Centres etc. The assessment team will be appointed by the coordinator  who will also be responsible monitoring the progress of the child as per the IEPs.  The assessment team may comprise of some of the members given below.

• Specialists like speech therapist, audiologist, occupational therapist, physiotherapist

• Doctor (eye specialist, orthopaedic surgeon,, ENT specialist)

• Psychologist

• Social workers

However, the nature of the team and the members representing it would be decided by the coordinator keeping the special needs of the learners in mind:

While planning provision for the learner with disability, it would be ensured that the learner, his/her parents, teachers are fully involved in the process

The Assessment should result in individualized education plans (IEPs) for learners with disabilities.  These IEPs should be reviewed regularly (every 6 months) and must involve the child, parents, teachers and specialists.  The IEPs will help to make the teacher aware of the individual needs of the learner and also give information regarding the appropriate environment for his/her placement (special school, general school, special class etc.). The format of the IEP is given in Annexure II

4.9. Partnerships

It is a well established fact that inclusive education revolves around building effective partnerships in which the partners work together to achieve some common goals.  Cooperative and supportive partnerships among school administrators, teachers, parents and community would be an important aspect of any decision making under this scheme. The development of parents’ associations, neighbourhood associations and partnerships with community members like the elderly and the disabled  can also promoted for the following activities:

Designing and implementation of the programmes

Supplementing in-school activities

Partnerships under this scheme, would not only be encouraged with the parents of learners with disabilities, parents of learners without disabilities, but also with governmental organizations handling other programmes for learners with disabilities like the National Institutes, Teacher Education Institutions, Welfare departments, health departments other departments under education and Universities etc. and the voluntary sector. Convergence with programmes like the Sarva Shiksha Abhiyan, ICDS, ADIP, ALIMCO and other programmes at the Central and State level would be sought whenever possible . Linkages with the different organizations will help in creating convergence of resources and funds for addressing the needs of learners with disabilities. Coordination committees at various levels i.e. State, District, Block and Cluster level will help the implementation of inclusive education in a big way.

4.10.  Resource Room

Resource support to ordinary schools could be mobilized by the special schools and voluntary organizations. These can be used as resource centers  for ordinary schools whenever possible. In case resource from such external resource agencies is not available, a resource room can be created at the school level, cluster level or block level. The list of assistive devices/equipment for the resource room is given in the Annexure II.

4.11 Other Support Staff

Regular schools with an inclusive orientation   must have  a provision of support services to meet the needs of all children in the school. Support could be provided by teacher education institutions, special schools and the voluntary sector working in the area. Support can also be mobilized through convergence with the other schemes or programmes being implemented in the States and having a component of education of learners with disabilities. External support from resource personnel from various agencies such as educational psychologists, speech and occupational therapists, physiotherapists, mobility instructors etc. have to coordinated at the local level.  The expenses incurred on mobilizing such support in the form of TA/DA and consultancy fee can be covered under the scheme. Support can also be made available at the cluster level and needs of learners with disabilities in a cluster of schools can be addressed.

5.Procedure

5.1. Administrative Cell

An administrative cell will be required to be set up under the State Education Department for coordination and implementation purposes. The best place for setting up the cell would preferably be the SCERTs /SIERTs/SIEs etc. The Cell will comprise of a Joint Director/Deputy Director (in the scale of pay applicable in the State Government), a coordinator who may be a psychologist in the scale applicable to a university lecturer, a Special Educator in the pay scale applicable to a university lecturer the State Government/UT, a stenographer, a lower division clerk and a peon in the pay scales applicable in the State/UT.

The administrative cell will be responsible for the implementation of the scheme. Some of the major functions undertaken by the cell would include

• Finalization and onward transmission of proposals

• Selecting the assessment team

• Organizing and coordinating the various activities under the scheme including awareness programmes, training, workshops for curricular adaptations and modification in the examination procedures, selection of special teachers, organizing resource support etc.

• Ensuring convergence whenever possible

• Developing linkages with relevant departments

• Monitoring the progress

5.2 Procedures for Grants to State Governments/ UT administrations

5.1.1 Developing proposals for securing Grants

The State Governments/ UT Administrations should formulate their programmes/plans, make assessment of their financial requirements and submit detailed proposals for the next financial year to the Ministry of Human Resource Development (Department of Education, Government of India) by the end of December every year.  The proposals should contain full information on various items given in the format in Annex III.  The proposals should be accompanied by utilization certificates for grants if released in the previous year indicating, inter alias, detailed information regarding areas covered, the number of learners with disabilities covered school-wise, teachers’ training programmes conducted etc.

The proposal should specify clearly whether for the purpose of various allowances to the learners with disabilities the State Government rates have been taken or in their absence the rates given in this scheme have been adopted.  The proposals will be examined in the Ministry and 50 per cent of the approved grant for the year will be released as the first installment.  The remaining 50 per cent of the grant will be sanctioned as soon as the State/UT administration reports utilization of at least 75 per cent of the grant sanctioned earlier.  The request for the release of the second installment should be accompanied by an implementation report and a detailed statement of expenditure.

5.3 Procedures for Grants to Voluntary Organizations

The voluntary organizations interested in implementing the scheme should send their applications in the format in Annex. IV through the concerned State Government / UT Administration (with a copy endorsed directly to the Ministry).  The State Government/UT Administration should give its views as soon as possible but not exceeding 3 months regarding the organizations’ eligibility, suitability, and relevance of the proposal and the capacity of the agency to implement it.  Comments should be sent by the State Government even if the proposal is not recommended giving reasons therefore. In case the State Government fails to forward the proposals within 3 months, the voluntary organization would be at liberty to approach the Ministry on its own.

In order to be eligible for financial assistance under this scheme the voluntary organizations, public trusts and non-profit making companies should

• have proper constitution of articles of association;

• have a properly constituted managing body with its powers and duties clearly defined in the constitution;

• be in a position to secure the involvement, on voluntary basis, of knowledgeable persons for furtherance of their programmes;

• not discriminate against any person or group of person on ground of sex, religion, caste or creed;

• not be run for the profit of any individual or a body of individuals;

• not directly function for the furtherance of the interests of any political party; and

• not in any manner that incite communal disharmony.

• Should be in existence for minimum of 3 years.

• If any agency is already receiving or expecting to receive grant from some other official source for a project for which application is made under this scheme, assistance under this scheme will be made after taking into consideration the grant received, or likely to be received from such other official source.  It should also be ensured that an agency already in receipt of a grant from any other official source, Central or a State, should not transfer any part of that liability to a grant to be sanctioned under this scheme.

• The proposals of the voluntary organizations with the recommendation of the State Government/ UT Administration should be sent to the Ministry of Human Resource Development (Department of Education), Government of India by the end of December every year for the following financial year.  The proposals will be examined in the Ministry and 50 per cent of the approved grant for a year will be released as the first installment and the remaining 50 per cent after the agency reports utilization of at least 75 per cent of the grant sanctioned earlier.  The request for release of the second installment should be accompanied by a progress report (In Annexure IV) and statement of expenditure.  The grant will be remitted to the agency directly by Demand Draft/ Cheque drawn in its favour by the Ministry of Human Resource Development, Department of Education.

5.3.1 Conditions of Grant to Voluntary Organizations

1) The Grant-receiving agency will be required to execute a bond on a prescribed form (Annex. V).  The bond should be supplied by two sureties if the agency is not a legal entity.

2) An agency in receipt of financial assistance shall be open to inspection by an officer of the Union Ministry of Human Resource Development or the State Education Department.

3) The accounts of the project shall be maintained properly and separately and submitted as and when required.  They should be open to check by an officer deputed for monitoring purposes by the Government of India or the State Government.  They shall also be open to a thorough-check by the Comptroller and Auditor General of India at his discretion.

4) The audited accounts together with the utilization certificate in the prescribed form duly countersigned by the Chartered Accountant are required to be furnished within six months in respect of a preceding year or after expiry of the duration for which grant is approved.

5) The agency shall maintain a record of all assets acquired wholly or partially out of government grant and maintain a register of such assets in the prescribed proformas.  Such assets shall not be disposed of, encumbered or utilized for the purposes other than those for which the grant was given, without prior sanction of the Government of India.  Should the agency cease to exist at any time, such properties shall revert to the Government of India.

6) When the State Government/ Government of India has reasons to believe that the sanctioned money is not being utilized for the approved purpose the payment of grant may be stopped and the earlier grant recovered.

7) The institution must exercise reasonable economy in the working of the approved project.

8)The grantee agency shall furnish to the Ministry of Human Resource Development reports as may be prescribed.

9) The decision of the Secretary to the Government of India in the Ministry of Human Resource Development, Department of Education on the question whether there has been breach of violation of any of the terms and conditions mentioned in the sanctioned letter shall be final and binding on the grantee.

5.4  Regulations for Relaxation of Rules

State Governments/ UT Administrations/ other implementing agencies should also frame regulations for relaxation of rules relating to admissions, minimum or maximum age limit for admissions, promotions, examination procedures, etc. for improving access of the learners with disabilities to education.  Provisions for admission of older learners with disabilities than the normal eligibility (up to 8-9 years instead of 6 years with upper limit till 18 years) is essential .

5.5  Appointment of Special Teachers

Special education teacher belonging to specific area of disability can be appointed in the school or as itinerant special teacher depending on the student pupil ratio. The teacher-pupil ratio for special education teachers envisaged under this scheme is 1:5.  This ratio will be the same for all regular classes as well as for preparatory pre-school classes. In accordance with this ratio the requisite number of special teachers may be appointed in schools (or for a cluster of schools) for learners requiring special teacher support on permanent or contractual basis. The same teachers will provide counseling to the parents, help in identifying the needs of learners with disabilities, participate in the assessment team, assist the general teachers in developing IEPs, help in training programmes and in other ways whenever necessary.

5.5.1 Qualifications

Special teachers so appointed should posses the following qualifications:

Academic Qualifications as prevalent in the State and Uts.

Degree/Diploma in special education recognized by RCI

Teachers with Qualifications in single disability area will be encouraged to specialize in other disability area to take care of wide range of diversities in a general school.

5.5.2 Scale of Pay:

The same scales of pay as available to the teachers of the corresponding category in that State/UT will be given to special teachers.  The State Education Department may recruit such teacher for this purpose following the normal recruitment procedures.

6.Monitoring

The progress under the scheme will be carefully monitored by collecting statistics and evaluating practices annually.  This data can be carried out by the State governments/ UT administrations that may identify their key partners for monitoring the progress in schools under this scheme.  The report of such evaluations can be made available to the MHRD . A suggested monitoring format is provided in the  Annexure – . However the States can revise the monitoring format to suit their specific needs. The monitoring arrangements should include both qualitative and quantitative data. Collaborations with SCERTs, DIETs State and District resource groups and other district, block, cluster level resources can be developed for this purpose. In all these endeavours girls will remain a specific focus. In addition to this monitoring review exercises can be taken periodically to take in detailed review of the functioning under the scheme.

From the national level a comprehensive monitoring mechanism would be evolved by involving officers from the Department of Education and National Apex level Institutes like the NCERT, NIEPA, reputed voluntary organizations and individual experts.

7. Financial parameters and unit costs

    PROPOSED ANNEXURES

[1]  Only if they are not paid under any other state government rules/schemes and if their parents income does not exceed Rs. 7000/- month. 

[2] Only in case no spare room is available in the school and no NGO/Special School/resource centres under other schemes can be mobilized for this purpose.