Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25) Objectives : After learning this module the student teacher will be able to- - explain concept and stages of growth and development - bring out relationship between development and environmental factors - elaborate developmentally appropriate learning opportunities based on brain research - explain relationship of development with learning - organize activities according to different roles of learner Contents: 1. Concept of growth and development and principles of development(2 periods) 2. Growth and development across various stages from infancy to post adolescence (Special emphasis on concerns of later childhood and adolescence) (2 periods) 3. Developmental Influences: Development as a resultant of interactions between individual potential (innate, acquired) and external environment (physical, socio-cultural, ecological, economic and technological). Nature and nurture, growth and maturation.(3 periods) 4. Growth and development of brain and its lifelong impact:  Brain development and language development  Functions of brain  Windows of opportunities  Left brain and right brain functions  Concept of 'developmentally appropriate' learning opportunities, getting education for appropriate parenting. Guidelines provided by neuroscience with respect to designing and developing appropriate learning environment. (4) 5. Relationship between development and learning, Viewing different roles of learners and organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker, knowledge worker, Performer, Implications for teachers to develop holistic understanding of the learner (4) Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.

1. Concept and Policy Perspectives
of Inclusive Education
Module - 1

2. Every child has the right
to education according to
the limits of his capacity,
whether that capacity be
small or great.

4. Special Education
• Special education (also known as special needs education,
aided education, exceptional education or Special Ed) is
the practice of educating students with special educational
needs in a way that addresses their individual differences
and needs.
• Ideally, this process involves the individually planned and
systematically monitored arrangement of teaching
procedures, adapted equipment and materials, and
accessible settings.
• These interventions are designed to help individuals with
special needs achieve a higher level of personal self-
sufficiency and success in school and in their community,
that may not be available if the student were only given
access to a typical classroom education.

5. Integrated Education
• What does the word “integration” mean?
• In Chinese, the word “integrated” literally means putting different
cultures together, based on positive moral concepts.
• In order for cultures to become integrated, they must know and
understand each other. In addition, they should appreciate and
respect each other. Therefore, integration does not require the parties
to give up their own characters, nor to focus on their differences.
This is the proper form of integration.
• According to the above definition, the concept of integrated
education emphasizes methods which concentrate on viewing the
student as a whole person. The goal is not about how to find a good
job or make big money, but about how to develop a complete e
human being. Every part of the individual - mind, body, emotion

6. Inclusive Education
• Inclusion in education is an approach to educating students with special
educational needs. Under the inclusion model, students with special needs
spend most or all of their time with non-special needs students. Inclusion
rejects the use of special schools or classrooms to separate students with
disabilities from students without disabilities.
• Implementation of these practices varies. Schools most frequently use the
inclusion model for selected students with mild to moderate special
needs.[1] Fully inclusive schools, which are rare, do not separate "general
education" and "special education" programs; instead, the school is
restructured so that all students learn together.[2]
• Inclusive education differs from the 'integration' or 'mainstreaming' model
of education, which tended to be concerned principally with disability and
special educational needs, and learners changing or becoming 'ready for' or
deserving of accommodation by the mainstream. By contrast, inclusion is
about the child's right to participate and the school's duty to accept the
child.

7. Impairment
• ‘Impairment’Any loss or abnormality of
psychological, physiological, or anatomical
structure or function.

8. Impairment
• Hearing Imp…
• Visual Impairment
• Neurological…
• Cognitive …
• Physical …
• Speech Impairment …
• Mobility …

9. Handicap
• Handicap: A disadvantage for a given individual,
resulting from an impairment or disability, that limits or
prevents the fulfillment of a role that is normal,
depending on age, sex, social and cultural factors, for
that individual.
• Handicap is a function of the relationship between
disabled persons and their environment. It occurs when
they encounter cultural, physical or social barriers
which prevent their access to the various systems of
society that are available to other citizens. Thus,
handicap is the loss or limitation of opportunities to
take part in the life of the community on an equal level
with others.

11. Disability
• Disability is any restriction or lack (resulting from an
impairment) of ability to perform an activity in the manner or
within the range considered normal for a human being.
• Disability is an impairment that may be cognitive,
developmental, intellectual, mental, physical, sensory, or some
combination of these. It substantially affects a person's life
activities and may be present from birth or occur during a
person's lifetime.
• Disability is thus not just a health problem. It is a complex
phenomenon, reflecting the interaction between features of a
person’s body and features of the society in which he or she
lives.

12. • Disabled people do not form a homogeneous
group. For example, the mentally ill and the
mentally retarded, the visually, hearing and
speech impaired and those with restricted
mobility or with so-called “medical
disabilities” all encounter different barriers, of
different kinds, which have to be overcome in
different ways.

13. Disability

14. Comparing the medical and social
models of disability
Medical model Social model
Child is faulty Child is valued
Diagnosis Strengths and needs defined by self and
others
Labeling Identify barriers and develop solutions
Impairment becomes focus of attention Outcomes-based programmes designed
Assessment, monitoring Resources made available
Segregation and alternative services Training for parents and professionals
Ordinary needs put on hold Relationships nurtured
Re-entry if ‘normal’ enough or
permanent exclusion
Diversity welcomed; child is welcomed
Society remains unchanged Society evolves

15. Many factors are responsible for the rising numbers of
disabled persons
(a) Wars and the consequences of wars; and other forms of violence, destruction, poverty, hunger, epidemics and major shifts
in population;
(b) A high proportion of overburdened and impoverished families; overcrowded and unhealthy housing and living conditions;
(c) Populations with a high proportion of illiteracy and little awareness of basic social services or of health and education
measures;
(d) An absence of accurate knowledge about disability, its causes, prevention and treatment; this includes stigma,
discrimination and misconceived ideas on disability;
(e) Inadequate programmes of primary health care and services;
(f) Constraints, including a lack of resources, geographical distance, physical and social barriers, that make it impossible for
many people to take advantage of available services;
(g) The channelling of resources to highly specialized services that are not relevant to the needs of the majority of people
who need help;
(h)The absence or weakness of an infrastructure of related services for social assistance, health, education, vocational
training and placement;
(i) Low priority in social and economic development for activities related to equalization of opportunities, disability
prevention and rehabilitation;
(j) Industrial, agricultural and transportation-related accidents;
(k) Natural disaster and earthquake;
(l) Pollution of the physical environment;
(m) Stress and other psycho-social problems associated with the transition from a traditional to a modern society;
(n) The imprudent use of medication, the misuse of therapeutic substances and the illicit use of drugs and stimulants;
(o) The faulty treatment of injured persons at the time of a disaster, which can be the cause of avoidable disability;
(p) Urbanization and population growth and other indirect factors.

16. • Principles and Scope of inclusive education;

17. MEANING OF INCLUSIVE
EDUCATION
Inclusive education implies all young learners,
young people-with or without disabilities
being able to learn together through access to
common pre-schools and schools with an
appropriate network of support services.

18. STATISTICS OF THE DISABLED
CHILDREN
Over 1.24 lakh children with disabilities have
been integrated in about 20,000 schools
At the elementary level over 14 lakh children
with disabilities have been enrolled.

19. PRINCIPLES FOR THE INCLUSION OF
DISABLED CHILDREN IN SCHOOLS
 Zero rejection
 All the disabled children have the equal right to learn and
benefit from education and co-curricular activities.
 It is the school which has to adjust according to the needs and
requirements of the disabled children.
 To provide for the training of regular teachers.
 To provide for vocational training suitable according to their
abilities at higher and senior secondary level.
 To promote awareness and realization in the community for
the education of the disabled children.

20. COMPETENCIES NEEDED FOR AN
INCLUSIVE TEACHER
 Should have the ability to solve problems.
 Should know about the interest, aptitude and abilities of the
disabled children and use them to develop various skills in
them.
 Have the ability to set high targets for disabled children.
 Have the ability to provide success experiences to the disabled
children.
 Should have the knowledge of special instructional material
and how to use them.
 Should be highly patient, welcoming, polite and devoted.
 Should work as team with parents and special educators.
 Keep a record of the child’s achievements and failures.

21. INSTRUCTIONAL STRATEGIES AND
COMPENSATORY SUPPORT DEVICES
FOR PHYSICALLY HANDICAPPED
 Adjustable furniture
 Wheel chairs, Crutches
 Removing structural barriers
 Standing frames
FOR BLIND CHILDREN
 Braille
 Mobility sticks
 Yellow path
 Audio aids and recordings
 Concrete objects to teach shape, size, weight, thickness etc. near to real experiences
through touch, smell and hearing.
 Teacher should be more verbal.
 Talking books and calculator
 Making them familiar with the directions
 Providing for auditory cues in games and sports.

22. INSTRUCTIONAL STRATEGIES AND
COMPENSATORY SUPPORT DEVICES
FOR HEARING IMPAIRED:
 Hearing aid
 Action oriented situations like dramatization for teaching emotional concepts.
 Use of visual aids like transparencies, chalk board, flash cards, handouts of
classroom instructions
 Lip reading.
 Placing the child in the front row.
 Providing for speech trainer
FOR MENTALLY RETARDED (slow learners):
 Concrete objects for teaching different concepts real life like situations
 Making repetitions.
 Activity based learning rather than seat based learning.
 Limit the distractions as much as possible
 Providing the content in easy language with a lot pictures.

23. INSTRUCTIONAL STRATEGIES AND
COMPENSATORY SUPPORT DEVICES
FOR GIFTED CHILDREN
 Skipping the classes at Primary Level.
 Receiving some instructions at a Higher Level with another
group of students.
 At secondary level special courses can be organized like-
foreign languages, college level course.
 Modification of the content by increasing its complexity and
by bringing novelty.

24. Inclusion of
• Physically Diverse
• Academically Diverse
• Socio-culturally Diverse
• Financially Diverse Learners

25. Inclusion of Socio-Culturally Diverse
Learners
• Cultural diversity is the quality of diverse or
different cultures, as opposed to monoculture, the
global monoculture, or a homogenization of
cultures, akin to cultural decay. The phrase
cultural diversity can also refer to having different
cultures respect each other's differences. The
phrase "cultural diversity" is also sometimes used
to mean the variety of human societies or cultures
in a specific region, or in the world as a whole.
Globalization is often said to have a negative
effect on the world's cultural diversity.

26. Inclusion
• Celebrating festivals, special
days together.
• Telling stories of great
people of the particular
cultures.
• Use of various languages.
• Humanity message is
emphasis.
• Peace Education.
• Showing videos etc.
• Various competitions,
debate, speech, educational
visits, CCA etc.

27. Inclusion of Financially Diverse Learners
• Teacher needs to respect
talent and potential.
• School should have
Uniform/Dress Code.
• Co-operative Learning
must have heterogeneous
groups.
• Motivating Stories of
economically backward
people and their progress.

28. Part II begins..
Legal Policies
and
Perspectives

29. Legal Policies and Perspectives - Important
International Declarations/Conventions/Proclamations
1. Biwako Millennium Framework (BMF, 1993-2012);
2. Salamanca Statement and Framework of Action, 1994
3. Educational Provisions in the UN Convention on the Rights of Persons
with Disabilities (UNCRPD), 2006
4. National Policy of Education (1986) and Program of Action (1992);
5. Persons with Disabilities Act (1995); National Policy of Disabilities
(2006)
6. National Curriculum Framework (2005),
7. Inclusive Education under Sarva Shiksha Abhiyan (SSA), Madhyamik
Shiksha Abhiyan
8. Rehabilitation Council of India
9. National Institutes of Different Disabilities, Composite Regional Centres
(CRCs)
10. District Disability Rehabilitation Centre’s (DDRCs)
11. Structures like BRCs, CRCs under SSA, National Trust and NGOs.

30. National Policy on Education
(1986-92)
The Parliament during the Budget
Session in 1986 discussed and adopted
the ‘National Policy on Education 1986’

31. Amendments for the disable students
• In 1986 The Indian Govt. formulated the National
policy on education for all government schools and
articulated a need to integrate students with disabilities
• Again in 1986,the National policy on education devoted
a specific section to the education of students with
disabilities. It emphasized that whenever feasible ,the
education of children with motor handicaps and other
mild disabilities should be provided in regular schools.
• The national policy also stressed that those children
whose needs could not be met in regular schools were
to be enrolled in special schools.

32. • Children who were already in special schools
could be integrated into regular schools as
soon as they acquired reasonable levels of
daily living, communication and basic
academic skills.
• Restructure primary teacher training programs
to prepare teachers to deal with the special
difficulties of children with disabilities .

33. 1. Whenever it is feasible, the education of children with
motor handicaps and other mild handicaps will be
common with others
2. Special schools with hostels will be provided, as far as
possible at district headquarters, for severely
handicapped children.
3. Adequate arrangements will be made to give
vocational training to the disabled
4. Teacher training programs will be re-oriented, in
particular for teachers of primary classes to deal with
the special difficulties of handicapped children.
5. Voluntary efforts for the education of the disabled will
be encouraged in every possible manner.

34. NATIONAL CURRICULUM
FRAMEWORK-2005
N.C.E.R.T., New Delhi

35. Rehabilitation Council of India
• The Rehabilitation Council of India (RCI) is the apex
government body, set up under an Act of Parliament, to
regulate training programmes and courses targeted at
disabled, disadvantaged, and special education
requirement communities. It is the only statutory
council in India that is required to maintain the Central
Rehabilitation Register which mainly documents
details of all qualified professionals who operate and
deliver training and educational programmes for the
targeted communities.

36. Features
• The Rehabilitation Council of India(RCI) was set up as a registered society in
1986.
• On September,1992 the RCI Act was enacted by Parliament and it became a
StatutoryBodyon22June1993.
• TheActwasamendedbyParliamentin2000tomakeitmorebroadbased.
• ThemandategiventoRCIistoregulateandmonitorservicesgiventopersons
with disability, to standardise syllabi and to maintain a Central Rehabilitation
Register of all qualified professionals and personnel working in the field of
RehabilitationandSpecialEducation.
• Audiologists, Clinical Psychologists, Speech Therapist 16 such categories of
professionalshavebeendiscoveredandcoveredintoit.
• The Act also prescribes punitive action against unqualified persons delivering
servicestopersonswithdisability.

37. Role of RCI
The Rehabilitation Council of India has been set up
as a Statutory Body under an Act of Parliament
and its specific role is to develop, standardize and
regulate training programmes/ courses at various
levels in the field of Rehabilitation and Special
Education.
It also maintains the Central Rehabilitation Register
for qualified Professionals/ Personnel in the area
of Rehabilitation and Special Education and
promotes Research in Special Education.

38. PERSONS WITH DISABILITIES ACT,
1995

39. Persons with Disability Act, 1995
• Person with disabilities means a person
suffering from not less than forty percent of
any disability as certified by a medical
authority.
• Persons with disabilities act,1995 was passed
by Lok-Sabha on 12th Dec.1995 and come into
enforcement on 7th Feb.,1996.
• This act is extends to the whole of India except
the state of Jammu and Kashmir.

40. Persons with Disabilities Act, 1995
(Equal Opportunities, Protection of Rights and Full Participation)
The aims and objectives of the Act are:
1. To spell out the responsibility of the state towards the
prevention of disabilities, protection of rights, provision of
medical care, education, training, employment and
rehabilitation of persons with disabilities;
2. To create a barrier free environment;
3. To counteract any situation of abuse and exploitation of
persons; and
4. To make special provision of the integration of persons with
disabilities into the social mainstream.

41. Main Provisions of the Act
• Prevention and early detection of disability
• Education
• Employment
• Non- discrimination
• Research and manpower development
• Affirmative action
• Social security

42. Educational Provisions under Persons with
Disabilities Act, 1995
1. Promoting the integration of students with disabilities in
normal schools.
2. Promoting setting up of special schools in government and
private sector;.
3. Conducting part-time classes in respect of children with
disabilities who having completed education up to class fifth
and could not continue their studies on a whole-time basis;
4. Conducting special part-time classes for providing functional
literacy for children in the age group of sixteen and above;
5. Imparting education through open schools or open
universities;
6. Conducting class and discussions through interactive
electronic or other media;
7. Providing every child with disability free of cost special books
and equipments needed for his education.
70
70

43. THE NATIONAL POLICY FOR
PERSONS WITH DISABILITIES,
2006

44. National Policy for Persons with Disabilities
2006
Focus on-
• Prevention and early detection of disability
Salient Features-
• Physical Rehabilitation
• Educational Rehab.
• Vocational Training
• Economic Rehab.
Special focus on women and children disabilities-

45. The National Policy for Persons with Disabilities, 2006
Policy Framework
• Recognizes PwD as valuable human resource.
• Seeks to create an environment that provides with equal
opportunities, protection of their rights and full
participation in society.
Salient Features
• Physical Rehab-Early detection and intervention, counseling
and medical intervention and provision of aids and appliances
and development and training of rehab Professionals.
• Economic Rehab-For a dignified life in the society.
• Educational Rehab-Includes vocational training.

46. UN CONVENTION ON THE RIGHTS
OF PERSONS WITH DISABILITIES
(2006)
UNCRPD 2006

47. Definition of convention
• Persons with disabilities include those who
have long-term physical, mental, intellectual or
sensory impairments which in interaction with
various barriers may hinder their full and
effective participation in society on an equal
basis with others.

48. First comprehensive human rights
treaty of the 21st century
• The Convention and its Optional Protocol was adopted
on 13 December 2006 at the United Nations
Headquarters in New York, and was opened for
signature on 30 March 2007. There were 82 signatories
to the Convention, 44 signatories to the Optional
Protocol, and ratification of the Convention.
• This is the highest number of signatories in history to a
UN Convention on its opening day. It is the first
comprehensive human rights treaty of the 21st century
and is the first human rights convention to be open for
signature by regional integration organisations. The
Convention entered into force on 3 May, 2008.

49. Committee on the Rights of Persons
with Disabilities
• The Committee on the Rights of Persons with
Disabilities is the body of 18 independent experts
which monitors implementation of the Convention on
the Rights of Persons with Disabilities (CRPD). Diane
Mulligan has been elected as the United Kingdom
member of the Committee to serve from 2013-2016.
All States parties (UN Member States who have ratified
the CRPD) are obliged to submit regular reports to the
Committee on how the rights of persons with
disabilities are being implemented.

50. Educational Provisions
1) States Parties recognize the right of persons with disabilities to
education. An inclusive education system at all levels and life
long learning directed to:
a. The full development of human potential and sense of dignity
and self-worth, and the strengthening of respect for human
rights, fundamental freedoms and human diversity;
b. The development by persons with disabilities of their
personality, talents and creativity, as well as their mental and
physical abilities, to their fullest potential;
c. Enabling persons with disabilities to participate effectively in a
free society.

51. 2. In realizing this right, States Parties shall ensure that:
a. Persons with disabilities are not excluded from the general
education system on the basis of disability
b. Persons with disabilities can access an inclusive, quality and free
primary education and secondary education on an equal basis
with others in the communities in which they live.
c. Reasonable accommodation of the individual’s requirements is
provided;
d. Persons with disabilities receive the support required, within the
general education system, to facilitate their effective education;
e. Effective individualized support measures are provided in
environments that maximize academic and social development,
consistent with the goal of full inclusion.

52. 3. States Parties shall enable persons with disabilities to
learn life and social development skills to facilitate
their full and equal participation in education and as
members of the community. To this end, States Parties
shall take appropriate measures, including
a. Facilitating the learning of Braille, alternative script,
augmentative and alternative modes, means and
formats of communication and orientation and
mobility skills, and facilitating peer support and
mentoring;
b. Facilitating the learning of sign language and the
promotion of the linguistic identity of the deaf
community;
c. Ensuring that the education of persons is delivered in
the most appropriate languages and modes and means
of communication for the individual.

53. • 4. In order to help ensure the realization of this
right, States Parties shall take appropriate
measures to employ teachers, including
teachers with disabilities, who are qualified in
sign language and/or Braille, and to train
professionals and staff who work at all levels
of education.
• 5. States Parties shall ensure that persons with
disabilities are able to access general tertiary
education, vocational training, adult education
and lifelong learning without discrimination.

54. National Institutes of Different Disabilities
• The Persons with Multiple Disabilities have equal rights to lead a better
quality of life. This may be enabled with committed professionalism,
accessible environment, equal opportunities, positive attitudes and
appropriate, affordable, acceptable and available technological
interventions.
• To provide need based comprehensive rehabilitation through team
approach facilitating inclusion, ensuring empowerment of persons with
Multiple Disabilities and their families and by substantiating field based
research and development of human resources.
CORE FUNCTIONS :
• Human resource development
• Research and Development
• Documentation & Dissemination of information
• Developing Service delivery models
• Supporting NGOs

55. Composite Regional Centres (CRCs)
• Ministry of Social
Justice and
Empowerment,
Government of India
• Department of
Empowerment of
Persons with
Disabilities
(Divyangjan)

56. Various CRCs are-
• National Institute for Orthopaedically Handicapped (NIOH), Kolkata
• National Institute of Visually Handicapped (NIVH), Dehradun
• National Institute of Mentally Handicapped (NIMH), Secundrabad
• Pandit Deen Dayal Upadhyaya Institute for the Physically
Handicapped (IPH), New Delhi
• Composite Regional Centres for Persons with Disabilities (CRCs)
• Establishment of Indian Sign Language Research and Training Centre
(ISLRTC)
• Public-Private Partnership
• Indian Spinal Injury Centre (ISIC)

57. District Disability Rehabilitation Centre’s
(DDRCs)
• National Web Portal on Disabilities -
Punarbhava
• District Disability Rehabilitation Centers - The
district disability rehabilitation centre (DDRC)
scheme of the Ministry of Social Justice and
Empowerment, Government of India is being
implemented since 1999-00.

58. Structures like BRCs, CRCs under SSA
• The creation of the Block and Cluster Resource Centres
on a large scale throughout the country represents an
ambitious effort to provide academic structures that
support and improve the quality of education in
schools. They were initially set up under the District
Primary Education Programme (DPEP) which was
implemented in a phased manner in selected districts
of the country, and later expanded through Sarva
Siksha Abhiyan (SSA). They were seen as providing an
alternative to the inspection system by shifting
emphasis from inspection to resource support, in-
service training of teachers, mentoring, onsite support
and training follow up.

59. Structures like BRCs, CRCs under SSA,
• During the DPEP period, the BRCs and CRCs
functioned mainly to deliver training to reorient
pedagogic practices of primary school teachers,
to make them more sensitive to children from
excluded groups and to make learning more
enjoyable and interesting. But now they are
having tremendous scope and authority.
• Wide scope leading to many areas of engagement/focus
• Across elementary — overall school monitoring and improvement
• Integral to the system- alignment with other institutions
• Wide diversity in functioning
• Data requirement and DISE responsibilities
• Academic Flow: State —> District—>Block

60. • Composite Regional Centre for Persons with Disabilities (CRC) is a service modality set under
the Ministry of Social Justice & Empowerment, Government of India. There are national
institutes and other apex bodies in each area of disability in different parts of India under the
same ministry. The ministry has set up five CRCs in different parts of India. CRC at Bhopal is
one of them and has become functional since August 2000. Apart from undertaking centre-
based and camp-based rehabilitation related activities, it also functions as resource centre
for persons with disabilities.
BENEFICIARIES
• Persons having different disabilities, served by the Centre, include persons with Locomotors
Disability, Blindness, Low-vision, Hearing Impairment, Mental Retardation, Mental Illness,
Leprosy Cured, Cerebral Palsy, Autism Spectrum Disorder, and Multiply Disabled of all ages.
Special emphasis is given to early intervention.
TEAM OF EXPERTS
• A team including Audiologist, Clinical Psychologist, Occupational Therapist, Orientation &
Mobility Instructor, Physical Medicine & Rehabilitation Specialist, Physiotherapist, Prosthetic
& Orthotic Engineer, Rehabilitation Officer, Special Educationist, Speech & Language
Pathologist, and Vocational Instructor work at the Centre on principles of trans-disciplinary
approach.
AIM
• The basic aim of CRC is to create resources and infrastructure required for developing
services for persons with disabilities including human resource development and research.
The Centre is for facilitating capability at local levels rather than letting it centralize in urban
areas.

61. National Trust and NGOs.
Various Schemes-
• Vikaas
• Samarth
• Gharaunda
• Niramaya
• Sahyogi
• Gyanprabha
• Prerna
• Sambhav
• Badhte Kadam
• Disha
NGOs-
• Pratham
• Unicef
• Education for All

62. Concession and Facilities to Diverse Learners (Academic and Financial)
This is a Centrally Sponsored Scheme and was launched in 1974 by the then
Department of Social Welfare. The Scheme has however been
transferred to the Department of Education since 1982. Under the
scheme, handicapped children are sought to be integrated in the normal
school system. Hundred per cent assistance is provided to the
States/UTs for education of the children suffering from certain mild
handicaps in common schools with the help of necessary aids, incentives
and specially trained teachers. The following types of disabled children
are covered under this scheme:
1. Children with locomotor handicaps (O.H.)
2. Mildly and moderately hearing impaired.
3. Partially sighted children.
4. Mentally handicapped-educable group (IQ 50-70)
5. Children with multiple handicaps (blind and orthopaedic, hearing
impaired and orthopaedic, educable mentally retarded and orthopaedic,
visual impaired and mild hearing handicap)

63. Contd.
6.Children with learning disabilities. The handicapped children are
provided the following allowances and facilities under this scheme
of the notes indicated below:
(a) Books and Stationery allowance of Rs. 4001- per annum.
(b) Uniform allowance of Rs. 501- per annum.
(c) Transport allowance of Rs. ,501- per month (if a disabled child
admitted under the scheme resides in a hostel of the school
within the school premises, no transportation charges would be
admissible).
(d) Reader allowance of Rs. 501- per month in case of blind children
after class V.
(e) Escort allowance for severely handicapped children with lower
extremity disabilities @ Rs. 751- per month.
(f) Actual cost of equipment subject to a maximum of Rs. 20001- per
student for a period of five years.