The document discusses India's national policies on education for children with disabilities from 1986 to 1992. The key points are:
The National Policy on Education (NPE) in 1986 aimed to provide equal opportunities in education for all students, including those with physical disabilities. It emphasized integrating disabled students into general education settings when possible. The Programme of Action in 1992 further aimed to achieve universal primary education for disabled children and established targets and implementation strategies toward that goal, such as increasing enrollment of disabled students in general schools. It also addressed issues like special schools, teacher training, and vocational education to better support the education of children with disabilities in India.
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
This document discusses supportive services for students with special needs in an inclusive classroom. It outlines the roles of special teachers, speech therapists, physiotherapists, occupational therapists, and counselors who provide different types of support. Special teachers help with lesson planning, specialized instruction, and classroom management. Speech therapists, physiotherapists, and occupational therapists provide specific services to address needs related to communication, physical abilities, and daily living skills. Counselors offer counseling and collaborate with other professionals.
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
The Integrated Education for Disabled Children (IEDC) program was initiated in 1974 to provide educational opportunities and support to children with disabilities. The program aimed to mainstream these children into society by developing their self-confidence. It provided financial assistance for books, uniforms, transportation, equipment, and teacher training. However, the program saw little success due to a lack of trained teachers, awareness of disability issues, equipment, and coordination between departments. The program was revised in 1992 to provide 100% assistance to schools integrating disabled students and fully fund NGOs implementing the program.
School's Readiness for Inclusion ( B.Ed )Dr.Amol Ubale
The document discusses school readiness and the infrastructure needed for inclusion of students with diverse needs. It defines school readiness as having three key areas: children's readiness for school, schools' readiness for children, and family/community support. Five essential elements of school readiness are identified. The document also discusses the infrastructure and accessibility required to include students with various disabilities like visual impairment, deaf/hard of hearing, intellectual disability, physical disability, mental health conditions, and more. Features like accessible buildings, specialized learning materials, assistive devices, and therapy units are highlighted.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
This document discusses supportive services for students with special needs in an inclusive classroom. It outlines the roles of special teachers, speech therapists, physiotherapists, occupational therapists, and counselors who provide different types of support. Special teachers help with lesson planning, specialized instruction, and classroom management. Speech therapists, physiotherapists, and occupational therapists provide specific services to address needs related to communication, physical abilities, and daily living skills. Counselors offer counseling and collaborate with other professionals.
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
The Integrated Education for Disabled Children (IEDC) program was initiated in 1974 to provide educational opportunities and support to children with disabilities. The program aimed to mainstream these children into society by developing their self-confidence. It provided financial assistance for books, uniforms, transportation, equipment, and teacher training. However, the program saw little success due to a lack of trained teachers, awareness of disability issues, equipment, and coordination between departments. The program was revised in 1992 to provide 100% assistance to schools integrating disabled students and fully fund NGOs implementing the program.
School's Readiness for Inclusion ( B.Ed )Dr.Amol Ubale
The document discusses school readiness and the infrastructure needed for inclusion of students with diverse needs. It defines school readiness as having three key areas: children's readiness for school, schools' readiness for children, and family/community support. Five essential elements of school readiness are identified. The document also discusses the infrastructure and accessibility required to include students with various disabilities like visual impairment, deaf/hard of hearing, intellectual disability, physical disability, mental health conditions, and more. Features like accessible buildings, specialized learning materials, assistive devices, and therapy units are highlighted.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Vocationalisation of secondary education and career developmentUttam Sharma
The document discusses the philosophy and need for vocational education at the secondary level in India. It outlines key recommendations from the Kothari Commission in the 1960s that vocational and general education should be blended. The National Policy on Vocational Education was launched in 1988 to introduce vocational training in 10,000 secondary schools. However, vocational education failed to succeed in India due to issues like a lack of trained teachers, insufficient funding, and poor industry linkages.
This document discusses barriers to inclusive education. It identifies several types of barriers: [1] attitudinal barriers, which involve negative attitudes towards disability; [2] systemic barriers, such as overcrowded classrooms, lack of trained teachers, and insufficient funding, which are created by deficiencies within the education system; [3] structural barriers related to inadequate school infrastructure and facilities that are not accessible to students with disabilities. The document also notes barriers such as inappropriate curricula, untrained teachers, inadequate funding, poor organization of the education system, and policies that can hinder inclusive education. Overcoming these obstacles requires understanding the issues and working to eliminate factors that prevent true inclusion.
The document discusses the meaning, nature, background and concepts of inclusive education in India. It provides details on key policies and initiatives over time that aimed to promote inclusive education, including the Persons with Disabilities Act of 1995. Barriers to inclusive education are explored, as well as factors that affect its implementation related to families, learners, peers, schools, teachers and the government. Approaches like community-based education, home-based education, and whole-school approaches are summarized as ways to enhance inclusive practices.
Representatives from 92 governments and 25 international organizations met at the World Conference on Special Needs Education in Salmanca, Spain in 1994. They agreed to a statement promoting inclusion as the norm in educating all children with disabilities. The conference requested that governments adopt inclusive education policies, prioritize education budgets to serve all students, and involve community organizations and parents in planning inclusive education programs.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
Presentation on integration and inclusionHEMANT MAURYA
Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
This document discusses vocational education at the secondary level in India. It defines vocational education and outlines some of the key recommendations for expanding it from national policies and committees. These include the need to make vocational education less of a dumping ground and more terminal in nature, as well as increasing training of vocational teachers, providing equipment, strengthening school-industry links, and determining equivalences between vocational and academic qualifications. Several challenges to expanding vocational education are also discussed, such as a lack of facilities, trained teachers, guidance services, and research in the field.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
Role of School Teacher in School Health ProgrammeMajjarib Khan
The document discusses the role of teachers in school health programs. Teachers play an important role by assessing student health needs, planning and implementing school health activities, promoting student health through daily inspections and referrals. They provide first aid, maintain health records, help control communicable diseases, participate in health education, and support student mental health as organizers, supervisors, planners, trainers, and counselors. The goal of school health programs is to monitor the health of students from primary to secondary school to help build a strong, healthy nation.
It discusses the framework's key recommendations and features, including a focus on core curriculum, continuous and comprehensive evaluation, flexibility to suit different learners, inclusion of fundamental duties, and a shift from teacher-centered to learner-centered education. It also describes the framework's scheme of studies, dividing schooling into early childhood, primary, upper primary, secondary, and higher secondary stages.
Universalization of elementary educationAbid Nazir
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGEFousiya O P
The Inclusive Education of the Disabled at Secondary Stage (IEDSS) scheme aims to enable students with disabilities to complete their secondary education (classes 9-12) in an inclusive environment. It provides assistance for their education in mainstream schools and supports teacher training, accessibility infrastructure, learning materials, and other facilities. The scheme is implemented by state education departments and non-profits, and provides full central funding with states contributing scholarships for students. Its objectives are to identify students' needs, provide aids and barrier-free access, train teachers, and establish model inclusive schools.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
Inclusive education integrated education for disabled childrenChaitraAni
This document discusses two programs related to inclusive education for disabled children in India:
1) The Integrated Education for Disabled Children (IEDC) program from 1974 which aimed to provide educational opportunities to children with disabilities. It provided financial support and teacher training.
2) The Project Integrated Education for Disabled Children (PIED) from 1987 which was a joint project between the Indian government and UNICEF to strengthen IEDC. It launched demonstration projects in several Indian states to develop strategies for inclusive education.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
Vocationalisation of secondary education and career developmentUttam Sharma
The document discusses the philosophy and need for vocational education at the secondary level in India. It outlines key recommendations from the Kothari Commission in the 1960s that vocational and general education should be blended. The National Policy on Vocational Education was launched in 1988 to introduce vocational training in 10,000 secondary schools. However, vocational education failed to succeed in India due to issues like a lack of trained teachers, insufficient funding, and poor industry linkages.
This document discusses barriers to inclusive education. It identifies several types of barriers: [1] attitudinal barriers, which involve negative attitudes towards disability; [2] systemic barriers, such as overcrowded classrooms, lack of trained teachers, and insufficient funding, which are created by deficiencies within the education system; [3] structural barriers related to inadequate school infrastructure and facilities that are not accessible to students with disabilities. The document also notes barriers such as inappropriate curricula, untrained teachers, inadequate funding, poor organization of the education system, and policies that can hinder inclusive education. Overcoming these obstacles requires understanding the issues and working to eliminate factors that prevent true inclusion.
The document discusses the meaning, nature, background and concepts of inclusive education in India. It provides details on key policies and initiatives over time that aimed to promote inclusive education, including the Persons with Disabilities Act of 1995. Barriers to inclusive education are explored, as well as factors that affect its implementation related to families, learners, peers, schools, teachers and the government. Approaches like community-based education, home-based education, and whole-school approaches are summarized as ways to enhance inclusive practices.
Representatives from 92 governments and 25 international organizations met at the World Conference on Special Needs Education in Salmanca, Spain in 1994. They agreed to a statement promoting inclusion as the norm in educating all children with disabilities. The conference requested that governments adopt inclusive education policies, prioritize education budgets to serve all students, and involve community organizations and parents in planning inclusive education programs.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
Presentation on integration and inclusionHEMANT MAURYA
Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
This document discusses vocational education at the secondary level in India. It defines vocational education and outlines some of the key recommendations for expanding it from national policies and committees. These include the need to make vocational education less of a dumping ground and more terminal in nature, as well as increasing training of vocational teachers, providing equipment, strengthening school-industry links, and determining equivalences between vocational and academic qualifications. Several challenges to expanding vocational education are also discussed, such as a lack of facilities, trained teachers, guidance services, and research in the field.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
Role of School Teacher in School Health ProgrammeMajjarib Khan
The document discusses the role of teachers in school health programs. Teachers play an important role by assessing student health needs, planning and implementing school health activities, promoting student health through daily inspections and referrals. They provide first aid, maintain health records, help control communicable diseases, participate in health education, and support student mental health as organizers, supervisors, planners, trainers, and counselors. The goal of school health programs is to monitor the health of students from primary to secondary school to help build a strong, healthy nation.
It discusses the framework's key recommendations and features, including a focus on core curriculum, continuous and comprehensive evaluation, flexibility to suit different learners, inclusion of fundamental duties, and a shift from teacher-centered to learner-centered education. It also describes the framework's scheme of studies, dividing schooling into early childhood, primary, upper primary, secondary, and higher secondary stages.
Universalization of elementary educationAbid Nazir
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGEFousiya O P
The Inclusive Education of the Disabled at Secondary Stage (IEDSS) scheme aims to enable students with disabilities to complete their secondary education (classes 9-12) in an inclusive environment. It provides assistance for their education in mainstream schools and supports teacher training, accessibility infrastructure, learning materials, and other facilities. The scheme is implemented by state education departments and non-profits, and provides full central funding with states contributing scholarships for students. Its objectives are to identify students' needs, provide aids and barrier-free access, train teachers, and establish model inclusive schools.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
Inclusive education integrated education for disabled childrenChaitraAni
This document discusses two programs related to inclusive education for disabled children in India:
1) The Integrated Education for Disabled Children (IEDC) program from 1974 which aimed to provide educational opportunities to children with disabilities. It provided financial support and teacher training.
2) The Project Integrated Education for Disabled Children (PIED) from 1987 which was a joint project between the Indian government and UNICEF to strengthen IEDC. It launched demonstration projects in several Indian states to develop strategies for inclusive education.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
This document discusses the history and policies around inclusive education for children with special needs in India. It outlines key international declarations and conventions recognizing the right to education for all. It then details the development of special education and inclusive policies and programs in India from the late 1800s to present day, including the Persons with Disabilities Act, Sarva Shiksha Abhiyan program, and National Action Plan for Inclusion in Education of Children and Youth with Disabilities. The document provides historical context around inclusive education and outlines India's efforts to promote the right to education for all through various policies and programs.
The revised National Policy on Education presented in 1992 made several changes to the original 1986 policy. It accepted the 10+2+3 structure for education across India. It emphasized universal access, enrollment, and retention in elementary education up to age 14. It aimed to expand secondary education, particularly for girls, scheduled castes, and scheduled tribes. The policy also aimed to increase vocational education and computer literacy. It proposed setting up an autonomous commission for higher education and strengthening open universities and distance learning.
The document discusses the history and development of inclusive education in India. It outlines key milestones like the Persons with Disabilities Act of 1995 which promotes integrating students with disabilities into regular classrooms. Major schemes to promote inclusion are discussed, such as the Integrated Education for Disabled Children scheme, Sarva Shiksha Abhiyan, and the Inclusive Education of the Disabled at Secondary Stage scheme. The benefits of inclusion for all students and types of support services needed are also summarized.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
The document discusses key aspects of India's National Education Policy (NEP). It outlines the objectives of the NEP to promote education access irrespective of social group and prepare students for the 21st century. It describes programs focused on elementary education, women, scheduled castes, tribes, minorities and the disabled. It also covers aspects of early childhood education, secondary, vocational, higher and open/distance education as well as the role of research and efficiency in the education system.
The document summarizes key aspects of inclusion and equity in the National Education Policy 2020 of India. The policy aims to transform India's education system to be more equitable, inclusive, and aligned with 21st century needs while retaining cultural values. It focuses on improving access to education for disadvantaged groups and transforming systems to benefit all children. The policy incorporates inclusive features like equitable and holistic education, gender equality, early childhood education, and inclusion of skills courses to promote employability and lifelong learning for all Indians.
A presentation of local efa initiatives undertaken by Ministry of Education of Kenya. Presented by Leah Rotich, Director of Basic Education, MOE, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013.
Elementary Education Meaning, Initiative and Strategiessatish verma
The document discusses the meaning, initiatives, and strategies for universalizing elementary education in India. It defines universalization of elementary education as providing free and compulsory education to all children aged 6 to 14 years regardless of gender, caste, or religion. It outlines three stages: universalizing access to schools, universalizing enrollment, and universalizing retention from classes 1 to 8. The document then describes several government initiatives launched since the 1980s to achieve this goal, such as the District Primary Education Program, making education a fundamental right, Lok Jumbish, and the National Program of Nutritional Support to Primary Education. Finally, it discusses strategies such as making schools responsible for reaching unserved children and emphasizing vocational education.
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
1.1.pptx inclusive education for med and bedDevarajuBn
The document discusses definitions, concepts, and the need for inclusive education. It defines inclusive education as providing services and support for students with disabilities in age-appropriate general education classrooms. It notes the debate around mainstreaming versus full inclusion. The need for inclusive education is that research shows students perform better academically and socially in inclusive environments, and it helps create an accepting society. The document then provides a brief history of education for students with diverse needs in India, including the establishment of early special schools and initiatives to promote inclusive education through integrated programs and national policies.
The National Education Policy 2020 aims to transform India's education system and shape the country into a global knowledge superpower. Some key highlights include introducing a new 5+3+3+4 curriculum structure, increasing access to education at all levels, reforming assessment practices, boosting higher education opportunities, and improving teacher training. The policy places emphasis on early childhood education, multilingualism, vocational education, gender equity, and using technology to enhance learning. Overall, it seeks to make education more holistic, flexible, and suited to 21st century needs.
1. The document discusses the need and relevance of inclusive education in modern society. It highlights India's constitutional commitment to education for all and international agreements promoting inclusive education.
2. Inclusive education aims to educate all children, including those with disabilities, together in regular classrooms. Research shows benefits for both disabled and non-disabled students in terms of academic performance and social development.
3. The document outlines 11 reasons why inclusive education is important, such as fulfilling constitutional responsibilities, achieving education for all, and promoting social equality and healthy citizenship. Inclusive education helps realize the human right to education and makes social sense.
This document outlines the key objectives and programs of India's National Policy on Education from 1986. The main objectives are to prepare students for the 21st century, provide universal access to education regardless of gender or social status, encourage international cooperation, and provide lifelong learning opportunities for all. The policy focuses on removing disparities and equalizing educational opportunities for disadvantaged groups like scheduled castes, scheduled tribes, religious minorities, women, rural populations, and the disabled. It promotes establishing more schools and residential facilities in tribal and rural areas, as well as incentive programs, vocational training, and adult education initiatives to improve access.
The Kothari Commission report of 1964-66 laid out guiding principles for educational reconstruction in India, including introducing work experience and social service into education, vocationalization of secondary education, strengthening advanced study centers, special emphasis on teacher training, and prioritizing agricultural education. It established task forces on various levels and aspects of education. The Programme of Action in 1992 aimed to establish a national system providing comparable quality education to all students regardless of attributes. It focused on quality, pacesetting schools, vocationalization, research-driven higher education, and evaluation methods. The Yashpal Committee report reviewed teacher education and recommended reducing academic burden on students through more joyful, experience-based learning and addressing the roots of curriculum issues.
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Npe for students with disabilities (simran bahl 2018.b.ed.062)
1. NATIONAL POLICY ON EDUCATION FOR
CHILDREN WITH DISABILITY 1986 &
1992
- Simran Bahl
B.Ed Second Year
2. CONTENT
I. Post Independence Era
II. National Policy on Education 1986
i. Features of NPE
ii. Equal Opportunities to all for education: the education of students with physical disabilities
III. Programme of Action 1992
i. Features of POA
ii. NPE Review Perspective
iii. Targets
iv. Implementation Strategies
v. Integrated Education for Disabled Children (IEDC)
vi. Special Schools
vii. Vocational Training
viii. Orientation & Training of Teachers
ix. Training of Educational Administrators
x. Special Teachers
xi. Educational & Vocational Guidance Counselling Personnel
xii. Content and Process
xiii. Use of Mass Media
xiv. Availability of Special Learning Materials and Aids
xv. Monitoring and Evaluation
IV. Reality Check
3. POST INDEPENDENCE ERA
• Special provision was laid down in Article 45 of the constitution, stating, free and compulsory
universal primary education for all children up to 14 years of age.
• budgetary provision for PwD was allocated in the various Five-Year Plan and as a landmark in this
direction.
• Education of children with disability in integrated settings was emphasized in the Kothari
Commission (1964-66).
• Integrated education of the Disabled Children (IEDC) scheme was launched in 1974 which got
merged in 1997 with the District Primary Education Project of 1985 that emphasized that
universalization of elementary education was possible only if disabled children were covered
under the umbrella of educational initiatives.
• Special schools for disabled children and integrated settings for them were working side by side.
By 1980s the number of schools for children who were deaf, blind and mentally retarded crossed
150.
• Integration of Children with Disabilities (CwD) in regular schools gathered momentum after the
National Policy on Education (NPE) 1986 followed with the Programme of Action 1992.
4.
5. NATIONAL POLICY ON EDUCATION 1986
Features of NPE 1986
Role of education- All round development of the individuals, cultural assimilation,
providing strength to democracy, secularism, construction of nation at every level,
creating self-sufficiency and searching new areas of development.
National system on education, i.e. 10+2+3 system.
Equality- Equal opportunities to all for education. *
Women Education- Women are the key to nation’s progress.
Education of scheduled caste and scheduled tribes.
Education for backward classes, minorities.
Adult education to remove illiteracy from the masses.
Re-organization of education i.e. pre-primary, secondary and higher.
New dimensions such as distance education, IGNOU, de-linking the degree with
employment etc.
The new policy gave a new direction in the field of education in the light of national unity
and development of this is the preparation to welcome the 21st century.
6. Equal Opportunities to all for education: The education of the students
with physical disabilities.
The policy states that the objective should be to integrate the physically and mentally
disabled with the general community, to prepare them for normal growth and to enable
them to face life with courage and confidence.
It envisages the following measures in this regard:
Whenever possible, education of children with locomotor disability and other disabilities
will be common with that of others.
Provision for special schools with hostels as far as possible at district headquarters, for
severely disabled children.
Adequate arrangements for vocational training to the disabled to enable them to live
with confidence.
Re-orientation of teacher training programs to deal with the special difficulties of the
disabled children.
Voluntary efforts for the education of the disabled by the voluntary organizations.
7. PROGRAMME OF ACTION 1992
The revised policy formulations which set forth the modifications to the National Policy on
Education, 1986 were placed in both Houses of Parliament on May 7, 1992.
These modifications were evolved through the same consensual process through which the NPE’86
was evolved.
In 1991, CABE (Central Advisory Board of Education) set up a committee to review the
implementation of the various parameters of the NPE’86, taking into consideration the report of the
Committee for Review of the NPE and other relevant developments since the Policy was formulated.
Features of the POA 1992
1. Education for Women’s equality.
2. Education of Scheduled Castes, Scheduled Tribes and Other Backward Sections.
3. Minorities’ Education
4. Education of the Disabled {Handicapped (as mentioned in the POA)}*
5. Adult and Continuing Education
6. Early Childhood Care and Education
Conti…
8. Conti….
7. Elementary Education
8. Secondary Education
9. Navodaya Vidyalayas
10. Higher Education
11. Vocational Education
12. Delinking Degrees from Jobs and Manpower Planning
13. Rural Universities and Institutes
14. Technical and Management Education
15. Research and Development
16. The Cultural Perspective
17. Development of Languages
18. Media and Educational Technology
19. Sports, Physical Education and Youth
20. Evaluation Process and Examination Reforms
21. Teachers and their Training
22. Management of Education
9. NPE Review Perspective
• The NPE of 1986 recommended an integrated education in general schools for children with locomotor
handicaps and with other mild disabilities, orientation and pre-serviced training of general teachers to
meet special needs of these children, provision of vocational training, establishment of special schools
for severely disabled children and encouragement of voluntary organizations in these tasks.
• The POA suggested a pragmatic placement principle. It postulated that a child with disability who can
be educated in a general school should be educated in a general school only and not in a special
school. Even those children who are initially admitted to special schools for training in plus curriculum
skills should be transferred to general schools once they acquire daily living skills, communication skills
and basic academic skills.
Targets
For achieving equalization of educational opportunities, children with disability should have access to
quality education comparable to other children. However, considering the financial resources likely to be
available during the 8th plan the targets for education of disabled children would be as follows:
a) Children who can be educated in general primary schools.
• Universal enrolment by the end of the 9th Five year plan.
• Ensuring achievement of minimum level of learning through adjustment and adaptation of curriculum
and teaching to special needs.
Conti…
10. Conti…
b) Children who require to be educated in special schools or special classes in general schools.
• Universal enrolment by the end of the 9th Five Year Plan.
• Ensuring achievement of level of learning commensurate with their potential.
c) Reduction of drop out rates on par with other children.
d) Providing access to disabled children to secondary and senior secondary school with resource
support and making special provision for vocational training of these children, particularly
those with intellectual disabilities.
e) Reorienting pre-service and in-service teacher education programs to meet special needs in the
classroom.
f) Reorienting adult and non-formal education programs to meet educational and vocational
training needs of persons with disability.
Implementation Strategies
1. Planning for Universal Elementary Education and Adult Literacy at all levels- Centre, State,
District, Block and Project- provide for the educational needs of this category of children.
2. Training of educational planners and administrators as well as pre-service and in-service
teachers.
3. The material supplied under Operation Blackboard will have to take into consideration special
needs of these children.
11. Integrated Education for Disabled Children (IEDC)
The POA’86 Target of increasing enrolment of children by 25% per year was achieved as enrolment of
disabled children in general schools increased from 15,000 to 30,000.
Subject to availability of resources, the cumulative enrolment would reach 50,000 by the end of 8th
Plan.
However, an additional 1,00,000 children with mild disabilities will be provided resource support from
teachers and learning aids and equipment.
The following action were needed for achieving the targets laid down:
o Adequate allocation of resources.
o Provision for education of disabled children should be made an integral component in externally
assisted basic education projects.
o Centrally Sponsored Schemes of Operation Blackboard, Vocationalisation of Education and Non-Formal
Education.
o Co-ordinated implementation of schemes like Community Based Rehabilitation, ECCE, VRCs and IEDC
so as to reduce cost and achieve higher coverage. This would require coordination among the
Ministries/Departments of Health, Welfare, Education, Women & Child Development and Labour.
o The NGOs have to encouraged to implement IEDC, particularly in rural areas. The NGOs involved in
other educational activities will be encouraged to work in this area also and assisted in developing
their expertise.
12. Special Schools
The POA envisaged provision of an additional 400 special schools at the district headquarters.
However, because of resource constraints no new special school has established.
The Ministry of Welfare has identified 240 districts without any special schooling facility.
Efforts would be made to provide special schools in these districts by the end of 9th Five Year Plan.
Vocational Training
The Ministry of Labour is providing vocational training to the handicapped through the Craftsman Training
Scheme (CTS), the Apprenticeship Training Scheme and separate Vocational Rehabilitation Centres (VRCs).
Three per cent of the seats for admission to IT is under the Craftsman Training Scheme and
Apprenticeship Training Scheme are reserved for candidates who are handicapped but have aptitude
and are otherwise' fit to undergo the required training.
The States/UTs. have been advised from time to time to implement this reservation for the
handicapped which will be continued during the 8th Plan also.
Adjustment and adaptation of equipment to provide full access to disabled persons will be ensured.
The National Institutes for the Handicapped under the Ministry of Welfare will continue their efforts to
provide vocational training to the handicapped.
The Department of Education will also encourage voluntary organizations working in the area of
vocational education and training for the handicapped.
The CIVE will provide support to vocational training for the handicapped through teacher training
material and other resources.
13. Orientation and Training of Teachers
All the DIETs to be established by the end of the 8th Plan will have a resource room and trained
faculty to teach the essential component of education of children with disability.
They will also run orientation programs for teachers at least from lab areas and practicing schools
to establish field demonstration of IEDC program.
The SCERTs will support field demonstrations under the scheme of IEDC. Similar action is
suggested for the 250 CTEs and 50 lASEs.
The pre-service training curriculum will induct essential components in these. areas, wherever it
has not been done so far.
All in-service teachers should receive awareness input on education of children with disability in
orientation programmes.
In each area/institution where IEDC is implemented all teachers will receive orientation as
envisaged in the scheme of IEDC. The heads of institutions and educational administrators will
also receive training.
The Indira Gandhi National Open University and NCERT should plan credit courses on special
education to equip general teachers to meet special needs.
The NCERT will provide training to the IEDC cell staff. Multi-category training of resource teachers
will be encouraged in UGC supported programs.
14. Training of Educational Administrators
The NIEPA in collaboration with NCERT should develop programs for training educational
administrators and making them aware of the needs of this group. The IGNOU should design and
offer courses for this target group also.
Special Teachers
The NIHs and its regional training centers have built up capacity to train single disability special
teachers for special schools.
Besides meeting demands of the new special schools, the existing untrained teachers will be
trained and backlog cleared by the end of the 8th Plan.
In-service training of special teachers will be planned in a way that each teacher receives a three-
week course every four years.
Efforts will be made to promote special education units in university departments of education
for training teachers to handle multi-category disabilities.
Education and Vocational Guidance Counselling Personnel
The existing education and vocational guidance·, counsellors should be provided training in
dealing with disabled children and their parents.
Essential component should also be added to their pre-service training programs. The NCERT
and NIHs should design and offer in-service course for in-service counsellors.
15. Content and Process
Curriculum flexibility is of special significance for these children. Special needs of these children will be
met, if child-centered education is practiced.
The curriculum adjustment and adaptation of teaching methods and material will be worked out, field
tried and provided to the users.
The following actions will be taken:
• Guidelines for child centered education, including special needs in the classroom, being developed at
the NCERT will be made available by mid 1993.
• Guidelines for adjustment of curriculum and instructional material and methods for visually and
hearing handicapped at primary level have been developed. Work for upper primary and secondary
school level will be started and completed by the end of 1994.
• The achievement of minimum levels of learning by children with mild disabilities should be ensured
through resource support and alternative learning material, wherever needed.
• The Boards of Examination should make adjustment and adaptations in examination for the
handicapped children.
• Study of more than one language should not be compulsory for deaf children.
• Teaching of Science and Mathematics is either not available to handicapped children or they opt for an
easier substitute.
• The NIHs and the NCERT to be asked to make special efforts and develop an action program to improve
access of disabled children to these important areas.
• Child-to-child help in education of children with disability is an effective resource in view of large
classes and multi-grade teaching.
• The special learning aids and equipment like braille books, braille kit, audio visual material will be
developed and made available to schools by NIHs and NCERT.
16. Use of Mass Media
Radio and television are being used in a limited way both for advocacy as well as educational
purposes. The CIET, SIETs, NIHs and other organizations will develop a variety of programs so that
they can be regularly telecast/broadcast.
The MHRD will approach the Ministry of Information and Broadcasting for providing adequate
time for this purpose.
The CIET, SIETs and NIHs will also develop software in non-telecast mode and make it available to
DIETs, other training centers and NGOs working with disabled persons.
Field publicity units should be utilized by States for advocacy programs. Newspapers and
magazines have started popular advocacy and educational writing in this area. The NCERT and the
NIHs will develop packages and hand over to journalists in workshops.
Availability of Special Learning Materials and Aids
Learning material in braille is still not available to all children. Same is the case with aids like
braille slate, Taylor frame, etc.
Similarly language training material for speech and hearing handicapped is not available in
regional languages.
Steps will be taken by the NIVH, AYJNIHH, NIMH and the NCERT to ensure the availability of such
material.
17. Monitoring and Evaluation
The availability of a reliable data base is essential for proper monitoring and evaluation of
educational programs for persons with disability.
The District Education Office, must, with the help of other agencies, collect data about the
number of disabled persons in the District- disability wise, sex wise and age group wise;
beneficiaries under IEDC, special schools, ITIs, VRCs, etc., number of special and resource
teachers, their qualifications and pay scale, and budget utilization.
Similar information should also be included in the statistics collected by MHRD as also the
Educational surveys conducted by NCERT.
The MHRD and the Ministry of Welfare should make grants under IEDC and special schools
contingent on the periodic returns giving the information.
An inter-departmental Committee should be set up at the State and Central levels for monitoring.
In addition, regular visits by the officers of the MHRD, NCERT, Regional Colleges of Education and
field offices, should lead to status reports.
Evaluation studies by external agencies, universities conducting courses on education and
rehabilitation of persons in specific geographical areas will be commissioned by MHRD and the
Ministry of Welfare.
18. REALITY CHECK
The NPE/POA 1986 was modified and a new POA was chalked out in 1992 POA made
an ambitious commitment for universal enrolment by the end of the 9th plan for both education
in special schools or special classes in general schools.
Centrally sponsored scheme of integrated education for the disabled children(revised 1987,1989,
and 1992)
• The department of social welfare Govt. of India launched the centrally sponsored scheme of
integrated education for disabled children in 1974 with 100% central assistance with the
coverage of education of children with disabilities in the national policy on education during 1986
the scheme was shifted to the ministry of human resource development the scheme provides
educational opportunities for children with disabilities in common schools. A large number of
state governments have already adopted the scheme they have established administrative cells
for monitoring the scheme. However coverage of visually impaired children under the scheme at
present is negligible.
Project integrated education for the disabled(PIED)
• The national council for educational research and training implemented PIED during 1987 with
the financial support from UNICEF which provided support for the development of instructional
material, training of personnel, mobilizing community support, training of parents and
coordination of the project in remote and rural areas and difficult places. It also extended support
for identification and assessment of children with disabilities, establishment of resource rooms,
provision of aids and appliances and allowances for children with disabilities.