Creating Inclusive Schools in India Challenges and lessons learned

Imtiaz Mohammed Head of Programmes – Asia and AmericasLeonard Cheshire Disability

Indian context

Children with disabilities 5 times more likely to be out-of-school than average.

Children with disabilities rarely progress beyond primary education i.e. their presence in secondary and higher education is almost nil.

Illiteracy extremely high among children with visual, multiple and intellectual disabilities.

Among people with mild disabilities illiteracy is 50%, Severe disabilities it is 75%.

Source: People with Disabilities in India: From Commitments to Outcomes, World Bank, Jul 09

Official Census – 21.9 million disabled people. Of this, 52% (11 million) are illiterate

India ratified UNCRPD, signatory of Salamanca Declaration

National Persons with Disabilities Act – which mentions rights based entitlement to basic education for disabled people

Government Universal Education Programme (Sarva Siksha Abhiyaan SSA) has a special focus on inclusion education. Key features of SSA -

Cash grant of Rs1200 ($24) per year/child

Emphasis on micro-planning – local education departments given leeway to plan

Involvement of other stakeholders like - resource institutions, NGOs etc.

Zero-rejection policy (No child having special needs can be denied enrollment)

Indian context

Good Policies in place

Reaching out to 2701 children with disabilities.

107 Child to child club’s formed 2381 teachers trained 217 schools made physically accessible

Initiatives of Leonard Cheshire Disability

A regional programme across 4 countries (Bangladesh, India, Pakistan and Sri Lanka)

Figures as on September 09

Core Areas of Work

Preparatory support

Enrollment support

Retention support

Therapy, Aids, Basic training in mobility, behavioral training, communication skills, Caregiver training

Sensitisation of school management, Facilitating enrolment, Accessibility – home and transport

School accessibility, Teacher training, Peer sensitisation, Accessible learning material, tuitions etc., Access to govt. scholarships, pensions

Key Challenges

• Data on number of CwDs and their educational status not available/accurate

• Negative attitudes of parents and school staff towards CwDs

• Inaccessible physical environment

• Inflexible curriculum, teaching and evaluation methods

Key Challenges

• Poverty

• Often inflexible government bureaucracy

• Enrollment of CwDs with moderate and severe/mulitple disabilities difficult

NGOs and Govt agencies hesitant to collaborate with the projects as they feel addressing disability is a specialised area and they need to spend more resources.

Lessons Learned

A collaborative approach with government and NGOs is needed for sustainability. Do not duplicate

A good referral network should be established with local resources (aids/appliances, hospitals, block resource centres, Govt departments, NGOs etc)

Involving the community, specially parents is important.

Special education/Resource Teacher support is essential

IE – is not just about education. Promote socialization among CwDs and their peers through Childrens Clubs and other extracurricular activities.

For grievance redressal – facilitate formation of SHGs/Parents groups

Create demonstrable models which serve as an effective tool for influencing policy .

One size does not match all - a customised approach for each child depending on their disability

Lessons Learned

Evaluation – what have we seen?

68% of children with disabilities (girls – 40% and boys – 60%) have been retained in primary education in the target areas.

There has been a marked improvement in the visibility of children with disabilities in schools compared to the previous years.

The knowledge of the school community on disability is evolving, and they have demonstrated positive attitudes. Teachers are also gradually acquiring skills on disability. Accessibility in schools is also beginning to improve.

Evaluation – what have we seen?

In some locations, the projects are being invited by government and non-government organizations as resource persons in training programmes on inclusive education.

The projects have established referral networks to enable persons with disabilities access to services from various organizations like hospitals, government agencies etc.

I love to go to school…

I love to go to school…..

My name is Sumair, I live in Gonekoppal, Coorg, India. I love listening to music. I had never thought that one day I would go to school. I used to feel very lonely without anyone to play with and was afraid of the children who teased me.

Then one day people from Cheshire Home Coorg visited my family, talked to me and my parents. After a few days they cam again and took measurements of my body and got me a special chair, which was very comfortable. They also taught my parents ho to support me in my daily life. My dream of playing with other children came true when they took me to their Day Care Centre. There I met several other children and learned to read and write.

I love to go to school…

Later, I was taken to nearby Government School (Ammathy) where lots of children study. They spoke to the school management about my admission and got me enrolled there. I cannot forget my first day at the big school. I was hesitant and spoke little. But the teacher was good to me and so were the others. I am happy now and the best part is that “I love to go to school…”

Children at school

Volunteers training

Caregivers training

ADLS training

Speech therapy training to care givers

Campaigning for education

Block level education department officials training

Accessible school

Adapted learning materials

Thank you!!!