Evaluation of Implementation of IEDSS in India

IEDC to IEDSSComponents IEDC IEDSS

Year of Origin 1974, revised in 1992 2009

Type of Scheme

Centrally Sponsored Scheme

Centrally Sponsored Scheme

Scope Pre- school to Secondary vocational courses at senior secondary

Secondary and senior secondary

Implementing Agencies

Deptt. of Education & NGOs

Deptt. of Education & NGOs

Special Teacher Pupil ratio

1:8 1:5

Facilities Actual cost for all components (ceiling)

Student Components- Rs. 3000/child,

Other components-

Actual cost (ceiling)

Government InitiativesCABE Committee-Universal Secondary education-

universal access, equality and social justice, relevance and development, and structural and curricular considerations-common school system

Comprehensive Action Plan, 2005-Secondary school system would adopt structural,curricula & pedagogical reforms for extending the access

RMSA-removing gender, socio-economic and disability barriers, providing universal access to secondary level education by 2017, & achieving universal retention by 2020.

12th Plan- Addressing issues of coverage & quality in holistic manner, IEDSS to be merged

Primary Upper primary Secondary Higher secondary0

100000

200000

300000

400000

500000

600000

700000

800000

900000

Number of Children with Disabilites Enrolled at Different Levels of Education

Total Enrolment

No

. of C

hild

ren

Source: 7th AISES, NCERT

The Study

Rationale Major Drop out Gap in Enrolment from Upper Primary to

Secondary Review of Literature Ministry Concerns Voices of Activist Groups Parents' Concerns

Objectives

To assess

Impact of the scheme on enrolment, access, retention of students with disabilities

Resource support in terms of trained (general and special) teachers, assistive devices, appropriate teaching materials and learning environment etc.

Good practices of inclusive education

Role of State Government in planning, implementation and monitoring of the scheme

Special needs of girl students with disabilities and of students with disabilities belonging to SC,ST

Methodology

Phase I

-Meeting of the Evaluation Committee -Studying the proposals submitted by the States to MHRD for funding.

Phase II

-Development of the semi

structured tools-Finalization of tools with the help of experts and on the basis of feedback of the state visits

Phase III

Data Collection from the identified States

Phase IVQuantitative and Qualitative analysis of the dataPreparation of report

The States

Administrative Cells

Andhra PradeshDelhiGujaratHaryanaKarnatakaKeralaMadhya PradeshMaharashtraManipurMizoramOdishaRajasthanSikkimTamil naduTripuraUttarakhandWest Bengal

Findings

EnrolmentIncrease- Andaman & Nicobar Islands, Andhra Pradesh,

Assam, Gujarat, Haryana, Karnataka, Kerala, Madhya Pradesh, Odisha, Rajasthan, Tamil Nadu, Uttarakhand & West Bengal

Decrease- Bihar, Daman & Diu, Manipur & Tripura

No Clear Trend- Delhi, Mizoram, Puducherry & Punjab

Overall decrease in enrolment of girl students with disabilities from 43.57% in 2009-10 to 43.07% in 2010-11, 41.51% in 2011-12, and 40.21% in 2012-13 .

A&N IslandsAndhra Pradesh

AssamGujarat

HaryanaKarnataka

KeralaManipur

MizoramMadhya Pradesh

OdishaPuducherry

RajasthanTamil Nadu

0

10

20

30

40

50

60

70

Percentage of Girls Enrolled in Different Years

2009-102010-112011-12

Four States Haryana, Tamil Nadu, Nagaland and Andaman & Nicobar Islands show increase in drop out rates. One State, Odisha shows decrease in drop out in the second year but again increase in drop out in the third year.

Haryana Odisha TamilNadu Nagaland A&N Island0

500

1000

1500

2000

2500

3000

3500

4000

4500

2800

159

1069

7

1292

44

1174

61

4000

111

1277

444

76

No. of Students with Disabilites Dropping out of Schools in different years

2009-102010-112011-12

No

. of

Stu

de

nts

wit

h D

isa

bili

tie

s

Gujarat Haryana Manipur Odisha0

1000

2000

3000

4000

5000

6000

7000

33603600

99

5969

3067

4202

154

1941

Transition of Students with Disabilities from Elementary to Secondary Level

No of Students Passing out Class VIII in 2011-12No of Students getting Enrolled in Class IX in 2012-13

No

. of S

tud

en

ts

Resource Support Aids, Assisstive Devices & TLM:

Kerala has given maximum variety of aids covering most of the disabilities followed by Odisha. The other States are Daman & Diu, Assam, Gujarat, Mizoram, Tamil Nadu, Tripura, Sikkim, Puducherry, Karnataka, Madhya Pradesh, Maharashtra, Nagaland, Manipur and Haryana. Remaining 11 States, have not provided any aids and assistive devices and the reason, according to them, is lack of funds.

Removal of Architectural Barriers:

Steps already undertaken by the States/UTs: Delhi, Haryana, Kerala, Odisha, Puducherry, Uttarakhand. Steps initiated/planned by the States/UTs: Assam, Bihar, Gujarat,Karnataka, Madhya Pradesh, Nagaland, Tripura, West Bengal

Model Schools:

Only two States, Haryana and Kerala reported setting up model schools under this scheme.

MaharashtraGujarat

OdishaMadhya Pradesh

KarnatakaKerala

HaryanaMizoram

AssamTamil Nadu

NagalandMeghalaya

Manipur

0

20

40

60

80

100

120

7 7 5

101

7

56

43

36

5 610

14

6

Number of Students with Disabilities per Special Teacher

Number of Students with Disabilities

Twelve States have appointed special teachers (In Manipur 49 special

teachers are continuing since IEDC. Major problem for appointing special teachers is lack of trained teachers & recruitment policies of

the states.

General teachers trained in only 12 states

Only 3 States have provided training for more than 5 days to general teachers.

AssamDelhi

HaryanaKerala

ManipurMeghalaya

MizoramNagaland

OdishaPuducherry

Uttrakhand

0

1000

2000

3000

4000

5000

6000

7000

Total Number of General Teachers Trained under IEDSS & Days of Training

1 days2-3 days4-5 daysMore than 5 days

No

. of G

en

era

l Te

ach

ers

Odisha and Madhya Pradesh have constructed resource rooms at school level and rest of the States at block/cluster level.

PunjabOdisha

TripuraHaryana

KeralaPuducherry

ManipurUttarakhand

NagalandMadhya Pradesh

0

100

200

300

400

500

600

700

619

2049

145

576 24

95 8050

Number of Resource Rooms

Resource Room

Relaxation in Procedures Relaxation in admission

Only six states- Haryana, Odisha, Delhi, Kerala, Karnataka & Gujarat- have given relaxation in admission in terms of age of admission, reservation and Zero rejection policy.

Relaxation in Evaluation

Only seven States-Gujarat, Karnataka, Kerala, Manipur, Odisha, Punjab & Tripura- have given relaxation in evaluation procedures in terms of time, type of questions, and grace marks/reducing passing percentage and weightage to co- curricular activities.

As Indicated by States

Special Measures for disadvantaged groups

Aids, assistive devices & TLM

Assam, Daman & Diu, Gujarat, Haryana,

Karnataka, Kerala, MP, Maharashtra, Manipur, mizoram, Nagaland, Odisha, Puducherry, Sikkim, T.N & Tripura

Alternative modes of Evaluation

Gujarat, Karnataka, Kerala, Manipur,Odisha, Punjab

&Tripura

Environment BuildingDaman & Diu, Delhi,

Haryana,Karnataka, Kerala, M.P.,Odisha & West Bengal

Innovative PracticesHaryana, Odisha,

Tamil Nadu and West Bengal

IEDSS AT A

GLANCE

Model SchoolHaryana, Kerala

Relaxation in Admission Proceture

Delhi, Gujarat, Haryana,Karnataka, Kerala and

OdishaArchitectural

BarriersAssam, Bihar, Delhi,

Gujarat, Haryana, Karanataka, Kerala,

M.P., Nagaland, Odisha, Puducherry, Tripura, Uttrakhand

& West Bengal

Resource RoomsH.P,Kerala, M.P, Manipur,

Nagaland, Odisha,Puducherry, Punjab,Tripura

anaUttarakhand

Special Teachers appointed

Assam, Gujarat, Haryana, Karanataka, Kerala, Madhya

Pradesh Maharashtra,Meghalaya, Mizoram,

Nagaland, OdishaAnd Tamil Nadu.

Traning of General Teachers

Assam, Delhi, Haryana, Kerala, Manipur, Meghalaya,

Mizoram, NagalandOdisha, Puducherry & West

Bengal

Special Teachers Appointed

Daman & Diu and Odisha

Input by StudentsAlmost all the students with disabilities (99%) liked coming to the

school. and half of them (49%) reported that they did not face any difficulties.

Majority of the students with disabilities (83%) did not specify the facilities being provided to them.

While 6.5% of students with disabilities like all aspects of the school, 18.2% like studies, 15.3% like teachers, 12.7% like classmates and friends, 11.3% like reading, 8.4% like games and sports and the rest like other aspects of the school like library, art & craft etc.

The students liked the most those classmates who helped them in their daily activities.

Nearly half of the students (44.5%) expressed the need for special attention from their teachers

Majority of students with disabilities (87.3%) attend classes regularly.

Almost half of students with disabilities (55%) get adequate chance of participating in extra-curricular activities.

Inputs by TeachersOnly 35.1% of teachers identify the needs of students with

disabilities.

Only 29% of teachers face difficulty during the classroom teaching.

Majority of the teachers (88.1%) gave no response to the question regarding the strategies used for meeting the SEN of students in the classroom.

More than half teachers gave no response to the question regarding the how they included these children in their regular day to day teaching.

More than half of the teachers (57%) have not received any training for meeting the special needs of children in the classroom.

Very few Students in schools

Drop out from 8 lakh students

to less than 1 lakh

GOVERNMENT INITIATIVES

100 % Provision27 States Active

Quality of Education

StrengtheningAt

PrimaryLevel

Administration

Training & Resource Support

Awareness & Enforcement

Gender Gap

Attitude

Ignorance......is a guarantee to Marginalization