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Kolkatta National Workshop , 24th – 25th June, 2009

                                                                        SARVA SHIKSHA ABHIYAAN

                

A Report of the National Workshop

On

“Bridging Gaps through Inclusive Education in SSA”

 

 Kolkatta

24th – 25th June, 2009

Inclusive Education

Technical Support Group (SSA)

Ed.CIL (India) Ltd.

10-B, I.P. Estate,

New Delhi – 110 002.

TABLE OF CONTENTS

S. No.

Session

     1.       

Introduction

     2.       

Inaugural Session

     3.       

Progress of Inclusive Education - Technical Sessions

Sayanthana Vedi Camps for CWSN  - Kerala SSA

Bridge Courses for CWSN – Bihar SSA

Implementation of Inclusive Education through NGOs strategy including novel practices like KRPF training, West Bengal SSA 

Theme Based Camps for CWSN – Orissa SSA

Qualitative Aspects of IE by Dr. Anupriya Chadha

4.

Visits to the Intervention Sites

5.

Key Recommendations of the Workshop 

6.

Conclusion

 


Introduction

 

The national workshop on “Bridging Gaps through Inclusive Education in SSA” was held in West Bengal from 24th – 25th June, 2009.  The first day was devoted to technical presentations by the resource persons. The second day mainly concentrated on visits to IE related intervention sites. About 63 participants from 30 States/UTs participated in the workshop.  

 

The main objectives of the workshop were:

 

To review progress and hold discussions on key issues related to IE
To apprise the participants of the resource support strategy through NGOs developed by SSA West Bengal
To share with the participants Best Practices like Theme Based Camps in Orissa and Sayanthana Vedi Camps in Kerala
To discuss with the States progress made on the 3 set of guidelines (Evaluation, Assessment and Barrier Free) developed at the national level
To expose the participants through visits to the practices like training of Key Resource Persons from the Family and Home Based Education programmes being undertaken by SSA West Bengal.

Inaugural Session

 

The workshop started with Dr. Anupriya Chadha welcoming all the participants to the workshop.  Shri. Sushil Kumar from MHRD apprised the participants about the following status and issues in IE:

 

Identification of CWSN very low. CWSN constitute only 1.37% against the Census which is 2.1%. The reasons for low identification may be stated by the States. 
13 States/UTs of Chattisgarh, Goa, Dadra & Nagar Haveli, D& Diu, Delhi, Haryana, Jharkhand, MP, Nagaland, Sikkim, Tripura, Uttarakhand and UP have identified less than 1% CWSN. These States have shown less than less than 1% identification since 2006-07.
25.22 lakh CWSN covered through schools, AIE, EGS and home- based education which is 88.98% of the identified CWSN.
23.17 lakh (81.26%) CWSN have been enrolled in schools. Mainstreaming from AIE/ EGS and home-based education programme very slow.
Barrier- free, Assessment and evaluation guidelines developed at the national level which will help the States to identify more complex groups of CWSN like autism, cerebral palsy, learning disabilities, low vision, etc. were circulated.
Maximum number of children with orthopaedic impairment identified and enrolled. Other categories to be given equal importance. States to put in more efforts to enroll blind children, children with hearting impairment, cerebral palsy and mild mental retardation.
 11 States/ UTs of Assam, Bihar, J&K, Jharkhand, Manipur, Meghalaya, Mizoram, Punjab, West Bengal and the UTs of D&N Haveli and Daman and Diu, have enrolled less than 80% children. These States / UTs have shown less than less than 80% enrollment since 2007-08.
10 States of Arunachal Pradesh, Delhi, Goa, Jharkhand, J&K, Karnataka, Manipur, Mizoram, Orissa and Sikkim and all the UTs, barring Chandigarh, have not yet started to cover CWSN through AIE/EGS Centres.
10 States/UTs of Delhi, Gujarat, Haryana, Manipur, Meghalaya, Nagaland, U.P., A & N Islands, Chandigarh, D & N Haveli have to start home-based education for CWSN.
Only 56.37% schools provided with ramps and handrails. This needs to be made addressed immediately. Quality of ramps a serious issue. Need for building disabled friendly toilets.
19 States/UT of Assam, Andhra Pradesh, Arunachal Pradesh, Bihar, Chhatisgarh, Goa, HP, J&K, Jharkhand, MP, Manipur, Meghalaya, Mizoram, Punjab, Sikkim, Tripura, Uttrakhand, A & N Islands, and Chandigarh have made less than 50% schools barrier free.
Nagaland and D & N Haveli not taken up any initiative to make schools barrier-free.
There has been a gradual improvement in providing Braille books to the visually impaired children. Currently 21 States/UTs have provided 61969 Braille books to visually impaired children, this needs more gearing up.
 Only 1000 NGOs involved in 29 States/ UTs. Good networking with NGOs only in Andhra- Pradesh, Bihar, Gujarat, HP, Karnataka, TN and West- Bengal in which NGOs are involved in the actual implementation of the programme. In other states, NGOs used for various purposes, but evidence of good networking is lacking. No NGO involvement in Manipur, Sikkim, UP, Dadra, Daman & Diu and Lakshadweep.
Only 9310 resource teachers (RTs) appointed in 29 States/UTs with 34 RTs in Chattisgarh, 3 in Goa, 70 in Haryana, 19 in Jharkhand, 9 in Mizoram, 4 in Meghalaya, 2 in Sikkim, and 8 in Uttrakhand.  States/UTs having no resource teachers are Arunachal, J&K, Nagaland, Tripura, D&N Haveli, Delhi and D& Diu.  How can there be a provision of resource support for CWSN at the school level. It is important to ensure that every child with special needs receives continuing on site support.  For this, the States would have to involve more NGOs and appoint more resource teachers.
71.29% CWSN provided aids and appliances. 8 States of Arunachal, Goa, Meghalaya, Nagaland, Punjab, Rajasthan, Tripura and Uttarakhand and Daman & Diu have provided less that 50% aids and appliances. Sikkim and the UTs of D & N Haveli and Lakshadweep have not provided any information on aids and appliances at all.
93470 teachers deputed for 45/ 90 day training. This aspect needs strengthening.
3-5 day training conducted for 18.63 lakh teachers,  which is less then less than 50%.
It was observed that most of the states have improved their expenditure on IE. Expenditure on IE in 2006-07 to 66.53% as compared to 67.11% in 2007-08. As of March 2009, expenditure in IE in 2008-09 was 81.77%.  States/ UTs having less than 50% expenditure on IE are Goa, J&K, Manipur, Sikkim and all the UTs barring Puducherry.

               

Progress oN INCLUSIVE EDUCATION

 

1.         Andhra Pradesh

 

·                    181999 CWSN identified and 158016 enrolled.  2500 CWSN covered through AIE and 12030 CWSN covered through home-based education.

187051 CWSN provided aids and appliances.
52 NGOs involved in the IE programme.
220871 teachers have been provided 5-day training on IE. 633 trained through 45/90 day training.
802 resource teachers in place.
31461 (39.33%) schools made barrier free.

 

Issues

 Train teachers on evaluation and assessment of CWSN.
More schools to be made barrier- free.
Increase the pace of expenditure in IE.

                   

2.         Arunachal Pradesh

 

12169 CWSN identified and 7094 enrolled.  300 CWSN covered through home-based education.
5179 CWSN provided aids and appliances.
5 NGOs involved in the IE programme.
921 teachers have been provided 5-day training on IE. 67 teachers trained through 45/90 day training.
789 schools made barrier free.

                 

 

Issues

Train teachers on evaluation and assessment of CWSN.
Only 40.65% provided assistive devices.
No resource teacher appointed.
Only 23.73% schools made barrier free.

3.         Assam

 

97801 CWSN have been identified and 68374 enrolled in schools. 6570 CWSN have been enrolled in EGS and 22004 are being covered through home-based education.
28023 CWSN have been provided aids and appliances.
91624 teachers have been given five-day training on IE.
167267 teachers have been given training through the mass teacher training programmes and 4135 DIET/BTC faculties trained through RCI foundation course. 
For barrier free access, 37659 schools and new school buildings are being equipped with ramps and handrails.

       Issues                   

Train teachers on evaluation and assessment of CWSN.
Providing the remaining CWSN the needed assistive devices.
Conduct 45/90 day training programme for more teachers and other

 

4.         Bihar

 

313500 CWSN have been identified and 241995 enrolled in schools.
94269 CWSN provided aids and appliances.
One day orientation programme has been organised for 171104 teachers.
3-day training given to 139557 teachers.
2889 teachers have undergone three-month foundation course by RCI.
350 resource teachers appointed.
33246 schools have been provided with ramps.

 

      Issues

 

Appointment of more resource teachers to be done.
Only 34.61% schools made barrier free. 
Train teachers on evaluation and assessment of CWSN.
More resource teachers should be appointed at the block level.
Increase pace of expenditure on IE as the state could spend only 62.45% of the sanctioned budget in 2008-09.

    

 

5.         Chhattisgarh

 

46153 CWSN have been identified and 45169 enrolled in schools. 353 CWSN have been enrolled in EGS and 171 CWSN being covered through home based education.
33420 CWSN provided aids and appliances.
1-day orientation programme has been organised for 66620 teachers.
3-day training given to 35651 teachers.
528 teachers have undergone three-month foundation course by RCI.
30 resource teachers appointed.
18592 schools have been provided with ramps.

                   

Issues

 

The state should conduct a workshop on IE to chalk out an appropriate strategy.
 Strengthens its identification mechanism as CWSN constituted 1.00% of the total child population
The State should appoint a technical officer for IE both at the state/ district level.
Train teachers on evaluation and assessment of CWSN.
Community awareness on IE should be taken up.
More resource teachers should be appointed at the block level.
 Increase pace of expenditure on IE.
Explore the possibility of initiating residential bridge courses for CWSN, as a precursor to their mainstreaming in regular schools.

                 

6.         Chandigarh

 

4601 CWSN identified and 4260 enrolled.
15 resource teachers appointed.
7 NGOs involved.
The State has started teacher training on IE and 896 teachers have been given 3 day training, 244 teachers given 45-90 days training on IE.
37 schools made barrier free.

Issues

 

Train teachers on evaluation and assessment of CWSN.
Only 18.14% schools made barrier free.
The UT should Increase pace of expenditure on IE as it could spend only 39.43% in 2008-09.

         

7.       Daman & Diu

                    

146 CWSN identified and 91 enrolled
11 CWSN provided assistive devices.
69 schools made barrier free

        Planning workshops on IE to be conducted to chalk out an implementable strategy                      

8.         Delhi

        

8661 CWSN identified and 8581 enrolled.
47792 general teachers have been provided the 1-day mass teacher training.
6371 CWSN provided aids and appliances. 
3710 schools have been provided ramps and handrails.
50 resource teachers appointed.

         Issues

 

A concrete plan of action on IE should be developed by the State clearly indicating the activities to be taken up.
Convergence with NGOs should be established.
The State should undertake an authentic identification survey for CWSN, both in and out of school.
Train teachers on evaluation and assessment of CWSN.
The pace of expenditure on IE should increase as it could spend only 37.74% on IE.

9.         Goa

 

1725 CWSN identified and enrolled.
4 NGOs involved.
95 teachers given 45/90 days training.
653 schools made barrier free.

       Issues

 

A concrete plan of action on IE should be developed by the State clearly indicating the activities to be taken up.
The State should undertake an authentic identification survey for CWSN, both in and out of school.
Train teachers on evaluation and assessment of CWSN.
The pace of expenditure on IE should increase as it could spend only 33.78% on IE.
42.60% schools have been made barrier free.

               

10.       Gujarat

 

75218 CWSN identified and 62406 enrolled.
1129 CWSN covered through EGS/AIE.
191044 general teachers have been provided orientation to IE issues in the mass teacher training.
123239 CWSN provided aids and appliances. 
9823 teachers have been given 45/90 day training.
32128 schools have been provided ramps and handrails.
1193 resource teachers appointed.

              Issues 

The State should chalk out a strategy to provide support to children with severe and profound disability, in the form of home-based education.  Alternative options to enroll CWSN in AIE/EGS centres could also be considered.
Train teachers on evaluation and assessment of CWSN.
The State should monitor qualitative aspects of education of CWSN like learning achievement, peer acceptance, teacher attitudes, etc.

11.       Haryana

 

25075 CWSN identified and 20431 enrolled in schools. 161 CWSN enrolled in EGS.
66000 general teachers have been provided 1-day mass teacher training.
39625 CWSN provided aids and appliances.
42850 teachers have been given 5 day training.
9391 schools have been provided ramps and handrails.
70 resource teachers appointed.

                   

            Issues

 

The state strengthens it’s identification mechanisms as the CWSN constitute only 0.54% of the total child population against the accepted 2-3%.
The process of appointment of more resource teachers should be completed soon.
Train teachers on evaluation and assessment of CWSN.
Monitor the qualitative aspects of CWSN like learning achievement, peer attitudes, etc.
Provide assistive devices to more CWSN.
Explore possibility of bridge courses for CWSN, before their mainstreaming in regular schools.

             

 

12.       Jharkhand

 

47312 CWSN have been identified and 40193 are enrolled in schools. 107 covered through home-based education. 
29238 aids and appliances have been provided.
The State has provided 3-5-day training on IE to 9148 teachers. 42260 teachers have been given a 1-day orientation to IE in the mass teacher-training programme for the duration of 10-days.
188 resource persons have been trained through the RCI foundation course.
16 resource teachers appointed.
14721 schools made barrier free.

   Issues       

                

Immediately provide gender wise data on CWSN.
Appoint more resource teachers.
Organize a planning workshop for involvement of NGOs in the implementation of the IE programme.
Train teachers on evaluation and assessment of CWSN.
Expedite the process of making more schools barrier free as only 27.36% schools have been covered so far.
Increase expenditure on IE related activities as it could spend only 57.04% on IE.

                 

13.       Karnataka

              

132297 CWSN identified and 97169 enrolled and 11473 covered through home-based education.
55258 CWSN provided aids and appliances.
195894 teachers oriented to IE through the 20-day refresher training.
15733 teachers oriented to IE for 5-days.
24678 teachers provided training through RCI foundation course.
606 resource teachers appointed.
70821 schools made barrier-free.

                

            Issues

 

The state should recruit a trained IE coordinator at the State level.
Train teachers on evaluation and assessment of CWSN.
Look into the aspects of curricular modification, learning achievement and evaluation of CWSN in teacher training i.e. adopt a more inclusive approach while training teachers.
Initiate efforts towards enrolling CWSN in EGS centers.
Make all the schools barrier-free.

   

14.       Kerala

 

134570 CWSN identified and 127607 enrolled in schools. 362 CWSN enrolled in EGS and 775 provided home-based education.
9 NGOs involved.
13793 CWSN provided aids and appliances.
132000 teachers oriented to IE through the 20-day refresher training.
67182 teachers oriented to IE for 5-days.
460 resource teachers appointed.
13779 schools made barrier-free.

     

         Issues

      

Share with MHRD and TSG the research studies conducted so far on IE.
Conduct training for DIET faculty, BRC/CRC resource persons, teachers and EGS/AIE instructors on IE as planned.
Train teachers on evaluation and assessment of CWSN.
Monitor aspects like curricular modification, learning achievement and evaluation of CWSN by appointing more resource teachers.
Develop a clear monitoring mechanism on IE.

                    

15.             Lakshadweep

 

463 CWSN identified and 398 enrolled in schools. 65 CWSN are provided home-based education.
220 teachers trained on IE for 3 days.220 teachers trained on IE for 3 days.
32 schools made barrier-free.

                     

    Issues

 ·                    Planning workshops on IE to be conducted to chalk out an implementable strategy.

 

16.       Madhya Pradesh

  

111492 CWSN identified and 102567 enrolled. 6562 CWSN are enrolled in EGS and 1807 provided home-based education
90450 CWSN provided aids and appliances.
75204 teachers oriented to IE through the 20-day refresher training.
18264 teachers oriented to IE for 5-days.
13005 teachers provided training through RCI foundation course.
163 resource teachers appointed.
59943 schools made barrier free.

      

      Issues             

 

Strengthen its identification mechanisms as CWSN constitute only 0.69% of the total child population. The State should also endeavour to identify other categories of CWSN like multiple disabilities, cerebral palsy, autism etc.
Providing the remaining children with special needs with the appropriate assistive devices.
To regularly monitor the learning achievement of CWSN in regular classrooms.
Train teachers on evaluation and assessment of CWSN.
Make more schools barrier free.

17.       Maharashtra

 

414277 CWSN identified and 380723 enrolled. 24518 CWSN covered through EGS and 9036 through home-based education.
39 NGOs involved
380000 teachers oriented to IE.
15446 teachers provided training through RCI foundation course.
1300 resource teachers appointed.
86929 schools made barrier free.

                  

Issues

 

Monitor aspects like curricular modification, learning achievement and evaluation of CWSN by appointing more resource teachers.
Train teachers on evaluation and assessment of CWSN.
Providing the remaining children with special needs with the appropriate assistive devices.
To regularly monitor the learning achievement of CWSN in regular classrooms.
Make remaining schools barrier free.

                 

18.       Manipur

 

7423 CWSN identified and 4357 enrolled.
7 NGOs involved.
1117 CWSN provided aids and appliances.
3062 teachers oriented to IE.
2642 teachers provided training through RCI foundation course.
122 schools made barrier free.

                   

Issues

 

Planning workshops on IE to be conducted to chalk out an implementable strategy.
Provide more CWSN with assistive devices.
Should urgently take steps to make schools barrier free as only 3% schools have been covered so far.
The state showed no expenditure on IE in 2008-09.

                  

19.             Meghalaya

 

9224 CWSN identified and 7496 enrolled.
249 CWSN covered through home-based education.
6216 teachers trained through mass teacher training. 6546 teachers provided 3-day orientation.
549 teachers provided training through 45/90 day foundation course.
3189 CWSN provided assistive devices.
571 schools made barrier free.

 Issues        

 

Make more schools barrier-free as only 6% schools have been covered so far.
The state should further expedite its expenditure on IE.
Train teachers on evaluation and assessment of CWSN Chalk out an appropriate strategy for resource support by appointing resource teachers at the block level.  Assistance from Composite Regional Centre at Assam should be sought for this purpose.

20.       Mizoram

 

7264 CWSN identified, 5458 enrolled.
2716 teachers trained through mass teacher training.
2423 teachers provided 3-day orientation.
432 teachers provided training through 45/90 day foundation course.
1585 CWSN provided assistive devices.
1274 schools made barrier free.
9 resource teachers appointed.

              

Issues

 

Make more schools barrier-free as only 50.26% schools have been covered so far.
Train teachers on evaluation and assessment of CWSN Increase the progress on IE in the aspect of teacher training and in provision of aids and appliances.
Expose all the DPCs to the concept and implementation of IE in SSA.

                 

21.       Nagaland

 

3627 CWSN identified, 2948 enrolled.
1862 teachers provided 3-day orientation
3 NGOs involved.
164 teachers provided training through 45/90 day foundation course.
910 CWSN provided assistive devices.

                   

Issues

 

Appointment of resource teachers should be done. 
Train teachers on evaluation and assessment of CWSN.
Organizing planning workshops for IE in SSA, so that an appropriate strategy on IE is chalked out.
Start making schools barrier-free.
Train teachers on IE through the in-service teacher training.

           

22.       Orissa

 

126245 CWSN identified and 114845 enrolled. 2842 through home-based education.
83 NGOs involved.
128418 CWSN provided aids and appliances.
164004 teachers oriented to IE.
5173 teachers provided training through RCI foundation course.
328 resource teachers appointed.
43393 schools made barrier free.

             

Issues

  

To train teachers on curricular adaptations and evaluation of CWSN.
To help the teachers adopt a more inclusive approach in classrooms while teaching all children.
Train teachers on evaluation and assessment of CWSN.
To constantly monitor the performance of CWSN in classrooms.
Make more schools barrier free.

                  

23.       Punjab

70085 CWSN identified, 48247 enrolled. 439 CWSN covered through EGS and 2906 through home-based education.
108 teachers provided 3-day orientation.
202 resource teachers appointed.
78 NGOs involved.
970 teachers provided training through 45/90 day foundation course.
59042 CWSN provided assistive devices.

                 

Issues

 

To help the teachers adopt a more inclusive approach in classrooms while teaching all children.
Train teachers on evaluation and assessment of CWSN.
To constantly monitor the performance of CWSN in classrooms.
Teacher training on IE to be taken up.
Material development on IE to be taken up.
Provision of barrier free access should be expedited.

     

 

24.       Puducherry

 

2926 CWSN identified. Out of these, 2816 enrolled in schools and 110 covered through home-based education.
4 resource teachers appointed.
A total of 1559 aids and appliances have been provided to CWSN.
130 general teachers have been trained through mass teacher training.
343 schools provided with ramps and handrails.

 

Issues

 

To help the teachers adopt a more inclusive approach in classrooms while teaching all children.
Train teachers on evaluation and assessment of CWSN.
To constantly monitor the performance of CWSN in classrooms.
Make more schools barrier free.

               

25.       Rajasthan

 

248084 CWSN identified and 236213 enrolled. 6841 CWSN covered through EGS and 4013 through home-based education.
32 NGOs involved.
25368 CWSN provided aids and appliances.
61251 teachers oriented to IE.
9770 teachers provided training through RCI foundation course.
200 resource teachers appointed.
68445 schools made barrier free.

       Issues

 

The state should ensure that all CWSN who need aids and appliances are provided with the same, either through convergence with other schemes or through SSA.
More resource teachers should be appointed.
Community awareness programmes on IE should also be undertaken.
To help the teachers adopt a more inclusive approach in classrooms while teaching all children.
Train teachers on evaluation and assessment of CWSN.
To constantly monitor the performance of CWSN in classrooms.
Make more schools barrier free.

                 

26.       Sikkim

 

965 CWSN identified and 698 enrolled.
104 CWSN provided home based education.
102 schools made barrier free.

      

         Issues

 

The State needs to conduct a planning workshop on IE to chalk out a concrete strategy in all aspects of IE.  The State is weak in IE implementation.
Make more schools barrier free as only 9% schools have been covered.
Train teachers on evaluation and assessment of CWSN.
Expedite its pace of expenditure in IE.

27.       Tamil Nadu

 

116339 CWSN identified and 103133 enrolled in schools and 412 in EGS. 12794 CWSN provided home-based education.
96677 CWSN provided aids and appliances.
201604 teachers oriented to IE for 5-days.
34908 schools made barrier-free.
826 resource teachers appointed.

      Issues

 

The state should streamline its identification procedures as the State has identified less than the accepted 2% CWSN.
Life skill and vocational training as proposed by the State should be a part of the special teacher job chart.
Maintain an authentic child-wise data on CWSN at all levels.
To adopt an inclusive approach while teaching all children in a regular classroom.
Include barrier free features in all schools.
Train teachers on evaluation and assessment of CWSN.
                   

28.       Tripura

 

 3093 CWSN identified and 2964 enrolled in schools and 64 in EGS. 15
1460 CWSN provided aids and appliances.
19606 teachers oriented to IE for 1-days.
2282 schools made barrier-free.

           

Issues

 

The State is weak in IE implementation, including very low identification of CWSN, which is 0.46%.
Only 38% schools have been barrier free.
Appoint resource teachers on a priority basis.
The state should strengthen its networking with NGOs and convergence with other ministries/ departments working in the area of disability.
The state should depute more teachers for the 90-day foundation course.
More CWSN to be provided aids and appliances.
               

29.       Uttarakhand

 

16517 CWSN identified and 13764 enrolled in schools and 102 in EGS. 1149 CWSN provided home-based education.
8989 CWSN provided aids and appliances.
40569 teachers oriented to IE through the 20-day refresher training.
12957 teachers provided 45/90 day foundation course.
9494 schools made barrier-free.
8 resource teachers appointed.

             

   Issues

 

Appoint resource teachers at the block level.
Make all schools barrier free as only 53% schools have been covered so far.
Maintain an authentic child-wise data on CWSN at all levels.
To adopt an inclusive approach while teaching all children in a regular classroom.
Train teachers on evaluation and assessment of CWSN.

                   

30.       West Bengal

 

A total of 214869 CWSN have been screened and 132897 have been enrolled in the schools and 7673 in EGS. 21733 being provided home-based education.
46377 CWSN provided aids and appliances.
149116 teachers have been provided intensive training on IE.
258533 teachers have been oriented to IE through 20-day training.
1013 teachers provided RCI foundation course.
1007 resource teachers appointed.
49589 schools have been provided with ramps.

          

Issues

 

Streamline it’s identification procedures as CWSN constitute only 1.30% of the total child population.
The State should also include evaluation guidelines of CWSN as well as the assessment guidelines in the training programmes for teachers. These guidelines have already been framed at the national level and circulated to all the States.
Expedite its expenditure on IE.
Conduct research /impact assessment study on IE.

                 

 

TECHNICAL SESSIONS

 

Session-I: Sayanthana Vedi Camps for CWSN - Kerala SSA

 

The first presentation of the day was on Sayanthana Vedi Programme for CWSN   in Kerala SSA by Shri. Sam John. He started his presentation by explaining the concept of Sayanthana Vedi and its objectives.  Basically Sayanthana Vedi Programme is an attempt to improve the achievement level of children with special needs through remedial practices.  It also involves giving guidance to the parents on care and management of CWSN.  Besides, the community also becomes aware about the issues related to CWSN.  These camps are conducted once a month in BRC/CRC.  Appropriate models are developed for the purpose of these camps.  These camps have been successful in providing resource support and guidance to the parents of CWSN.

 

 

Session – II: Bridge Courses for CWSN – Bihar SSA

   

The second presentation of the Day I was on Residential Bridge Courses (RBCs) for CWSN in Bihar. This presentation started by providing a brief status of IE in SSA.   Shri. P.K. Mishra then stated the objectives of these bridge courses.  Basically the State conducts two kinds of bridge courses.  30-day bridge courses are conducted for mildly disabled children with the help of resource teachers.  The 12-month RBCs are conducted at the district level by NGOs for totally blind and mentally retarded children. Shri. Mishra then explained the provisions provided to CWSN in these bridge courses.   So far the state has covered 13185 CWSNs through the 30-day RBCs and 940 CWSNs through the long-term RBCs. 

Session - III: Implementation of Inclusive Education through NGOs strategy including novel practices like KRPF training, West Bengal SSA 

 

The third presentation of the day was on Activities of District Level Resource Organisation (DLRO) by Bangio Saksharata Prosar Samiti, a NGO working for West Bengal SSA in the area of IE.  This presentation began by clearly defining the role of State Level Resource Organisation and DLRO.  The objectives of DLRO engagement and their working pattern along with their catchment area were explained in detail.   The representative from their NGO explained its strategy for working for IE in SSA.  The main area of work involved identification of CWSN, convergence, providing special educators and giving resource room and plus curricular support to CWSNs.

 

Session - IV: Theme Based Camps for CWSN – Orissa SSA

 

The fourth presentation of the day was on Theme based Camps conducted specially for CWSNs in Orissa.  The Theme Based Camp is an innovative activity for CWSN, in which different categories of CWSN participate along with their parents and some normal children in some specific selected activities organized in a camp. It facilitates integration, acceptance and sensitization for CWSN.  Shri. Patra then explained the objectives and the procedure of these camps as given below.

 

Aims and Objective of Theme Based camps

 

·                    Developing self-confidence and competence in differently abled children.

·                    To facilitate integration of differently abled children along with the normal for better acceptance in society.

To develop different compensatory senses.

To avoid discrimination between differently-abled and the non- disabled children.
To motivate the parents of CWSN for all round development of their children.

    

Procedure: Organization of Theme Based Camps

 

The camps are being organized in Education Circle-wise in each quarter of the Financial Year.
30 differently able children participate in the camp along with 10 nos. normal children and their parents.
The parents of the CWSN are also oriented on different themes for home management.
The selected CWSN are awarded for their excellent talents.
All participants are also awarded as consolation prizes.
The PRI members/VEC president and other Officers are present in the camp for appraisal.
The talents of CWSN are detected and selected for State and National level competition.

                

So far 2000 such camps have been conducted covering approximately 8000 children.

 

 

Session - V: Qualitative Aspects of IE

 

The last presentation of the day was on the qualitative aspects of IE by Dr. Anupriya Chadha, Chief Consultant, SSA.  The focus of this presentation was on the following aspects:

 

Identification of CWSN
School related factors
 Remedial teaching
Individualized Educational Plan (IEP)
Manpower related issues
Learning achievement of CWSN

The session was made very interactive by different states providing their inputs on the various qualitative aspects discussed during the presentation.

 

The presentation started by giving the importance of identification and screening of CWSN.  Various strategies adopted by SSA States to identify CWSN were discussed.  It was generally seen that the states/ UT of Arunachal Pradesh, Assam, Kerala, Maharashtra, Mizoram, Rajasthan and Chandigarh had identified more than 2% CWSN, whereas the states/UTs of Chhatisgarh, Goa, Gujarat, Haryana, Jharkhand, MP, Nagaland, Sikkim, Tripura, UP, Uttrakhand, D & N Haveli, Daman & Diu and Delhi had to strengthen their identification mechanisms as they had identified less than 1% CWSN.  The state of Maharashtra was asked to discuss its identifications strategy in detail.

 

The second aspect discussed in the workshop was school related factors for IE.  Issues like PTR, teacher availability, adequate space in the school, the building design and proper lighting needed adequate attention. These, though not directly linked to inclusion, can have an important bearing on it. The impact of these factors on IE was discussed in detail.  Assam then shared the steps it was taking to prepare schools for inclusion. 

 

The next aspect of discussion was that of resource support to CWSN which mainly came in the form of remedial teaching and development of Individualized Educational Plan.  The essential ingredients of remedial teaching were discussed in detail.  The concept of remedial teaching was discussed along with its aim and objectives.  Rajasthan and Assam then discussed in detail their strategy for undertaking remedial teaching for CWSN. 

 

The process of development of IEP, its uses, aims and objectives were discussed.  The components of an IEP were discussed in detail.  The format developed at the national level and shared with all the states was shown.  The state of Orissa then shared its process of development of IEPs. 

 

Manpower related issues on IE were then discussed.  This mainly included appointment of resource teachers, their functions and the nature, frequency and duration of resource support provided to CWSN by the resource teachers.  There was a general feeling that the resource support to CWSN had to be strengthened.  More resource teachers had to be appointed and their job chart planned in such a way so that optimum resource support could be provided to CWSN. 

 

The last aspect of this presentation was on learning achievement of CWSN.  In general, there was an agreement that this was the weakest aspect of IE and it needed strengthening by all the states.  The states were asked to develop their own mechanism to assess the learning achievement of CWSN and to formulate appropriate formats for the same.

 

VISITS TO THE INTERVENTION SITES

 

   

Day-II began with visiting various intervention sites related to inclusive education.  These included visits to low vision camps, physio therapy camps, resource rooms, training programmes on IE, interaction with parents trained through the Key Resource Persons Training Programme.  The Key Resource Persons Training in order to enhance and intensify the process of mainstreaming CWSN in regular schools; SSA - West Bengal is training parents, siblings and other such family members who are directly related to the child affected with a disability.  This is called training of Key Resource Person from the Family (KRPF).  Family members are selected by the District Project Office in consultation with the local VECs, resource teachers, circle level  resource persons and special educators of the district level resource organization.  Care is taken to train only those members from the family who have the necessary interest, positive attitude, motivation, leadership skills, good communication skills and willingness to work in a team. Interaction with parents revealed that a KRPF brings about attitudinal changes in the family, provides relevant information, helps in obtaining the necessary concessions and facilities as well as referral services available for CWSN, monitors school attendance, discusses the problems of CWSN and, if possible, provides possible solutions. SSA West Bengal has also prepared a module for the training of KRPF.

Another highlight of the visits was observing resource rooms for children with special needs, which generally exist in a regular school having CWSNs. Two such resource rooms were visited.  The purpose of the resource room is to provide remedial teaching to CWSNs and to impart to them plus curricular skills.  These resource rooms function 3 days in a week under the supervision and guidance of special educators.  One school is selected from each circle for resource room facility and CWSNs from the nearby schools visit the resource room.  The state plans to open 11 more such resource rooms.

 

Training progamme for the AIE Sevaks/Sevikas was also observed.  The state has enrolled 465 CWSNs in AIE centres.  It therefore imparts 1-day training to AIE instructors.  In the training programme observed, 48 AIE instructors were being trained. This training is provided with the help of special educators and the following topics are covered:

 

                

 Concept of inclusive education
Types of special education
Identification of CWSN
Tips for classroom management.
                 

KEY RECOMMENDATIONS OF THE WORKSHOP

 

The following key recommendations emerged from the deliberations and discussions held during the workshop:

 

Goa, Haryana, Jharkhand, MP, Nagaland, Sikkim, Tripura, Uttarakhand and Dadra & Nagar Haveli, Daman & Diu and Delhi have identified less than 1% CWSN. These States had to improve their identification mechanisms and strategy on a priority basis, as this would be reviewed in the next quarterly IE workshop.
There was considerable discussion on providing aids and appliances.  Most of the states had different experiences in obtaining the required equipment through ALIMCO. There has been a gradual increase in the number of CWSN being provided such aids and appliances. However, in some states this aspect needed strengthening and the states were asked to device a multi-pronged strategy to provide assistive devices to CWSN.
6 States of Arunachal, Goa, Meghalaya, Nagaland, Tripura, Uttarakhand and the UT of Daman have provided less that 50% aids and appliances. Sikkim, Dadra, Lakshadweep did not provide any information on aids and appliances at all. These states were asked to strengthen this aspect as this would be reviewed in the next national IE workshop.
In SSA, so far only 60% schools made barrier-free.  15 States/UT of Arunachal Pradesh, Andhra Pradesh, Bihar, Chhatisgarh, Goa, HP, J&K, Jharkhand, Manipur, Meghalaya, Mizoram, Sikkim, Tripura, A & N Islands and Chandigarh have made less than 50% schools barrier free. Nagaland and D & N Haveli not taken up any initiative to make schools barrier-free.  This aspect also needed strengthening.
Goa, J & K, Sikkim, A & N Islands, Dadra, Daman & Diu, Delhi, Chandigarh had shown less than 50% expenditure on IE.  These states had to gear up their efforts on IE related activities.
All the states had to include assessment guidelines, barrier free guidelines and evaluation guidelines developed at the national level in appropriate training programmes.
It was also observed that the N.E. States and UTs require intensive capacity building on IE. These States had to conduct more planning workshops for functionaries at all levels.
Having begun with identification, assessment, provision of aids and appliances and teacher training, it was felt that the focus of the States now should be on the qualitative aspects of IE.  This included remedial teaching, development of Individualized Educational Plans, learning achievement of CWSNs, etc. If children with special needs are not provided in-class attention and adequate resource support, they are likely to drop out. 
The states were asked to develop their own mechanism to assess the learning achievement of CWSN, which would be reviewed in the next IE national quarterly workshop.
The states/UTs of Arunachal Pradesh, Chhatisgarh, Goa, Haryana, Jharkhand, J&K, MP, Meghalaya, Nagaland, Sikkim, Tripura, Uttrakhand, D & N Haveli, Daman & Diu, Lakshadweep, Puducherry  were asked to appoint more resource teachers as this was an area of serious concern.
It was emphasized that there was an imperative need for more cross sharing of information between various States to stimulate faster development.
There needs to be a more rigorous process documentation of the initiatives being taken up in IE.

          

Conclusion

 

The progress made by the participating States was reviewed in detail. The focus was on covering more CWSNs and to provide them quality education. There was unanimity on the need to address critical issues like identification of CWSNs, remedial teaching, appointment of resource teachers, providing the required assistive devices to CWSNs and preparing schools for inclusion.  Some important quality related aspects regarding inclusive education in SSA were discussed at the workshop.  These were relating to manpower development, resource support to CWSNs and sustained on-site support to CWSNs.  Developing a strategy that will ensure that every child with special needs receives continuing on-site support is perhaps the biggest challenge of all.  Unless this is achieved, CWSNs may not fully benefit from the programme.  This will indeed be the touch-stone of the success of the programme.

 

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