Transcript Evaluation study DEGSN

Evaluation of Implementation of IEDSS in India
IEDC to IEDSS
Components
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
Government Initiatives
CABE Committee-Universal Secondary educationuniversal 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
Number of Children with Disabilites Enrolled at Different
Levels of Education
900000
800000
No. of Children
700000
600000
500000
Total Enrolment
400000
300000
200000
100000
0
Primary
Upper primary
Source: 7th AISES, NCERT
Secondary Higher secondary
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,
retention of students with disabilities
access,
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 III
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 IV
Quantitative and Qualitative
Data Collection from the analysis of the data
Preparation of report
identified States
The States
Administrative
Cells
Andhra Pradesh
Delhi
Gujarat
Haryana
Karnataka
Kerala
Madhya Pradesh
Maharashtra
Manipur
Mizoram
Odisha
Rajasthan
Sikkim
Tamil nadu
Tripura
Uttarakhand
West Bengal
Findings

Enrolment
Increase- 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
Percentage of Girls Enrolled in Different Years
70
60
50
2009-10
2010-11
2011-12
40
30
20
10
0
Andhra Pradesh
Gujarat
Karnataka
Manipur
Madhya Pradesh Puducherry
Tamil Nadu
A&N Islands
Assam
Haryana
Kerala
Mizoram
Odisha
Rajasthan
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.
No. of Students with Disabilites Dropping out of Schools in
different years
No. of Students with Disabilities
4500
4000
4000
3500
3000
2009-10
2010-11
2011-12
2800
2500
2000
1500
1292
1069
1174
1277
1000
444
500
159
0
Haryana
44
111
Odisha
7
TamilNadu
Nagaland
61
76
A&N Island
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.
Transition of Students with Disabilities from
Elementary to Secondary Level
7000
5969
6000
5000
No. of Students
4202
4000
3600
3360
3067
3000
1941
2000
1000
99
154
0
Gujarat
Haryana
Manipur
No of Students Passing out Class VIII in 2011-12
No of Students getting Enrolled in Class IX in 2012-13
Odisha
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.
Number of Students with Disabilities per Special Teacher
Number of Students with Disabilities
120
101
100
80
60
56
43
40
36
20
14
7
7
Maharashtra
Gujarat
5
10
7
5
6
Assam
Tamil Nadu
6
0
Odisha Madhya PradeshKarnataka
Kerala
Haryana
Mizoram
Nagaland
Meghalaya
Manipur
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.
Total Number of General Teachers Trained
under IEDSS & Days of Training
7000
No. of General Teachers
6000
5000
1 days
2-3 days
4-5 days
More than 5 days
4000
3000
2000
1000
0
Delhi
Assam
Puducherry
Nagaland
Meghalaya
Kerala
Uttrakhand
Odisha
Mizoram
Manipur
Haryana
General teachers trained in only 12 states
Only 3 States have provided training for more than 5 days to general
teachers.
Number of Resource Rooms
Resource Room
700
619
600
500
400
300
200
145
100
20
95
57
49
6
24
80
50
0
Odisha
Punjab
Haryana
Tripura
Puducherry
Uttarakhand Madhya Pradesh
Kerala
Manipur
Nagaland
Odisha and Madhya Pradesh have constructed resource rooms at
school level and rest of the States at block/cluster level.
Relaxation in Procedures

Relaxation in admission
Only six states- Haryana,
Odisha, Delhi, Kerala,
Karnataka & Gujarathave given relaxation in
admission in terms of age
of admission,
reservation and Zero
rejection policy.
As Indicated by States

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
cocurricular activities.
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
Environment Building
Daman & Diu, Delhi,
Haryana,
Karnataka, Kerala, M.P.,
Odisha & West Bengal
Architectural
Barriers
Assam, Bihar, Delhi,
Gujarat, Haryana,
Karanataka, Kerala,
M.P., Nagaland,
Odisha, Puducherry,
Tripura, Uttrakhand
& West Bengal
Alternative modes of
Evaluation
Gujarat, Karnataka,
Kerala, Manipur,
Odisha, Punjab
&Tripura
Innovative Practices
Haryana, Odisha,
Tamil Nadu and West
Bengal
Model School
Haryana, Kerala
IEDSS
AT A
GLANCE
Special Teachers
appointed
Assam, Gujarat, Haryana,
Karanataka, Kerala, Madhya
Pradesh Maharashtra,
Meghalaya, Mizoram,
Nagaland, Odisha
And Tamil Nadu.
Resource Rooms
H.P,Kerala, M.P, Manipur,
Nagaland, Odisha,
Puducherry, Punjab,Tripura ana
Uttarakhand
Relaxation in Admission
Proceture
Delhi, Gujarat, Haryana,
Karnataka, Kerala and
Odisha
Special Teachers
Appointed
Daman & Diu and
Odisha
Traning of General
Teachers
Assam, Delhi, Haryana,
Kerala, Manipur, Meghalaya,
Mizoram, Nagaland
Odisha, Puducherry & West
Bengal
Input by Students
Almost 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 Teachers
Only 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.
GOVERNMENT
INITIATIVES
100 % Provision
27 States Active
Attitude
Strengthe
ning
At
Primary
Level
Awareness &
Enforcement
Administr
ation
Gender
Gap
Training &
Resource
Support
Quality of
Education
Very few Students
in schools
Drop out from 8
lakh students
to less than 1 lakh
Ignorance......is a guarantee to Marginalization