Legislative and Policy Frameworks India Prof. Anita Julka NCERT

The Presentation

 Policies and Programmes  Issues and Challenges

Peculiarities of Indian Education System

 Central Government Plays some role-Mandates through Right To Education, 2009, Persons with Disabilities Act, 1995, Rehabilitation Council of India Act, 1992, National Trust Act, Mental Health Act, 1987  State Governments responsible for implementation of number of Policies, Curricula, Assessments, textbooks etc.

 Guidelines – National Curriculum Framework, NCERT, National Curriculum Framework for Teacher Education, NCTE

Policy and Legislative Frameworks India

The Wardha Scheme

known as the

Zakhir Hussain Committee Report (1938)

- Free & Compulsory Education for seven years.

Sargent Report (1944)

proposed a system of universal, compulsory and free education for all boys and girls between ages of six and fourteen.

The Kothari Commission (1964-66)

-concept of neighbourhood school and common school system

Cont.

National Policy on Education (1968, 1986) Action (1992)

&

Programme of Integrated Education for Disabled Persons (IEDC, 1974) & Project Integrated Education for the Disabled (1987, NCERT)to strengthen the integration of learners with disabilities into regular schools. District Primary Education Programme (DPEP, 1993) & Sarva Shiksha Abhiyan(SSA) (2001-02)-EDUCATION FOR ALL Rashtriya Madhyamic Shiksha Abhiyan (RMSA) & Inclusive Education for Disabled at Secondary Stage (National Middle Level Education Programme)

Significant Milestones in India 2009 Right to Education (RTE) Act 2009 RMSA-IEDSS 2006 National Policy for Persons with Disabilities 2005 Comprehensive Action Plan 1999 National Trust 1997, 2000 Inclusion of IED in DPEP & SSA t The Persons with Disabilities Act 1992 The RCI Act 1974 IEDC

Law, policy, programs & rights instruments reflect two primary approaches or discourses that treat disability either as an individual pathology or as a social pathology.

NATIONAL FRAMEWORKS Teacher Education Institutions will need to reframe their programme courses to include the perspective, concept and strategies of inclusive education NCFTE, 2009 curriculum must be “an inclusive and meaningful experience for children” Teachers must be trained to address the learning needs of all children including those with marginalized and disabled NCF, 2005 Gearing all teacher education programmes to developing pedagogical skills required in inclusive classrooms- National Focus Group-2005

Special teachers fully included Developing strengths & abilities Developing strengths & abilities Class teacher responsible for all children Not failing any students Class Teacher responsible for all children

NCF,2005

Promoting self reliance & inculcating critical thinking, decision making, problem solving etc. Nurturing all aspects of personally

CWSN enrolled as compared to total

DISE DATA NUEPA, 2013-14

ISSUES AND CHALLENGES

 Vision and values in schools NOT based on inclusive ethos  A '

will have to do

' rather than '

will do' do

' attitude or '

can

 Short term introductory training only awareness creating  Long term training (90 days) fails to build the skills for inclusive classrooms  Pro-active approach to identifying barriers and finding practical solutions missing

Cont.

 Partnerships with parents, community and other staff members need to be strengthened  Strong leadership & regular critical review and evaluation necessary  Lack of Resource Persons for Training Teachers  Practical Training not inclusive  Teacher Education Programmes at pre-primary and primary level to be more inclusive

TEACHERS' VOICES

We do not have the time to explain each and every concept, we need to have support of a special educator

Since these children do not have less IQ, hence they can fit into the existing classroom processes

Factors like large Classroom sizes, maintaining discipline, vast syllabus, emphasis on Marks, only few included students act as constraints They like Science. But they simply cannot sit inside a classroom to learn it. So we started taking classes in the open where they are at ease

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

The problem is not how to wipe out the differences but how to unite with the differences intact Rabinder Nath Tagore

A THEME SONG FOR SOCIAL EXCLUSIO N You’ve got to be taught to hate & fear, You’ve got to be taught from year to year, It’s got to be drummed in your dear little ear You’ve got to be carefully taught.

You’ve got to be taught to be afraid Of people whose eyes are oddly made, And people whose skin is a different shade You’ve got to be carefully taught.

You’ve got to be taught before it’s too late Before you are six or seven or eight, To hate all the people your relatives hate You’ve got to be carefully taught!

You’ve got to be carefully taught!

From South Pacific, Rodgers & Hammerstein