Status of education of children with disabilities in India

Abstract

Education is the key to human development. Education is a dynamic process. It can never be conceived of as a static activity. Explanation of the changes in society and making them appropriate for the learner is vital from the development point of view of any society. Exploring the frontiers of education and studying its changing parameters would make it ever fresh. Education is a fundamental right of every child. Article 26 of United Nations declaration for human rights highlights the right to education. Article 45 of Constitution of India notes free compulsory education for children under the age of 14 years. Further, Article 41 emphasizes right to education for persons including those with disabilities. Under the Constitution, persons with disabilities have been guaranteed the Fundamental Rights as available to other citizens of the country viz., equality of opportunity, non discrimination, no untouchability, freedom of religion, right to the language, script or culture, right to franchise, right to property, right to enforce fundamental rights, access to education in any educational institution, and right to work. Historically, India has been an inclusive society. Persons with disabilities were always part of the society. The origin of special education in India can be traced back to the era of “Gurukula” education which adhered to fundamental educational principles of special education like determining the strengths and needs of each pupil, individualization of teaching targets and methods to match the skills and interests and preparing the pupils for meeting the social expectation of their prospective interests. Though the learners were not labelled as ‘disabled’, they were provided assistance on the basis of their individual needs. The development in special education over the years has been slow but steady. Before 1900, institutions for persons with disabilities were mostly managed by voluntary efforts and missionaries. The charity approach was predominant during those days. After independence in 1947, the human rights approach started gaining ground and provision for services to persons with disabilities found place in the constitution itself. Special school approach was considered to be the most effective strategy. As a result, scores of special schools emerged. The Governments started committing to education of persons with disabilities thereby starting special schools in various states and also in districts. Even today, special schools are increasing in numbers and this approach will remain as one of the models to serve persons with disabilities, especially to meet the needs of children with severe disabilities. Education of persons with disability did not have a special focus until recent years. India, crossing a billion populations has about 200 million school aged children, among whom nearly 4 million children require special needs education. A startling figure indicated in the Seminar on Special Education, at the Asia Pacific Programme of Education Information Development Japan (November 6 – 10, 2000) states that only 5% of children with disabilities are enrolled in schools. Moreover, 40% of children with disabilities do not complete 5 years of basic education and 20% of children with disabilities are found to be not completing the further 3 years of compulsory education. Children with disabilities in rural areas do not have access to special education services, as most of the services are concentrated in urban areas. Universal declaration of Human Right (1948), the declaration of rights of the disabled persons (1975), the declaration decade of the disabled persons (1983-92), Development of Standard Rules for Equalisation of Opportunities for Persons with Disabilities (1993), and Asia Pacific Decade of the Disabled Person (1993-2002), have all had remarkable effect in providing directions for policies and programmes for persons with disabilities. India is signatory for Biwako Millennium Framework for action (2003-2012) which ensures an inclusive, barrier free and rights based society for persons with disabilities in Asia Pacific region.