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 roleMandates 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) & Programme of
Action (1992)
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)

2009
Right to Education (RTE) Act

Significant
Milestones in
India

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
1995
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

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

Teacher Education
Institutions will need
to reframe their
programme courses
to include the
perspective, concept
and strategies of
inclusive education
NCFTE, 2009

Gearing all teacher education programmes

to developing pedagogical skills required in
inclusive classrooms- National Focus
Group-2005

Special teachers
fully included

Class teacher
responsible for all
children

Not failing any

students

Class
Teacher
responsible
for all children

Developing strengths
& abilities

NCF,2005
Developing
strengths
& abilities

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' or 'can
do' attitude
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
l

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 EXCLUSION

Youve got to be taught to hate & fear,
Youve got to be taught from year to year,
Its got to be drummed in your dear little ear
Youve got to be carefully taught.
Youve got to be taught to be afraid
Of people whose eyes are oddly made,
And people whose skin is a different shade
Youve got to be carefully taught.
Youve got to be taught before its too late
Before you are six or seven or eight,
To hate all the people your relatives hate
Youve got to be carefully taught!
Youve got to be carefully taught!
From South Pacific, Rodgers & Hammerstein