TOWARDS INCLUSIVE

SCHOOL

An executive summary of self- assessment survey by NGO’s in selected schools of KARNATAKA

Contents

Chapter Subject Page No Acknowledgement

1. Approach and strategies.

2. Summary

Report of Sub – Groups

3. Accessibility

4. Classroom environment

5. Education services

6. Additional curricular Activities

7. Committees for school Development

8. Policy and system

Conclusions

Include Vidya Campaign (IVC)( Karnataka)

Include Vidya Campaign Objective: -

• CBMs Include Vidya campaign is to include children with disabilities in

education in India.

• Increase enrollment and retention of children with disabilities in main

stream school.

• Gain community and parents commitment to ensure inclusive education.

• Ensure children with disabilities in schools are learning with their peers.

Appoint special educators in general school to fill existing vacancies and

make inclusive education successful.

Include Vidya Campaign (IVC)(Karnataka) - plan

1. Study on Educational status of Children With Disabilities Survey in

500 Schools

2. one day orientation to volunteers

3. District Level Program

4. Developing Case Studies and reviewing

5. State Level Program

1. Study on Educational status of Children With Disabilities Survey in

500 Schools

Introduction

Education has long since been acknowledged to be the most important tool in breaking

the cycle of poverty that perpetuates in every generation of a marginalized community.

In families that already face barriers to accessing services on account of their caste,

religion, geographical location, tribal status and income levels, having a child with

disability results in yet another layer of discrimination in terms of access to relevant

services geared towards the rehabilitation and inclusion of the child. At best,

marginalized families can get access to mainstream schemes and programmes which

are designed as a one-size-fits-all e.g. poverty alleviation schemes, public distribution

system schemes etc. These schemes and programmes often are not designed to adapt

to the specialized needs of persons with disabilities. For instance, a poverty alleviation

scheme that involves the determination of a poverty line does so for all families, and

does not take into account the additional costs that a person with disability or family

with a person with disability encounters in their every day lives. A family that has a

child with a disability and is technically above the poverty line may actually face the

barriers of other families below the poverty line on account of these costs.

The Constitutional Context

Traditionally, education for children with disability, where imparted, has been in two

forms – ‘special schools’, which are impairment specific e.g. schools for the blind, schools for the deaf, schools for the deafblind, schools for children with impaired

development; and mainstream schools, where children with disability were allowed to

study at the discretion of the teaching or management of the school. Education in India

traditionally has been under the domain of the Ministry of Human Resources at the

Union Level, and the Department of Education at the State Level. It is a concurrent

subject under Schedule VII of the Constitution of India, which means that both the

State and the Union have concurrent powers to legislate on the area. However, the

establishment of special schools does not fall under this domain. The establishment of

special schools is largely unregulated until the enactment of the Rehabilitation Council

of India Act, 1992, which is the first legislation regarding services to persons with

disabilities in the Country. Asper provisions of the RCI Act, prior approval of the Council

is mandatory for all entities - government and non-government - to start any training

course in the field of Special Education and RCI certification is made mandatory for any

professional working in the field of Special Education in India.

Consequently, the training of teachers for other schools remains under the Ministries

and Departments concerned with education, as mentioned above, and is not mandated

to include any component on students with disabilities. The RCI Act furthers this gap

with its mandatory certification requirement. The RCI Act has, since its inception, seen

a cumulative enrolment of 90,553 professionals and personnel as on March, 20141 and

not all of these persons are working as special educators. On the other hand, as on

March 2014 there were 7,720,000 elementary level teachers in the Country2.Special

Schools are, with few exceptions, privately run by non-governmental organizations and

charitable trusts, and at best, located at district headquarters. Many advocates from

the disability sector have spoken out against the quality of education in special schools,

and while the sector is divided on the issue of special schools versus inclusive

education, it is clear that there is a strong impetus to change.

From isolation to inclusion

In 1990, the World Conference on Education for All, at Jomtien Thailand, featuring

delegates from 155 countries, as well as representatives from some 150 governmental

and non-governmental organizations, concluded the conference with the agreement to

make primary education accessible to all children and to massively reduce illiteracy

before the end of the decade. In India, the Constitution (Eighty-third Amendment) Bill,

1997 was introduced and proposed the recognition of the Right to Education as a

fundamental right.

In 2000, at the World Education Forum held in Dakar, attendees reaffirmed the

commitment of the global community and approved a comprehensive set of goals in

the areas of early childhood care in education, primary education, gender, youth and

adolescent, adult education and quality of education. India, who was party to these

events, prepared a ‘National Plan of Action for Education for All’ was formulated in 2002 with a view to contextualize the Dakar goals and strategize policies and

programmes towards achieving the goals. This was the same year in which the

Constitution of India finally underwent the landmark amendment to incorporate Article

21A – guaranteeing the right to free and compulsory education to all children between

the ages of 6 and 14. The SarvaShikshaAbhiyaan became operational in 2000-2001

1 Latest available Annual Report of the Rehabilitation Council of India http://rehabcouncil.nic.in/writereaddata/RCI-Annual%20report%202013-14%20English.pdf 2 “Education for All – Towards quality with equity” http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/EFA-Review-Report-final.pdf

and was designed, initially, to provide for a variety of interventions for universal access

to education and retention, bridging of gender and social category gaps in elementary

education and improving the quality of learning. SSA interventions include inter alia,

opening of new schools and alternate schooling facilities, construction of schools and

additional classrooms, toilets and drinking water, provisioning for teachers, regular

teacher in service training and academic resource support, free textbooks, uniforms

and support for improving learning achievement levels and outcomes3.

In the year 2006, the UN Convention on the Rights of Persons with Disabilities was

enacted (CRPD). India ratified the same without reservations. Article 24 of the CRPD

dealt with the Right to Education. Like most of the Convention, the Article did not

establish any new rights, but rather, it reframed the Right to Education in light of the

barriers faced by students with disabilities in accessing the same. The general

principles of the Convention stressed on participation and inclusion of persons with

disabilities. In light of this, Article 24 stresses on education being imparted in an

inclusive setting. Children with disabilities have the right against exclusion from free

and compulsory primary education, or from secondary education, on the basis of

disability. They shall have the right to access inclusive, quality and free primary

education and secondary education on an equal basis with others with reasonable

accommodation of the individual’s requirements. The article speaks about the provision

of required support (including individualized support measures) within the general

education system. While emphasizing on sameness, it also upholds the right to diverse

learning for persons with disabilities, and so it also speaks of the necessary teaching of

Braille, AAC, sign language and other forms of communication along with life and social

development skills.

In the year 2009, the enactment of the Right to Free and Compulsory Education

Actwas meant to help realize the Constitutional amendment, and the

SarvaShikshaAbhiyaan was modified to provide the funding model for the enactment.

As with most enactments, the extension of the Act to ‘all children’, in the absence of a specific inclusion provision for the group of children with disabilities resulted in their

effective exclusion.

Adding perhaps to the confusion was the Persons with Disabilities Act, 1995, which

provided for provisions on State obligations with respect to education of children with

disabilities. The provisions read as follows:

26. Appropriate Governments and local authorities to provide children with

disabilities free education, etc. - The appropriate Governments and the local

authorities shall

3http://mhrd.gov.in/sarva-shiksha-abhiyan

• ensure that every child with a disability has access to free education in an

appropriate environment till he attains the age of eighteen years;

• endeavour to promote the integration of students with disabilities in the

normal schools;

• promote setting up of special schools in Government and private sector for

those in need of special education, in such a manner that children with

disabilities living in any part of the country have access to such schools;

• endeavour to equip the special schools for children with disabilities with

vocational training facilities.

27. Appropriate Governments and local authorities to make schemes and

programmes for non-formal education, etc.-

The appropriate Governments and the local authorities shall by notification make

schemes for

• conducting part-time classes in respect of children with disabilities who

having completed education up to class fifth and could not continue their

studies on a whole-time basis;

• conducting special part-time classes for providing functional literacy for

children in the age group of sixteen and above;

• imparting non-formal education by utilizing the available manpower in rural

areas after giving them appropriate orientation;

• imparting education through open schools or open universities;

• conducting class and discussions through interactive electronic or other

media;

• providing every child with disability free of cost special books and equipment

needed for his education.

Some of these provisions saw more success than others. There had been a proliferation

of special schools, particularly in the private sector4with virtually no efforts towards

inclusion within ‘mainstream’ schools. Certain school boards had taken measures to promote inclusive education where possible, for example - the CBSE starting in in

20085. In any case, the collation of data with respect to children with disabilities and

access to education were both extremely poor even following the 1995 enactment, so

there is little or no conclusive demonstration of impact on children with disabilities.

Shortly after the enactment of the RTE Act in 2009, disability rights activists began to

campaign for the specific inclusion of children with disabilities within the Right to

4 “LIST OF NEW SPECIAL SCHOOLS – ADDED POST DIRECTORY OF INSTITUTIONS 2002” http://nimhindia.gov.in/Special%20schools%20(New%20Orgn.%20included%20post%20Directory%202002).pdf 5 http://cbse.nic.in/circulars/cir45-2008.doc

Education Act. This was by no means a united front. Many activists were of the opinion

that without the specific inclusion of children with disabilities, their recognition as a

‘disadvantaged group’ under the RTE would be limited. Others were of the opinion that enforced school attendance for children with disabilities, particularly those children

facing high restrictions in participation, would be counterproductive, and that an

exception should be created to allow for such children to be given relevant education at

home. In the end, in 2012, an amendment to the Right to Education Act was carried

out which sought to bridge both viewpoints (amendments in italics):

Sec. 2 (d) "child belonging to disadvantaged group" means a child with disabilityor a

child belonging to the Scheduled Caste, the Scheduled Tribe, the socially and

educationally backward class or such other group having disadvantage owing to social,

cultural, economical, geographical, linguistic, gender or such other factor, as may be

specified by the appropriate Government, by notification;

Sec. 2 (ee) "child with disability" includes--

(A) a child with "disability" as defined in clause (i) of section 2 of the Persons with

Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995,

(B) a child, being a person with disability as defined in clause (j) of section 2 of the

National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation

and Multiple Disabilities Act, 1999;

(C) a child with "severe disability" as defined in clause (o) of section 2 of the National

Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and

Multiple Disabilities Act, 1999.]

Section 3 (3) A child with disability referred to in sub-clause (A) of clause (ee) of

section 2 shall, without prejudice to the provisions of the Persons with Disabilities

(Equal Opportunities, Protection of Rights and Full Participation) Act, 1995, and a child

referred to in sub-clauses (B) and (C) of clause (ee) of section 2, have the same rights

to pursue free and compulsory elementary education which children with disabilities

have under the provisions of Chapter V of the Persons with Disabilities (Equal

Opportunities, Protection of Rights and Full Participation) Act, 1995; Provided that a

child with "multiple disabilities" referred to in clause (h) and a child with "severe

disability" referred to in clause (o) of section 2 of the National Trust for Welfare of

Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act,

1999 may also have the right to opt for home-based education.

Following the trail of the paper tiger

The enactment of the RTE Act brought about the issue of the Model Rules under the

RTE, which were in turn enacted by each State. The enactment of the RTE Act

Amendments, which were solely focused on students with disabilities, has not seen

such follow up or modification to the RTE Rules, the State of Tamil Nadu being a

notable exception.

For civil society, trackingthe efficacy of the amendments has been challenging. The

latest Indian census of 2011 predates the amendment and is therefore not reflective of

any changes that the amendment would have brought about. Individual State

organizations have done tremendous work in tracking the efficacy of the RTE Act, as

well as the allocations under the SarvaShikshaAbhiyaan and their utilizations. One of

the important takeaways from several studies6 is the discrepancy between enrolment

statistics and quality of education. For instance, in several States, activists reported

that students availing of home based education (whether by choice or otherwise) were

being identified as ‘enrolled’ though in most cases they received no home based education at all.

In the meanwhile, Article 24 of the CRPD ended up as one of the most contentious

articles of the CRPD, as State compliance reports before the Committee were called out

as Article 24 was at odds with the widespread establishment of special schools. Special

schools were easier for the Government to manage, and received support of a

substantial part of the disability sector as well. This led to the Article being the 4th

Article on which a General Comment has been issued on the 24th of August, 20167.

While the General Comment is very specific on the implementation of Article 24, with

specific reference to State Obligations under Article 4, the Committee commits that

“…progressive realization means that States parties have a specific and continuing obligation “to move as expeditiously and effectively as possible” towards the full realization of article 24. This is not compatible with sustaining two systems of

education: mainstream and special/segregated education systems.”

Karnataka: Status Report

The population of Karnataka by the latest census in 2011 is 6,10,95,297, out of which

13,24,205 have been identified as persons with disabilities. 7,92,694 of these persons

have been identified to live in the rural areas and 5,31,511 have been identified to live

in the urban areas8. In 2001, the census data indicated a population of persons with

disabilities at 9,40,643 out of which 6,61,139 persons live in villages and 2,79,904 in

6 See also, ASTHA reports on Inclusive Education. 7http://www.ohchr.org/Documents/HRBodies/CRPD/GC/RighttoEducation/CRPD-C-GC-4.doc 8http://www.censusindia.gov.in/2011census/C-series/C-20/DDW-C20-2900.xlsx

urban areas9.

The literate population of persons with disabilities is 4,73,844, which constitutes

51.40% of the total disabled population.

Data Discrepancies

In terms of overall estimates of children with disabilities in the age group 6 to 14 as

per census data 2011 there are 193,413 such children in the State of Karnataka as per

recently released data on persons with disabilities and access to education10. Of these

children, 1,45,831 were attending an educational institution, 10,644 had dropped out

of educational facilities, and 36,938 children had never attended an educational

institution.

District wise progress report of the SarvaShikshaAbhiyaan in Inclusive Education

(2013-14) enumerated ‘Children with Special Needs’ in the age bracket 6 to 14 to be 127,55311. Even factoring for the two-year gap between the two data groups, a

decrease in 65,860 seems extremely curious and worth investigating, particularly when

as per the 2011 Census, the population of children between the ages of 0 to 4 with a

disability was 58,60212, many of who would have been within the RTE catchment age in

2013-2014. In 2013-14, enrolment data available with the Government is in conflict,

with the Annual report on the implementation of the SSA putting the number of

children with special needs enrolled in school at 1,13,547, with another 7,315 enrolled

under Home Based Education13, whereas the District wise enrolment data available

with the DISE on their website reveals the number of Children with Special needs

enrolled in schools to be 1,18,38314.

As far as the most recent data available goes15we are witnessing a decrease in overall

enrolments in the State of Karnataka with respect to children with special needs.

Academic Year Enrolment of Children With Special

Needs

2013-14 1,18,383

9http://welfareofdisabled.kar.nic.in/disability_act.asp 10http://pibphoto.nic.in/documents/rlink/2015/jun/i201563001.xlsx 11http://ssakarnataka.gov.in/pdfs/media_doc/AREng1314.pdf 12http://www.censusindia.gov.in/2011census/C-series/C-20/DDW-C20-2900.xlsx 13http://ssakarnataka.gov.in/pdfs/media_doc/AREng1314.pdf p. 185 14 http://www.schooleducation.kar.nic.in/databank/UDISE2013_14/District/07.%20CWSN%20details.pdf 15http://www.schooleducation.kar.nic.in/html/dise_reports.html

2014-15 1,11,310

2015-16 1,05,297

Include Vidya Programme: CBM India Study

CBM has had a strong presence in the journey towards empowerment and

inclusion of persons with disabilities in India. “Include Vidya” is CBM’s campaign to include children with disabilities in mainstream education in India. It is

acknowledged that mere enrolment and numbers mean nothing without true

inclusion – in curricular and extra-curricular activities alike.

Inclusive education stands to benefit all. As laid down in the UNESCO Policy

Document of 200916, there are three main justifications for inclusive education:

a. The educational justification: the requirement for inclusive schools to

educate all children together means that they have to develop ways of

teaching that respond to individual differences and that therefore benefit

all children.

b. The social justification: inclusive schools are able to change attitudes

toward diversity by educating all children together, and form the basis for

a just and non-discriminatory society.

c. The economic justification: it is less costly to establish and maintain

schools that educate all children together than to set up a complex

system of different types of schools specialising in different groups of

children.

Through the impact of this study, CBM aims to –

• Increase enrolment and retention of children with disabilities in

mainstream schools;

• Gain community and parents commitment to ensure inclusive education;

• Ensure children with disabilities in schools are learning with their peers;

16 http://unesdoc.unesco.org/images/0017/001778/177849e.pdf

• Ensure appointment of special educators in general schools to all existing

vacancies and make inclusive education successful;

Rationale for the Study

The study is being conducted in the State of Karnataka for the first time. The

relevance of the State as an indicator for the success of the Right to Education

Act implementation cannot be understated as this is a State of great disparities

between regions and districts.On 09.05.2014, the State notified an Education

Policy for Children with Special Needs, which was drafted in 201317.

The study was carried out in the following districts of Karnataka:

1. Raichur

2. Gadag

3. Haveri

4. Koppala

5. Bijapur

6. Bangalore Rural

7. Chikkaballapura

8. Tumakuru

9. Bagalakote

10. Chamarajanagar

11. Bangalore Rural

12. Kolar

13. Chitradurga

14. Bellary

15. Mandya

16. Hubbali

17. Bangalore Urban (divided into 4 sub districts on account of size)

a. Bangalore South

b. Bangalore North

c. Bangalore South -1

Objectives of the Study

17 http://ssakarnataka.gov.in/pdfs/int_inclusiveedu/CWSNDraftPolicy2013.pdf

• To gather the numbers of students with disabilities enrolled in schools

which have been randomly selected within the districts

• To involve stakeholders in the evaluation of the various facilities and

services for students with disabilities and thereby inculcate sensitivity

within them.

• Comparative analysis of the infrastructural accessibility and other

components of the inclusive education towards children with disabilities.

• To share the findings of the report with the Governmental authorities for

follow up and action.

Methodology

A self-assessment format for teachers of Inclusive Schools was shared by CBM

among the participating organizations and consultants in the respective

districts. The Assessment format was divided into six components -

Accessibility, Classroom Environment, Education Services, Additional /

Curricular Activities, Committees for School Development, Policy &Systems.

Surveyors were trained. The interview schedule is used to collect the data. The

assessment formats were handed over by explaining the purpose of study to

the head teacher / in-charge. The methods are quantitative in nature which

includes questionnaire. The micro level analysis focuses upon the awareness

and attitudes of the respondents on inclusive education.

The data for the study are taken from *** schools, covering seventeen districts

of Karnataka. The study is combination of both exploratory as well as

descriptive in nature. The schools were selected at random and by accidental

sampling method.

Findings

1. Data on enrolments

The randomly sampled schools from only four surveyed districts – Raichur,

Chikkaballapura, and two sub districts in Bangalore Urban viz. Bangalore North

and Bangalore South, reported numbers on enrolments of children with

disabilities. None of the schools reported students with ‘mental retardation’ as

an included category, though all four areas report both boys and girls from the

category ‘others’, which is of interest, particularly in light of the corresponding finding of the 2011 Census which found 2,46,721 persons with disabilities who

were identified as ‘others’ vis a vis a total population of 13,24,205 – a

significant 18.63% of the category. In 2015-16, the DISE Data found in the

Inclusion Report of the State of Karnataka revealed the following levels of

enrolment in these four districts:

District Total CWSN enrolled

Raichur 2,003

Chikkaballapura 1,230

Bangalore Urban

(North)

1,688

Bangalore Urban

(South)

1,932

In the present study, in the randomly sampled schools per district which were

asked for data, only a few schools in a few districts were able to furnish the

information. It is interesting that in, for instance, Raichur, the 25 schools

sampled only revealed a total of 40 students with disabilities enrolled, whereas

the total number of children with disabilities enrolled in the district is just above

2,000.

II. Stakeholder perception

1. Accessibility

Physical Accessibility is easily a mandatory requirement of any school which

seeks to be inclusive. It is also considered to be the easiest to implement, being

an infrastructural change for which there are budgetary allotments available

under the SarvaShikshaAbhiyaan.

1.1. Safe and Usable Ramps

Ramps are the easiest and straightforward inclusion infrastructure, with a

universally accepted gradient for wheelchair users. As a visible mark of

inclusion to all, it is common to see much enthusiasm towards the construction

of ramps in most inclusion efforts. Schools also double up as electoral polling

booths, registration centres for Government schemes and programmes, etc.

and so it is desirable that they be made accessible for persons with locomotor

impairments. The failure, therefore, for schools across the districts to create

safe and usable ramps is quite disheartening. In addition, DISE appears to only

measure ramps in schools ‘if needed’, however even so there is 82.5% compliance rate within the State in 2014-1518. Clearly, the actual analysis of

the gradient and upkeep of the ramp reveals that even this high compliance

rate may not result in usability.

18 http://dise.in/Downloads/Elementary-STRC-2014-15/29.pdf

1.2. Toilets with Water and Doors

Since students are in schools for a considerable part of the day, the provision of

toilets which offer cleanliness, hygiene and privacy, particularly for the girl

students, has always been highlighted by activists in the field of education19.

The Government scheme, Swacch Bharat Abhiyaan (Clean India Campaign),

promotes the construction of toilets in households and schools, with recent

promises by the Government to allocate Rs 54,000 per school for the

construction of toilets. In 2014-15, DISE Data indicates a 99% to 100%

compliance among all schools with respect to boys and girls toilets in

Karnataka20. Even so, a deeper evaluation of toilets with water and doors

appears to reveal either a failure to maintain the same or a lack of adequate

infrastructure among these constructed toilets.

1.3. Accessible Toilets

19 See also ‘Swacch Bharat, SwacchVidyalaya” http://unicef.in/CkEditor/ck_Uploaded_Images/img_1397.pdf p. 1 20http://dise.in/Downloads/Elementary-STRC-2014-15/29.pdf

Accessible toilets are not a mandatory requirement as per DISE which only

measures the construction of boys and girls toilets. The UNICEF supported

‘Swachh Bharat, SwachhVidyalaya’ document stresses the importance of including accessibility in the design of the toilets to make them most cost

effective21. In light of the lack of importance given to accessible toilet facilities,

a high proportion of respondents noting that the accessibility of toilets are of

‘average’ quality merits more consideration, particularly with regard to design of

the toilets and the experience of the users.

1.4. Drinking Water Facilities

The number of government schools in the country having drinking water facility

has increased from nearly 0.9 million (83%) in 2005-06 to 1.03 million (95%)

in 2013-14, resulting in193 million children in schools having access to drinking

water facilities. It has also been noted, however, that 5% of children still do not

have access to drinking water. In 2014-15, 99.9% of schools in Karnataka were

evaluated by DISE to have drinking water facilities22. However, with the

exception of the districts of Raichur and Bangalore Urban, the majority of

schools have reported to have ‘average’ drinking water facilities. Another question to be examined is whether these drinking water facilities are accessible

for persons with disabilities.

21http://unicef.in/CkEditor/ck_Uploaded_Images/img_1397.pdf p. 2 22 http://dise.in/Downloads/Elementary-STRC-2014-15/29.pdf

1.5. Transportation for the CWDs:

Transportation for Children with Disabilities is provided for in the Right to

Education Rules, 2012, issued by the State of Karnataka23. Data with regard to

the same are not collected by DISE. It is only in the schools evaluated in

District Mandya which are found to be ‘good’. Close to half of all schools in most other districts are found to be sub-par. It is worth evaluating these transport

facilities vis-à-vis the range of impairments that the students have, as students

facing higher restrictions in participation will doubtlessly require more specific

transport.

2. Classroom Environment

2.1Lighting facilities

Lighting is an essential part of an accessible school environment besides being

important for all students for effective reading and writing. Good lighting

promotes effective lip reading for students with hearing impairments and

provides a more accessible environment for students with low vision. In the

State of Karnataka, DISE data reveals that 96.9% of all schools have

electricity24. The survey reports a relative satisfaction with the lighting levels in

23 Rule 4 (8) http://ssakarnataka.gov.in/pdfs/rte/RTE-Rules-2012.pdf 24 http://dise.in/Downloads/Elementary-STRC-2014-15/29.pdf

the schools, but seeking feedback from students with low vision is crucial for

proper evaluation of the same.

2.2. Ventilation

There are no parameters which reflect the adequacy of ventilation in the DISE

data collected for the State of Karnataka. Indeed, ventilation is not very well

appreciated in most designs for Government facilities, but is crucial in cases of

children with breathing issues, epilepsy, psychosocial disabilities, or other

conditions which could be triggered with a bad ventilation system. Most district

reports reflect good ventilation facilities, however, the performance of Hubbali

and Bellary as uniformly average on adequate ventilation is noteworthy.

2.3. Use of Appropriate Teaching Learning Materials

Appropriateness of Teaching and Learning Materials is highly dependent on the

impairment of the student. As per the RTE Rules, 2012, students with

disabilities are to be provided free special learning and support material25. From

the end of the teacher, grants are available under the SarvaShikshaAbhiyaan

for Teaching Learning Materials - Rs.20,000/- per new primary school, and

Rs.50,000/- for new and upgraded upper primary schools26. A majority of

schools in Bangalore South, Mandya, and Raichur, appear to report good

feedback on the teaching and learning materials. It is noteworthy that earlier

batches of teachers (2003 onwards) were trained in ‘Chaitanya Tarani’, a programme meant to enable the teachers to understand the numerous

possibilities available in preparation and use of TLM27. Whether this programme

was inclusive of the requirements of children with disabilities or whether it can

be revived to be more inclusive is certainly worth consideration.

2.4. Pupil- Teacher Ratio

As per DISE data, Pupil Teacher ratio in all schools in Karnataka is 26 students

per teacher. The RTE prescribes a Pupil Teacher Ratio (PTR) of 40:1 and 35:1 at

primary and upper primary level, respectively in every school. As per the 25 Rule 5 http://ssakarnataka.gov.in/pdfs/rte/RTE-Rules-2012.pdf 26 http://ssakarnataka.gov.in/html/int_grants.html 27 http://www.schooleducation.kar.nic.in/pdffiles/TI07.pdf

District Information System for Education (DISE), 2011-12, the PTR at primary

and upper primary level were 31 and 29, respectively, and Karnataka has

consistently been on the better side of the National average. However, this is

not indicative of the kind of quality education a child with special needs will

receive in such a situation. Teachers may hold different qualifications and

training, and as a parameter to judge suitability to children with special needsit

may not suffice as a parameter.

2.5. Adequate Space and Seating arrangement for children, assistive

devices and furniture

Comfort of students who face restrictions in participation is essential to

encourage their inclusion in the classroom. Students with disabilities often

require extra space, which can be difficult in packed classrooms especially with

the fixed furniture common to classrooms. Students with wheelchairs or other

assistive devices that take up space are often relegated to the edge of the

classroom. In such a situation, it is heartening to see reports of satisfaction with

the space and seating arrangements despite a student-classroom average ratio

of 2328. However, like teaching and learning materials, the responses of the

stakeholders vis-à-vis the impairments of the students is crucial to understand

if the arrangement would be satisfactory for the inclusion of students who face

high restrictions in participation.

3. Education Services

3.1 Trained Teachers to teach CWSN

As per the Karnataka SSA website, teachers are given a 90 days foundation

course in special education and are also trained in Cerebral Palsy, Autism and

“Multi category subject”29.

Despite this, the survey indicates a large proportion of surveyed schools have

unsatisfactory availability of trained teachers to teach children with disabilities,

even in urban centres like Bangalore Urban.

3.2Resource Room to Support Teaching Needs

28http://dise.in/Downloads/Elementary-STRC-2014-15/29.pdf 29 http://ssakarnataka.gov.in/html/int_inclusiveedu.html

Resource rooms are learning spaces where a special education teacher instructs

and assists students with disabilities, usually in accordance with their

Individualized Education Plan. With limited space to accommodate the school

needs in general, a dedicated room with professionals would intuitively seem

hard to come by. Most districts report poor compliance with the requirement.

Through the Integrated Education for Disabled Children in Secondary Schools

Scheme, the Karnataka State Policy envisaged establishment of resource

rooms30, however, as the scheme has been subsumed under the

RashtriyaMadhyamikShikshaAbhiyan it is not clear how this ambition will

proceed31.

3.3Resource Teachers

30http://ssakarnataka.gov.in/pdfs/int_inclusiveedu/CWSNDraftPolicy2013.pdf p. 6 31http://mhrd.gov.in/iedss

As per the SarvaShikshaAbhiyaan, in the State of Karnataka, three Inclusive

Education Resource Teachers have been appointed in each block for the

educational and supportive services of children with special needs. “These teachers are regular teachers who have been given special training and who

have been through a 90-day distance education module. They are trained in

conducting surveys of children, functional assessment, handling medical camps

and providingtraining to teachers and parents. They monitor the progress of the

children and act as a bridge between the school, the parents, the CWSN, NGOs

and the facilities.

The involvement of NGOs in capacity building programs, awareness programs,

health camps and distribution of assistive devices, is a second feature.

Capacity building workshops are conducted for the IERTs with the help of NGOs.

At the state level MRP training is provided for selected IERTs to train fellow

IERTs at the block level. This training was conducted by Seva-in-Action,

Bangalore and by the Spastic Society of Karnataka”32.

It is not clear whether these are the teachers whose outreach was being

evaluated by the stakeholders in this survey, but very few schools within the

districts have reported favourably on the resource teachers.

3.4. Accessible Library

32ttp://ssa.nic.in/publication-docs/6-Chapter-4.pdf.

The DISE does not collate data on schools with libraries33. In terms of

accessibility of libraries in the surveyed schools, specific indicators as to what

an accessible library means must be developed to evaluate, where available,

whether a library is accessible or not. Linking students with print disabilities to

online repositories, for instance, the ‘SugamyaPustakalaya’34, recently launched

by DAISY India and linked to the Accessible Indian Campaign, would be possible

provided students had access to the electronic devices required to access these

books.

3.5. Communication facilities for CWSN

Students with speech or hearing impairments require communication facilities,

which could be physical or electronic, to enable their participation. The

availability of such implements are through the SSA or even through other

Government schemes like the ADIP Scheme. Surveyed schools appear to be

reporting poor feedback on the availability of communication facilities for

children with disabilities.

33 http://dise.in/Downloads/Elementary-STRC-2014-15/29.pdf 34 https://library.daisyindia.org/NALP/welcomeLink.action

4. Additional Curricular Activities

4.1 Policy or curriculum to include children with disabilities in extra

curricular activities

4.2. Is staff trained for it

Extra-curricular activities find no mention in the Karnataka State Policy for

Education of Children with Special Needs. The SSA Karnataka website mentions

“Exposures to CWSN” which includes the following:

Adventure and Nature Study Camps are organized, in which children with

special needs voluntarily participate in various rock climbing activities and also

water sports.

Children with special needs are also toured within their districts through

ChinnaraZillaDarshan Programme under Inclusive Education intervention.

The responses with regard to the surveyed schools are largely negative with

regard to even the existence of such a policy at the school level, and

subsequently, the capacity of the staff to enable this inclusion is even poorer.

4.3. Is there a plan for integrated events in sports/cultural events

considering specific abilities of children with special needs?

In the State Policy for Education of Children with Special Needs, sports are an

important factor for development of the child. The Policy mandates the State to

provide access to sports, recreation and cultural facilities with suitable

adaptation. DISE data which reports on schools with playground facility (which

is, in the State of Karnataka, at 63.7% for the year 2014-15) does not reflect

the accessibility of these playgrounds. The surveyed schools have mixed

responses, but the district of Mandya, which reports favourably on this aspect,

requires study for the innovations which may have taken place in the district to

perhaps identify a good practice.

4.4. Are parents involved / encouraged to followup skills at home?

Parental participation is crucial in ensuring the success of education of students

with disabilities particularly with regard to life skills which may be imparted

through extra-curricular activities. Ideally, parents should be learning along

with the students for this. The reporting from the surveyed schools on the poor

encouragement and involvement of parents, particularly in districts of Mandya,

Hubbali and Bijapur, leads one to wonder what the ultimate success of any

school intervention would be. The reasons behind the poor participation of

parents in these districts should be focused on – whether it is a complete

systemic failure, or whether there are other barriers to the participation of

parents in following up skills at home.

4.5. Adaptations / modifications for inclusive events / activities /

programmes

In many schools which are termed as ‘inclusive’, children with disabilities tend to be excluded from events which take place in the school – annual day, sports

day, flag hoisting ceremonies etc. on account of their impairment. Students

with disabilities are given ‘permission’ to be exempted from these events, but this is an easy workaround actually making the event accessible. The State

Policy for Children with Special Needs does not address this issue.

From amongst the surveyed schools, it is only Raichur district which reports a

majority of schools having successfully incorporated these adaptations and

modifications to ensure inclusion.

5. Committees for School Development

The evaluation of Committees for School Development consisted of three

questions regarding the existence of:

5.1 Pupils clubs/ Meena clubs/ linkages with Bal Panchayat

5.2 School development management committee/ parents teachers association

5.3 Village education committees/ local monitoring committees

The responses on these have been mostly towards positive, which denotes a

strong existence of the abovementioned entities to establish linkages. DISE

data reports that 91.5% of schools in Karnataka had School Management

Committees under the RTE Act in 2014-15. However, this does not reveal the

participation of parents of children with disabilities on these committees or of

children with disabilities on the Bal Panchayat. As a further analysis, it would be

worthwhile to examine the effective participation on these bodies.

6. Policy and Systems

The evaluation of Policy and Systems with regard to children with disabilities

comprised of the survey respondent having to respond on the quality of:

6.1 Initiative to enrol all children including children with disabilities from

neighbourhood

6.2 Preventive action taken against abuse of girl child, bullying, teasing,

corporal punishment.

6.3 Opinion of students, parents, volunteers, teachers, disabled peoples

organisations, village / school committee members are taken to improve the

school

6.4 Regular update of data on educational status of all children including

children under home based education (HBE)

Again, the responses were overwhelmingly positive. The DISE data is easily

available and certainly requires appreciation for its disaggregation. However,

the data with regard to drop out rates as well as services made available to

children under home based education is contested heavily by right to education

activists.

Conclusions

As has been demonstrated above, the study is extremely valuable insofar as it

tests accumulated Government data against actual field experiences and

stakeholder opinions as regards quality. As a next step, the findings of this

report could be analysed with the inclusion of students with disabilities who

study in these schools, and as against the expenditures allotted to the surveyed

schools under the SSA and other applicable schemes to create an extremely

powerful tool to initiate change in the form of a feedback document identifying

failures, successes, innovations and hence, good practices.

Importantly, DISE data between the years 2013-14 and 2014-15 has

demonstrated marginal change in the parameters collated, and in some cases,

there has even been regression – for example, data demonstrates that in 2013-

2014, 90.8% of schools had ramps (if required) whereas in 2014-15, this was

reduced to 82.5%. Studying the data collated in 2015-16 and also comparing it

with the change in quality would be crucial to reflect upon the Governmental

priorities, particularly in light of the upcoming National Education Policy which

promises many changes in the overall approach to education – from the pre-

primary to the post graduate and vocational level.

This study is also crucial while framing the indicators under the Sustainable

Development Goals on inclusive and equitable quality education and lifelong

learning opportunities for all (Goal 4). The targets identified that are relevant to

inclusive education are:

4.1 By 2030, ensure that all girls and boys complete free, equitable and

quality primary and secondary education leading to relevant and effective

learning outcomes

4.2 By 2030, ensure that all girls and boys have access to quality early

childhood development, care and pre-primary education so that they are

ready for primary education

4.5 By 2030, eliminate gender disparities in education and ensure equal

access to all levels of education and vocational training for the vulnerable,

including persons with disabilities, indigenous peoples and children in

vulnerable situations

4.aBuild and upgrade education facilities that are child, disability

and gender sensitive and provide safe, non-violent, inclusive and

effective learning environments for all

Through the NITI AYOG, India is currently in the process of framing indicators,

and it is of utmost importance that Disability Inclusive Education is a part of

this.

Lastly, the outcome of the General Comment No. 4 on Inclusive Education and

India’s forthcoming evaluation by the CRPD Committee on State compliance

with the Convention should also provide a window of opportunity to make use of

these findings from the CBM Include Vidya Report. The General Comment calls

for appropriate legislation on inclusive education which must be supported by

an Education Sector Plan, developed in consultation with organizations of

persons with disabilities including children, and “…detailing the process for the implementation of an inclusive education system. It should contain a timeframe

and measurable goals, including measures to ensure consistency. The Plan

should be informed by a comprehensive analysis of the current context

pertaining to inclusive education in order to provide a baseline from which to

progress, including data on, for example, current budgetary allocations, quality

of data collection, numbers of children with disabilities out of school, challenges

and barriers, existing laws and policies, key concerns of both persons with

disabilities, families and the State party.”

Self-Assessment for Teachers on an Inclusive School

Assessment Questions Yes No

Accessibility

Safe & usable ramps

Toilets with water, doors & accessibility features for children with

disabilities

Accessible drinking water facility

Proper transport facilities for children with disabilities to attend school ( Need

clarification (only private schools as vehicles but not Govt.) how do we

understand )

Classroom Environment

Adequate lighting and ventilators

Child appropriate Teaching - Learning Materials

The pupil-teacher ratio is 30:1 or lesser (If no we add details how many

Education services

Trained teachers to teach diverse group of children with disabilities

Resource teachers

Accessible library

Resource room to support teaching needs

Additional curricular activities

Peer support for children with disabilities

All children including children with disabilities participate in sports & extra-

curricular activities

Committees for school development

Pupils clubs/Meena Clubs / linkage with Bal panchayats

School Development Management Committee/Parents Teachers Association

Village Education Committees / local monitoring committees

Policy and systems

There is an initiative to enroll all children including children with disabilities from

the neighborhood

Preventive action taken against abuse of a girl child, bullying, teasing, corporal

punishment.

Opinion of students, parents, volunteers, teachers, disabled peoples

organizations, village/school committee members are taken to improve the

school.

Regular update of data on educational status of all children including children

under Home Based Education (HBE).

Status of Children with disabilities

How many children with disabilities enrolled in the school during 2013-14? _____________

How many continuing education in 2014-15? ________________

How many new children with disabilities enrolled during 2014-15? ______________

Name of the school:

Location:

Date of assessment

Assessment done by (NGO/individual name)

2. One day orientation to volunteers

Date : 1/3/2016

Place :Sama Foundation Rajajinagar.

Member presented :

Mr.Ramanthan -Sama Foundation

Mr. sardar - Sama Foundation

Ms. Smitha – Mobilty India

Mr.Kumar– JananiSevaSamsthe

Mr.Ravi – Fourthwave Foundation

Ms.Manjula – ParivarthanaSevaSamasthe

Mr.Virupakshi – Activist

Mr.Basavarajumegari -Janamukhi, Dharwada

Ms.Rathana – Janamukhi, Dharwada

Mr.Kadivala – DIERT SSA - Bagalakote District

Mr.Nagaraju – DIERT SSA – Bangalore North

Mr. Gopalappa– Head Master, Mathru Shree Manovikasa Special School,

Malleshwaram

Mr. Ramanathan has updated about IVC ( Include Vidya Campaign) district

level. And how to go further in future with IVC. This district level program was

implemented by four different organization in their respective four districts.

1. Mobility India - Chamrajnagara

2. GASS - Doddaballapura

3. SABLIKARANA - Haveri

4. Sama Foundation - Bangalore

In this program many of the children with dsability, non-disability chaildren,

parents, teachers and community leadrs was participated and benefitted

through this program which was held in various districts. Input of the program:

Through this program the patrents was clearely understood that education is

very important especially for children with disability.

Meeting with IVC Partners

Mr. Nagaraj from SSA (Serva Shikshana

Abhiyana) has briefed about schemes and

benefits of children with disabities. And

these benefits shoube be reached out to the

benefeciaries through NGOs and CBOs. Also

Mr. Nagaraj said that IVC partners should

take initiative towards School Rediness

Program (SRP). This was created positive

impact among the children with disabilities. And participants also agreed that to

implement this SRP centers in their respective districts.

Meeting with SSA (SarvaShikshanaABhiyana) Deputy Director

Date : 18/3/2016

Place :Sama Foundation, Rajajinagar and SSA

office K.R circle.

Member Presented :

Mr.Ramanthan -Sama Foundation

Mr. Sardar - Samafoundation

Ms.Smitha – Mobilty India

Mr.Vijaykanth – KPMRC

Mr.Ravi – Fourthwave Foundation

Ms.Manjula –

ParivarthanaSevaSamasthe

Mr.Virupakshi – Activist

Mr.Nagaraj from SSA briefed that they

are looking for NGO support to

effectively implement Inclusive

education Programme particularly they

requested for School Readiness

Programme (SRP) in enter Karnataka

only Bangalore North SRP is happening,

sama is running in 5 places sense

international and APD running one

center each. His opinion is that school reediness programme is creating some

hope to achieve inclusion inclusionin government schools. SSA promised to

support infrastructure, one special educator ,disable friendly toilet, travel

support and escort rs.500 child per month and rs. 25000for maintence.

AS of now, the following organization take up the responsibility.

1. Mobility india - Bangalore south

2. Jana Mukhi - Dharwada

3. Sabalikarana - Haveri

4. Parivrthana - Tumkur

5. Sama foundation – Banglore North

KPMRC has agreed to provide technical support in building teachers capacity on

Intellectual disability and autism.

IVC Karnataka team decided that we should strongly advocate with the SSA to

bring the necessary changes, even Mr.NagarajFrom SSA suggested the same.

Here afterwards we may meet once in month or two months to the educational

issues of children with disability.

Survey: The orientation was given to

all the volunteers from 20 districts in

Karnataka. After the oprientation, all

the volunteers have done the survey

and filled necessary information with

the precribed format. We do regular

follow up with the volunteers in case of

any clarificationa and other information.

Almost we received all the survey

forms. And we need to do the data entry in the IVC master sheet.

Ms.Meenakshi from EQUALS, chennai has taken the responsibility of analysising

the data to develop a status report of Inclusive Education in Karnataka.

During orientation program for the volunteer

3. District Level Program

S.No Organization District Dates

1 Sama foundation Bangalore Urban 22/12/2015

2 Mobility India Chamarajnagar 30/12/2015

3 GASS Bangalore rural 29/12/2015 and 30/12/2015

4 Sabalikarna Haveri 30/12/2015 and 31/12/2015

Participants - Include Vidya campaign.

S.N

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No

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isab

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1 MI

69 43 104 84 20 65 30 14 429

Snake and ladder game

2 Sama foundation 74 51 40 35 28 20 15 06 269

Inclusive games and

SAMA Foundation – Bangalore Urban

theater performance

3 G.A.S.S

45 35 138 112 15 15 10 05 365

Rally and quiz competition

4 Sabalikarana 52 34 43 22 15 18 10 06 200

Rally and Debates

On 22nd December SAMA Foundation organized district level programme at

Cubbon Park, Bangalore. Totally 204 Children participated in that 115 are

children with disability and 89 children are siblings and school children. Mr.Vijay

(Inventus Solutions Pvt ltd, Bangalore) anchored the program with corporate

volunteers.

Mr.Nagaraj, District Programme Coordinator of SSA, Mr. Ramprasad upcoming

film actor and Mr. Ramanathan Director of SAMA Foundation inaugurated the

programme by lighting the lamp.

Mr.Nagaraj briefed the inclusive education initiative from SSA and plan to

replicate bridge centers in other part of Karnataka. Mr. Ramprasad cheered up

children with songs and mimicry. Mr.Ramanathan briefed about SAMA Foundation

and Include Vidya Campaign.

Ms.Margaux and Ms. Nina from France volunteers put tattoos to the children.

Vijay conducted various inclusive games for the children. Like blasting the

balloons, wheel chair race, throw ball, bucket in the ball etc.

After the lunch Mr. John Devaraj and his team from Born free Art gave a theater

performance on how discrimination happens for the children with disability in the

society.

Suvarana News covered this programme and telecasted during Bangalore time

programme.

Mobility India - Chamarajnagar

On 30th December 2015, District level Include vidya campaign Programme held at

Government Pete primary school premises collaboration with education

department. The main objective of the programme is to bring children with

disabilities in to main streams.

Mr. Anand, Programme Manager in his introductory speech given information on

Include vidya campaign.

Mr. Shivakumar, BEO inaugurated the campaign and given assurance to

incorporate the CBMs include vidya Campaign objectives into SSA.

The programme initiated through snake and ladder game by guests.

Mr.Gurulingaiah, District Deputy Planning

Coordinator spoke about department

identified 1450 Children with disabilities in

Chamarajnagar district. And formed plan of

action to improve the academic progress of

children. According to this plan department

collaborates with Mobility India and

organizing Assessment camps and giving

needed aids and appliances.

Mrs.Nethravathi, President of district primary school teachers union spoke to

utilize the government schemes for academic progress of children with

disabilities. And we all have to work together to improve the overall development

of children with disabilities.

Mr. Prakash, president of Taluk primary school union spoke about achievers.

Every Child with disability has their own talents. Parents and teachers need to

identify and encourage them. In this event we distributed needy appliances like

special chair to Harshita (3yrs, LMD) and wheel chair to Manu (6yrs, LMD). This

programme becomes a good platform for Children with disabilities to exhibit their

talent like Rakshita (9yrs, S&H) participated in fancy dress competition.

Mahadevaprasad (9Yrs, Low vision) and Indrajith (10Yrs, ID) did mono acting. 66

Children (Deepa Academy children and ASC children) participated in cultural

programmes and got prizes. All children got pen for their participation in

campaign.

Here we conducted Hobali wise Snake and

ladder game for children. Ladders

represent things that encourage and enable

the education of children with disabilities.

Snakes represent things that undermine or

challenges faced by children with

disabilities.

During this game we have taken 2 themes like obstacles and positives to education for children with disabilities and girls.

Following points are the impact of the Snake and ladder game.

Snakes: Obstacles to Education for Children with Disabilities

• Inaccessible environment is a barrier for children with disabilities

• Non availability of quality and appropriate assistive devices for children

with disabilities

• Lack of drinking water facility and accessible toilet for children with

disabilities

• Children bully and mock at CWDs and girls

• No proper transportation facilities to support children with disabilities

• Low income of parents

• Child marriage

GrameenaAbyudayaSevaSamthe – Doballapur, Bangalore Rural

Ladders: How Children with Disabilities Education Can be Encouraged

• According to RTE, free and compulsory education for children is

mandatory

• Children with disabilities are encouraged to participate in sports and

recreation activities.

• Teacher’s positive attitude towards CWDs

• Government facilities like Mid-day meals, scholarship and distribution of

cycle.

On 29th and 30th December 2015, District level Include vidya campaign Programme held at Gauribidanur collaboration with education department. The main objective of the programme is to bring Children with disabilities in to main streams. Vidya campaign aims and objectives like,

• To help the (CWDs) Children with Disabilities to enroll into Govt. Schools

and to provide quality education through Include Vidya Campaign

program.

• Tocreate awareness among community about the importance of CWDs

education

Program Preparation: (a) Project Coordinator of GASS discussed about aims

and objectives of the program with BEO and BRC Coordinator. (b) GASS Staff

got permission from BEO to organize the program. (c) GASS staff visited 3

Schools (Govtkote school Gauribidnur, Govt School Manhenahalli, Govt School

Yerapothenahalli). And fixed the dates for organizing the program. Visited

Manchenahalli Police station and got permission for RALLY. Police department

recruited two police constables for rally in safety purpose.

On 29-12-2015: RALLY ON INCLUDE VIDY CAMPAIGN

The Rally started at 10:30 and ended at 12:00.GASS staff started the Rally

from Govt School and visited all the main streets in the town by shouting the

slogans. The participants for the Rally were 70 school children, teachers, DPO

leaders, Gramma Panchayathi members and GASS Team.

Slogans Used in the Rally Are

• Don’t give sympathy to the Disabilities give their rights

• Give them property Rights in their Family.

• Provide them with 3% of reserved fund for higher education

• Involve disabled children for sports and cultural activates

• Enroll the disabled children to schools

• Provide them with scholarship for their higher education.

• Provide them accessibility in the schools for their free movement

• Give them their child rights

• Give them Education

• Provide training about Sign language and Brail to regular school teacher

On 30-12-2015: QUIZ COMPETATION AND PRIZE DISTRIBUTION FOR

SCHOOL CHILDREN

Inauguration: The program started at

10.30 am. Chief Guests Mr.Gopi

Headmaster, Kote School Gauribidnur,

Ms.Rekha&Mrs.Sumithramma -

Teachers, Mrs.Vijay Lakshmi and

Mr.Govind Raju Special teachers(IERTs)

Participants for the program 250 School

children and 30 DPOs with Parents.

Mrs. Lakshmi Devamma started with prayer

song. Welcome speech by Mr.Aswathappa DPO-Leader.

Mr. Ravi Kumar (GASS) explained about aims and objectives of the program.

Mr.Gopi shared that he was happy to include his school children to this

program. Mrs.Lakshimidevammabriefly

explained about what is disability and the

types of disabilities. Vijaylakshmi special

teacher gave information regarding education such as how to teach for the

students of hearing impaired, visually impaired and about physiotherapy.

Mr.Ravi Kumar (GASS) and his staff members organized quiz competition to

school children. Following topics are given to the children,

1. Is education important for severely disabled children?

Likith,Naresh,Nayana,Ambika school children shared their views about the topic

and conveyed strong message to the participants that the disable children

education is important.

2. Is Special Teachers Required to Teach for Disable Children in Govt.

Schools?

Navya,Likitha,Amrutha explained their views Some of them agreed that special

teacher are required for disable children and some disagreed.

3. Are the disable children need to be admitted to Special School?

Harshitha,Amrutha told that no, they can study in normal school but

accessibility is required for them to be implemented in the schools.

4. Do the disabled children require Accessibility in schools?

Likitha,Harishth kumar shared that Accessibility is required in school premises

for disabled children to move freely.

At the end Mr.Ravi Kumar Concluded on this topics. Then Prizes distributed for

all the School Children who attended the program.

FEEDBACK:

Mr.Subramani Gram Panchayathi Member - shared that by creating

awareness among the people more CWD Children will be enrolled into the

school. He also informed that 3% of reserved fund from Gram Panchayathi will

be given to CWD for their Higher Education

Mrs.Munilakshmama - Shared that she was happy to include her school

children in this program. Govt. had to organize this program but we are happy

SABALIKARANA – RANNEBENNUR, HAVERI

that NGO are doing the program.

Mr.Subramani, DPO Leader- Informed that they are happy to organize the

program in their area. All the CWD children are actively taking part in sport and

cultural activity. He shared that he will support them to join higher education

and release 3% fund for their betterment.

On 30th and 31st December 2015, District level Include vidya campaign Programme held at RannebennuruHaveriDisitic collaboration with education department. The main objective of the programme is to bring Children with disabilities in to main streams. Include Vidya campaign aims and objectives like,

• To help the (CWDs) Children with Disabilities to enroll into Govt. Schools

and to provide quality education through Include Vidya Campaign

program.

• Tocreate awareness among community about the importance of CWDs

education

200 people including primary school students, teachers and children with disability from different govt schools, parents and volunteer participated. Guest:

1) Dr. BavarajKelgar, General Secretary Rotary English Medium School.

2) Smt.RukmaniSwakar,General Secretary KPCC & Director - Om Public

School.

3) S.y.Dhalavayi – Inclusive Ediucation Resource Teacher - Ranibennur.

4) Prakash Jain, Scheme implementation - Chairman,CMC,Ranibennur.

The inauguration was done by children with disability, after prayer the program

was started with welcome speech by Mr. I.M.Kachvi Director of SABLIKARANA.

The Campaign was indented to motivate the children with disability to empower

their rights. There are several right to access but we do not know how to

acquired it. For example rights of speech, rights of religion and right to live. The

most important is, right to education and inclusion as normal children etc.

The guest Dr. BasvarajKelgar has conveyed a valuable message to the

participants that the child found in disability due to some illness or infection at

the tender age. He quoted “The only disability in life is a bad attitude”. His

speech was very impressed the participants.

RukmaniSwakar,

General Secretary KPCC & Director - Om Public School Ranibennur,

During her speech said that she conducted various training class for Disabled

non-disabled people and she planned to start more trainings for PWDs. There is

nothing impossible in the world that every work can be done by PWDs.

S.Y.Dhalavayi IRT Ranibennur:

Mr. S.Y. Dhalavayi (Education department) said that there are so many

schemes run by SSA. Also he said that under SSA the dept is supplying aids and

appliances, corrective surgery and scholarship for PWDs.

After the lunch break the program was continued with debate on importance of

education for disabled children. This discussion started among CWD & non-

disabled children, parents, teachers and general public. After debate prizes was

distributed to the children. And vote of thanks by Ganesh.B.Hulhalli and then

program ended with smiling on faces of the participants.

Debate’s Concepts are,

1) CWD have to get education as gets other children?

2) The CWD could get job as like others? ( Right to employment )

3) The CWD would have rights to education, sports, speech, property &

marriage etc,

Conclusion:

Over all discussion was fulfilled that all rights are normal. It is also easy to

access like others. In the same manner CWDs have the rights to access with all

the rights.

Inclusive Walkathon ( Rally)

No. of Participants (Teachers/ Children): S.No Teacher Parents Children Total

1 25 60 250 335 Date: 10/12/2016 Time: 10.30 Significance of the Event: creative Awareness among the community on

Disability. Activities Conducted: Sardar B and Team

Pending Activities ➢ Developing Case Studies and reviewing

➢ State Level Program

Education is the passport to the future, for tomorrow belongs to those who prepare for

it today. ...

For more information

CBM India Trust,

# 140, Commerce Cube, 2nd Floor,

Puttannachetty Road, Chamarajpet,

Bangaluru - 560 018, Karnataka, India

Phone: +91 80 2667 3631/3566

Fax: +91 80 2667 3640

email: info@cbmindiatrust.org

Website: www.cbmindia.org.in

Sama Foundation

# 836, 17th F Main

Rajajinagar 5th Block Near Bhasyam circle

Bagnalore 560010 Karnataka, India

Phone: +91 80 23146058

Fax: +91 80 23146058

email: samafoundation@sama-foundation.org

Website: www.sama-foundation.org