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STATUS OF THE EDUCATION OF CHILDREN WITH DISABILITIES. A SITUATIONAL ANALYSIS REPORT. Sreerupa Mitra, Consulant [email protected] WHY DO RESEARCH ON INCLUSIVE EDUCATION?. To assess progress made so far. To identify challenges and issues.

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Status of the education of children with disabilities l.jpg

STATUS OF THE EDUCATION OF CHILDREN WITH DISABILITIES

A SITUATIONAL ANALYSIS REPORT

Sreerupa Mitra, Consulant

[email protected]


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WHY DO RESEARCH ON INCLUSIVE EDUCATION?

  • To assess progress made so far.

  • To identify challenges and issues.

  • To identify best practices/strategies that promote IE.

  • To create an evidence base for advocacy and lobbying with the Government.

  • To assess whether the policies, structures and resources are yielding the desired results.


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OBJECTIVES OF THIS STUDY

  • To identify issues & challenges faced by CWDs in accessing education.

  • To gather data on current rates of enrolment and retention in preschool and elementary school.

  • To understand the role of parents & community in the education of CWDs.

  • To assess the impact of inclusive education on CWDs.

  • To elicit recommendations from the field.


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METHODOLOGY

  • GUIDELINE QUESTIONNAIRE

  • PART I-QUANTITATIVE DATA

    Preschool-CWDs Identified, Enrolled

    Elementary Education-Identified, Enrolled, Drop out and Out of School CWDs

  • PART II-QUALITATIVE DATA

    Enrolment

    Challenges and Issues

    Learning Achievements of CWDs

    Role of Parents & Community

    Recommendations


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COVERAGE

  • 47 PARTNER ORGANIZATIONS OF CBR FORUM-

    South-31

    East-14

    Northeast-2

  • Over 7500 CWDs



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FINDINGS

PRESCHOOL

Total No of CWDs Identified- 1225

Male-702; Female-523

Total No of CWDs Enrolled- 593

Male-363; Female-230

Rate of Enrolment-48%

Male-52%; Female-44%

Highest -Low Vision (71%)

Lowest -Cerebral Palsy (30%)


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PRESCHOOL EDUCATION

  • 53% state that lack of parental interest-

    awareness, fear stigma & neglect.

  • 59% state that AWWs are not open to enrolling CWDs.

  • 28% feel that the environment is not conducive-stigmatization, absence of positive atmosphere.

  • 23% state that anganwadis do not provide barrier free access.

  • 27% cite travel as a problem, especially when distances are long, terrain is undulating.


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PRESCHOOL

  • Parents display lack of interest, fear neglect.

  • Problems of travel, absence of inclusive environment, economic necessities.

  • Feel responsibility ends with enrolment. Some enroll CWDs only to be relieved of them for some part of the day.

  • Do not monitor the children’s prpgress.

  • Parents are helping the child to reach the preschool (Kerala and Tamil Nadu).

  • Follow up on the knowledge & skills taught at school.


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ELEMENTARY EDUCATION

Total No of CWDs Identified- 6452

Male-3704; Female-2744

Total No of CWDs Enrolled- 4541

Male-2644; Female-1913

Rate of Enrolment-70%

Male-71%; Female-72%

Highest -Low Vision (90%)

Lowest -Cerebral Palsy (46%)


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ELEMENTARY EDUCATION

  • Rate Of Drop Out-13%

    Male-13%;Female-13%

  • CWDs who had some point been enrolled but dropped out-33%

    Male-36%;Female-30%

  • CWDs who have never been to school-67%

    Male-64%, Female-70%


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ELEMENTARY EDUCATION

  • Enrolment-

    South-76% (Male:77%,Female:74%)

    East-54% (Male:55%,Female:56%)

    Northeast- 35% (Male:10%,Female:67%)

  • Rate of Drop out-

    South-11%

    East-22%

    Northeast- 8%


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CHALLENGES/ISSUES FACED BY CWDs

  • 73% feel that lack of accessibility is a major hindrance-lack of accessible classrooms, school buildings, toilets, play areas, appropriate seating etc.

  • 63% state that travel is a major issue-inaccessibility; inability/unwillingness on the part caregivers to accompany CWD.

  • 67% state that the general environment is not conducive-labeling, impatience, neglect and exclusion.


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CHALLENGES/ISSUES

  • 72% have referred to the question on teachers. Attitude is not always positive. Tend to neglect. Emphasize need for training. Lack of teachers with knowledge about teaching CWDs.

  • With orientation and sensitization,some teachers are displaying positive attitudes, adapting teaching methods.


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IMPACT OF INCLUSION

  • Attained daily living skills.

  • Teachers are realizing the abilities of CWDs.

  • CWDs are competing with non disabled peers and are performing well.

  • Socialization & communication skills have been enhanced.

  • CWDs participating in extra curricular activities, demonstrate their talents.

  • CWDs with sensory disabilities are finding it difficult to cope.


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ROLE OF PARENTS

  • Parents are increasingly displaying more positive attitudes.

  • Meet the teachers and try to follow up at home what it is taught in schools.

  • Some parents even hire tutors to support their children’s studies at home.

  • However, not all parents are positive, tend to think that the education of their children is the responsibility of the school.


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ROLE OF THE COMMUNITY

  • Community members have played a positive role in encouraging CWDs to go to school.

  • Contributing more effectively through parents’ groups and VECs.

  • Lobbying with the government.

  • However, not all respondents share such positive views, they feel that the community is passive and assumes that the responsibility of the education of CWDs lies only with the school.


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RECOMMENDATIONS

  • CWDs- intensification of early childhood interventions, preparation for school. Provision and repair of aids and appliances, Provision of itinerant support to CWDs in school.

  • Teachers- pre-service and in service training, strengthening of linkages between schools and resource centers.

  • School -Creating an accessible environment, provision of appropriate TLM, adaptation of the curriculum and evaluation system.


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RECOMMENDATIONS

  • Sensitization of peers, parents, community members and govt. officials.

  • Building the care giving and advocacy skills of parents.

  • Enlisting the active participation of the community to act as a watchdog, to encourage and support CWDs, motivate parents.


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LIMITATIONS AND GAPS

  • Response Rate

  • Responses Not Qualified Enough

  • Repetitive Questions & Responses

  • Ambiguity-different Interpretation – Eg. Role of parents – interpreted as what Parent should

  • Gaps-role Of Other Stakeholders (Govt., health worker), Quality Of Education, Classroom Transactions.

  • Error In Quantitative Data


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SCOPE FOR FUTURE RESEARCH & ACTION

  • Enrolment is not the major issue.

  • Retention needs to be looked into.

  • Quality of education has to be assessed

  • Assessment of classroom transactions

  • Documentation of best practices

  • Assessment of learning achievements.

  • Study and strengthen support of different stakeholder groups.


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Thank You

CBR Forum

14, C.K. Garden, Wheeler Road Extension

St. Thomas Town Post, Bangalore

Tel: +91-80-25497387/ 88

[email protected] or

[email protected]

www.cbrforum.in


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