Evaluation of Implementation of IEDSS scheme in Himachal Pradesh

The National Action Plan for Inclusion in Education of Child and Youth with Disabilities (IECYD) developed by the MHRD (Nov 2005) emphasizes the inclusion of children and young persons with disability in all general educational settings from early childhood to higher education. The goal of the action plan is “to ensure the inclusion of children and youth with disabilities in available general educational settings by providing them with a learning environment i.e. available, accessible, affordable and appropriate.” The centrally Sponsored Scheme of Sarva Saksharata Abhiyan (SSA) has set time bound targets for the achievement of Universal Elementary Education (UEE) by 2010 with ‘Zero rejection’ as its cornerstone. The problem provides support for the inclusion of children with disabilities in general schools at the elementary level where over 2,00,000 children have been benefited. This sign has brought the demand for Secondary education for the children with disabilities.

The research is situated in a context where Government of Nepal has expressed commitment to provide universal primary education to all children by 2015. However, majority of disabled people in Nepal are deprived from fundamental rights of education.

The Central and State governments in India have formulated programs and policies over the years for children with disabilities in order to help them to enter mainstream society. However, despite these policies, children with disabilities are amongst the most disadvantaged in terms of access to schooling and completion of elementary education, as their needs are not met effectively. Based on my personal experiences, research, and communication with different stakeholders involved in the field of education for children with disabilities over the last 30 years, this paper explores the broader challenges in the current education system with respect to issues of quality of education and drop-out rates of primary students with disabilities. A number of factors that influence the accessibility of education for children with disabilities are presented including: perceptions of parents of children with disabilities and their difficulties in helping their children with disabilities, the gener...

Academia Letters, 2021

The present study endeavors to identify the initiatives taken by the state to facilitate CWSN through Inclusive Education in Himachal Pradesh. It further strives to find out the good practices of inclusive education in the state at school level. The rationale for this study is to present an overview of the best practices of Inclusive Education to the stakeholders in Himachal Pradesh. The investigator adopted qualitative approach to analyze primary and secondary data collected for the study. Study enumerated the resolute steps taken by the state to facilitate CWSN through Inclusive Education. Awareness of inclusive education programmes along with systematized guidance may help the stakeholders at various levels to facilitate the CWSN to get education as per their needs in an inclusive environment. Moreover the best practices can be replicated in other regions to make inclusive practices more effective and successful.

2005

The objectives of the Research were: • To assess and analyse the shortfalls in the existing design and implementation process of education programmes for Children with Disabilities. • To assess the effectiveness and impact of existing inclusive education programs in terms of attitude, enrollment, repetition, and dropout. • To assess the impact of special versus inclusive/ integrated education. • To identify successful case study/examples from Africa, South and East Asia on inclusion of children and young people with Disabilities into the education system. • To identify areas/issues and possible interventions for strengthening and promoting inclusive education including North-South Cooperation and Collaboration. The stipulated time frame of the Research was 17 January -30 June 2005. As per contract the Research Team submitted the draft report by 30 May 2005. The preparatory work like developing questionnaires, Focus Group Discussion (FGD) guidelines, selection of areas, forming Children Consultative group and consultation, recruitment and orientation of data collectors etc was done in January and February, (excluding the weekend and Public holidays) The actual time the Research Team spent collecting information/data covering the 4 countries was from 2 nd week of February to 2 nd week of May 2005 (13 weeks).

International Journal of Scientific and Research Publications (IJSRP)

This study aimed at describing the overall analysis of inclusive education policy in Magetan Regency which included 1) describing the implementation of the Magetan Regent Regulations number 35 of 2014 in inclusive Junior High Schools in Magetan Regency; 2) describing the obstacles in the implementation of Magetan Regent Regulations number 35 of 2014 in inclusive junior high schools in Magetan Regency and 3) describing the solutions carried out in supporting the implementation of Magetan Regent Regulations number 35 of 2014 in inclusive junior high schools in Magetan Regency. The design of this research was descriptive qualitative research with a policy research design. The objects in this study were SMPN 1 Sidorejo Magetan and SMPN 4 Magetan. Research methods or techniques were interview, observation, and documentation. This study used Content Analysis which was carried out through 3 stages, namely (1) data reduction, (2) data display or data presentation, (3) drawing conclusions or data verification. The results of this study indicated that the implementation of Magetan Regent Regulations inclusive education was carried out with the aim of providing opportunities for children with special needs to obtain education in the regular class, there were several obstacles that arose in implementation activities related to students, educators, curriculum, infrastructure and funding. Nevertheless the local government as the spearhead of implementing inclusive education is making various efforts to minimize the obstacles that occur by carrying out several activities that support the competence of teachers in serving children with special needs.

2005

Journal of Inclusive Education, 2021

The purpose of this review article is twofold, first to present a clear picture of policies and practices of the Punjab Government towards inclusive education. Secondly, identify the gaps between policies of the Punjab Government and practicing Inclusive Education (IE). The present study is qualitative in its nature and policy document analysis was used. To analyze policy documents a review desk was designed regarding policies and practices of the Punjab Government towards inclusive education. A focus group discussion was also used to identify the gaps between the policies of the Punjab Government and practicing inclusive education. The study sample was comprised of eight Senior Special Education Teachers (SSETs) working in different Government special educational institutes of Punjab. The sample of the study was selected through purposive sampling, utilizing a criterion sampling technique. In-depth semi-structured interviews were conducted with the focus group. The results of this study revealed that the majority of the participants were agreed on the policies made by Punjab Governments towards IE not very promising. It was argued that Punjab Government needs to introduce more innovative approaches and policies to successfully implement inclusive education.

Global education review, 2016

The Central and State governments in India have formulated programs and policies over the years for children with disabilities in order to help them to enter mainstream society. However, despite these policies, children with disabilities are amongst the most disadvantaged in terms of access to schooling and completion of elementary education, as their needs are not met effectively. ┬aBased on my personal experiences, research, and communication with different stakeholders involved in the field of education for children with disabilities over the last 30 years, this paper explores the broader challenges in the current education system with respect to issues of quality of education and drop-out rates of primary students with disabilities. A number of factors that influence the accessibility of education for children with disabilities are presented including: perceptions of parents of children with disabilities and their difficulties in helping their children with disabilities, the gen...

Inclusive Education on Children with Learning Disabilities, 2018

ABSTRACT Name : Zahrien Assyifa Nur Palisma NISN : 0002223086 Title : Analysis of Inclusive Education on Children with Learning Disabilities (Case study on 4th Grade of Mutiara Bunda Elementary School, Cilegon Banten Inclusive Education is an approach that aims to change the education system by translating barriers that can accommodate every student to participate fully in education. That is, every child is entitled to a decent education, not to mention children with learning disabilities. Children with learning disabilities are interpreted as children who find it difficult to receive formal and non-formal learning because of certain psychological "disabilities". This study aims to determine how much the effectiveness of inclusive education for children with learning disabilities in Mutiara Bunda Elementary School, Cilegon. The method used by the author is the field research that is carried out on October 6th, 2017 at Bunda Mutiara Elementary School, Street. Boulevard Raya Block A2 Number.6 Taman Cilegon Indah, Sukmajaya, Cilegon Banten.The results obtained from this study are: a. Inclusive Education is the right solution for children with learning disabilities even for all children with disabilities. b. The curriculum used in inclusive schools is similar to the curriculum in public schools. There is little modification in children with learning disabilities as well as some omissions and curriculum substitutions. Keywords: Inclusive Education, Children with Learning Disabilities