Abstract
Disability is a multi-dimensional and complex construct and there is no single universally accepted, unproblematic definition of disability. Not only do definitions differ across countries but these also differ and change within a country with evolving legal, political and social discourses. It is very difficult to find reliable data about the prevalence of disability in India. In general, the search for a single prevalence rate is an illusion, and the range of estimates, and their varied origins, makes it difficult to say very much with assurance about people with disabilities.
John Castellani, editor of the Journal of Special Education Technology (JSET) said, “Students with disabilities and special needs also have the right to education just as normal students do.”
Inclusive education strives to address the learning needs of students with special needs, with a particular focus on those who are subject to being isolated and excluded. The philosophy behind inclusive education is to promote opportunities for all students to participate, learn and have equal treatment, irrespective of their mental or physical abilities. While the awareness on inclusive education in schools throughout the country is still at an infancy stage, educational institutions are somewhat skeptical about having both normal and special students studying in the same classroom. And in circumstances, where a former excluded child is given admission into a mainstream classroom, the outcome of the action is questionable.
The 2001 Census, covering five types of disabilities, recorded a prevalence rate of 2.13 percent, or 21.91 million people with disabilities out of a total population of 1028 million. The National Sample Survey Organisation (NSSO) 58th round (July-December 2002) survey reported that 1.8 percent of the population (18.5 million) had a disability. While 18-22 million people with disabilities is a large number, this is still arguably a gross underestimation, especially when one considers that World Health Organisation estimates a global prevalence rate of 10 percent. A leading Indian disability NGO, the National Centre for Promotion of Employment for Disabled People (NCPEDP), argues that 5 to 6 percent of the population has a disability. World Bank (2007: 12) notes that “the real prevalence of disability in India could easily be around 40 million people, and perhaps as high as 80-90 million if more inclusive definitions of both mental illness and mental retardation in particular were used”.
Lack of flexibility in curriculum, inability to fend for themselves and thus being bullied by others in the class and not getting adequate attention from the teacher are common issues. All these may result in the student not getting a fair inclusive education. As a result, the number of students with special needs receiving higher education is on the decline.
This paper seeks to understand the need and extent of a training programme for student teachers in a B.Ed syllabus, to enhance the access and quality of education being imparted in schools.
Dr. Smita Phatak is a professor at the Tilak College of Education, Pune and has an illustrious career as an educator & a facilitator for education.
Ms. Pinaze P. Dubash has completed her completed B.Ed from H. G. M. Azam College, in 2009 and completed her M.Ed from Tilak College of Education in 2010.
Comments