1.

RIGHT TO EDUCATION ACT (RTE 2009):

Introduction:The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution
of India to provide free and compulsory education of all children in the age group of six to fourteen years as a
Fundamental Right in such a manner as the State may, by law, determine. The Right of Children to Free and
Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article
21-A, means that every child has a right to full time elementary education of satisfactory and equitable quality
in a formal school which satisfies certain essential norms and standards.

Meaning:Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act incorporates
the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been
admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable
to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing
elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local
authorities to provide and ensure admission, attendance and completion of elementary education by all children
in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal
obligation on the Central and State Governments to implement this fundamental child right as enshrined in the
Article 21A of the Constitution, in accordance with the provisions of the RTE Act.

Main Highlights of RTE 2009

1. Every child between the ages of 6 to 14 years has the right to free and compulsory education. this is stated
as per the 86th Constitution Amendment Act via Article 21-A. The Right to Education Act seeks to give
effect to this amendment.
2. The government schools shall provide free education to all the children and the schools will be managed by
School Management Committees (SMC). Private schools shall admit at least 25% of the children in their
schools without any fee.
3. The National Commission for Elementary Education shall be constituted to monitor all aspects of
elementary education including quality.

The RTE Act provides for the:

(a) Right of children to free and compulsory education till completion of elementary education in a
neighbourhood school.
(b) It clarifies that ‘compulsory education’ means obligation of the appropriate government to provide free
elementary education and ensure compulsory admission, attendance and completion of elementary
education to every child in the six to fourteen age group. ‘Free’ means that no child shall be liable to pay
any kind of fee or charges or expenses which may prevent him or her from pursuing and completing
elementary education.
(c) It makes provisions for a non-admitted child to be admitted to an age appropriate class.
(d) It specifies the duties and responsibilities of appropriate Governments, local authority and parents in
providing free and compulsory education, and sharing of financial and other responsibilities between the
Central and State Governments.
(e) It lays down the norms and standards relating inter alia to Pupil Teacher Ratios (PTRs), buildings and
infrastructure, school-working days, teacher-working hours.
(f) It provides for rational deployment of teachers by ensuring that the specified pupil teacher ratio is
maintained for each school, rather than just as an average for the State or District or Block, thus ensuring
that there is no urban-rural imbalance in teacher postings. It also provides for prohibition of deployment of
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 teachers for non-educational work, other than decennial census, elections to local authority, state legislatures
and parliament, and disaster relief.
(g) It provides for appointment of appropriately trained teachers, i.e. teachers with the requisite entry and
academic qualifications.
(h) It prohibits (a) physical punishment and mental harassment; (b) screening procedures for admission of
children; (c) capitation fee; (d) private tuition by teachers and (e) running of schools without recognition,
(i) It provides for development of curriculum in consonance with the values enshrined in the Constitution, and
which would ensure the all-round development of the child, building on the child’s knowledge, potentiality
and talent and making the child free of fear, trauma and anxiety through a system of child friendly and child
centred learning.

2. LOCOMOTOR IMPAIRMENT:
INTRODUCTION: A healthy mind lives in a healthy body. If the body is not healthy, a person can’t function
properly like normal children. Physical impairment is a certain type of discussion & disturbance in the body
resulting into the malfunctioning and thereby making one physically disabled or handicapped. These are
children who suffer from difficulty in performing their daily life activities, deficiencies, defects in their physical
organs and body systems.
MEANING: Disability of the bones, joint or muscles leading to substantial restriction of the movement of the
limbs or a usual form of cerebral palsy. Some common conditions giving raise to locomotor disability could be
poliomyelitis, cerebral palsy, amputation, injuries of spine, head, soft tissues, fractures, muscular dystrophies
etc.
DEFINITION
According to Rights of Persons Disabilities Bill, 2012: “Locomotor disability refers to a person’s inability to
execute distinctive activities associated with movement of self and objects, resulting from affliction of
musculoskeletal and/or nervous system.”
Analysis of this definition may clearly aware us that locomotor disability is caused
i) On account of one or other types of musculoskeletal disorders or deformities (such as defects or
deformity of the bones, muscles or joints or even missing or malfunctioning of certain limbs of the body
as well as
ii) Restrictions imposed on the mobility due to some type of neurological disturbance or disorders suffered
by the individual.
However, irrespective of the causes underlying the impairment the affected person experiences a lot of
disability, incapacity and inconvenience in the tasks related to the movements of his body and it is why the
locomotor disability is infact a physical functional disability in its nature and consequences.
PSYCHO-SOCIAL CHARACTERISTICS OF LOCOMOTOR IMPAIRED CHILDREN
 Average or above average intelligence
 Physically handicapped children are
 Passive
 Less persistent having shorter attention span

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 Engage themselves in less exploration
 Display less motivation
 More dependent on adults
 Interact less with peers
 Poor body image
 High anxiety and frustration
 They are quiet, conforming and tender minded
 Functional Limitations caused by Orthopedic Impairment
 Poor muscle control
 Weakness and fatigue
 Difficulty in working, talking, climbing steps, seeing, speaking, sensing or grasping
 Difficulty in reading things
 Inability in using the limbs
 Difficulty in moving from one place to another
 Paralysis
 Difficulties and inabilities faced in motor functioning due to smallness of limbs, missing limbs or abnormal.
 Interference with control like
a.) problems in accuracy of motor programming and coordination
b.) uncontrolled and purposeless motion
c.) tense and contracted muscles, etc.
FUNCTIONAL LIMITATIONS OF LOCOMOTOR IMPAIRED CHILDREN
The physiological and functional problems suffered by the affected children on account of the locomotor
disorders are complex and diverse. Their disabilities may be temporary, intermittent, chronic, progressive or
terminal and thus may differ from individual to individual, however, a general, the following types of functional
limitations may be observed in population of the children affected with locomotor disorders:

 Poor muscle control

 Weakness and fatigue
 Difficulty in walking, talking, seeing, speaking, sensing or grasping(due to pain and weakness)
 Difficulty in reading things
 Difficulty in doing complex or compound manipulations(push or turn)
 Inability to use the limbs
 Difficulty or total inability with regard to twisting motion

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 Inability in operating even well-designed products directly without assistive devices (including mobility aids
like crutches, wheelchair, communication aids like single switch based artificial voice etc.)
 Paralysis (total lack of muscular control in part or most of the body)
 Interference with control like problems in accuracy of motor programming and coordination, uncontrolled
and purposeless motion, tense and contacted muscles, etc.
 Joint movement limitation (either mechanical or due to pain)
 Difficulties and inabilities faced in motor functioning due to smallness of limbs, missing limbs or abnormal
trunk size.
PSYCHO-SOCIAL CHARACTERISTICS
-feelings of inferiority,
-self-devaluation,
-fear,
-hostility,
-resignation,
- a tendency to accept the role of a recluse,
- feelings of worthlessness,
-dependency on others and the dependence causes frustration and hinders development.
- lack of security within family and also in social life
- Maladjusted due to physical conditions
 Passive
 High anxiety and frustration
 Less persistent having shorter attention span
 Engage themselves in less exploration
 Display less motivation
 Interact less with peers
 Poor body image
 They are quiet, conforming and tender minded

EDUCATIONAL CHARACTERISTICS

 Considering the meaning of education and its purpose, the importance of education is no less for the
disabled child than for a normal one. History has shown that a physical handicap per se is no barrier to
achievement. The very fact that great achievements were made by many handicapped people raises hope
that given training commensurate with their needs and abilities the handicapped can make as valuable
contributions to society as the normal people.
 Difficulty in working, talking, climbing steps, seeing, speaking, sensing or grasping
 Difficulty in reading things
 Interference with control like
a.) problems in accuracy of motor programming and coordination
b.) uncontrolled and purposeless motion
c.) tense and contracted muscles, etc.
 excel in vocational skills
 With accommodations and modifications in curriculum these children may aatain required levels of
learning like their abled counterparts

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ROLE OF PARENTS AND COMMUNITY IN THE EDUCATION OF LOCOMOTOR IMPAIRED
CHILDREN

- Bring the child to nearby school as education is the basic human right of the child. For instance,
IDEA requires schools to provide accessible transportation to and from school, as well as within and in
between school buildings.
- Community must ensure that the schools should have provide mobility devices (such as wheelchairs,
walkers, crutches and canes) when arranging classroom furniture and assigning seats. For example, placing
a student who uses a walker close to the room’s entrance is usually more practical than placing him or her in
the middle of the classroom.
- Navigating school hallways is an especially prevalent issue for junior high and high school students because
they move from class to class throughout the day. However, an individualized education program (IEP) can
indicate that a student’s schedule should be arranged to eliminate excessive walking back and forth. In
addition, students can be granted access to the school’s elevator to allow them to travel safely between
floors.
- Make them more adaptable, enjoyable, realistic and optimistic by using adaptive modes including social
maturation, interactive and communication skills.
- Essentially trained them in various vocational courses so as to make them self-reliant and self-employed.
- Through various co-curricular and other community and social participation processes, they may be
equipped for better adjustment in their future life activities nad socio-physical environment.
- Be fully aware with the abilities, interests and aptitudes of these children so as to find out the areas and
avenues where these children may excel with a little motivation, training and educational efforts.
- Ensure they must get equal curricular and co-curricular opportunities like their normal peers for proper
academic growth and personality development.

MISCELLANEOUS EDUCATION AND ADJUSTMENT FOR LOCOMOTOR IMPAIRED

Adopting Team Approach
 Medical professionals and experts
 Physical therapists
 Occupational therapists
 Guidance and counselling personals
 Social workers
 Parents
These children should taught self- reliance, initiative, and the ability to make choices.
They should be taught how to use the different parts of the body.
Teacher ought to see that they develop a workable self- concept.
The school must develop creativity in the children with reference to art rhythm, music drama, social
experience and opportunity for personal development must be encouraged.
The following physical facilities may be provided in schools:
1. Ramp facility
2. Wheel chair
3. Western toilet
4. Removal of desks
5. Rubber mats over slippery sections
6. The auditorium and dining room must be within the reach of orthopaedically handicapped children
7. The school must have health and physiotherapy programs regularly
8. Assistive devices must be provided
ROLE OF TEACHER
 All round development
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  Special attention
 There should be a special resource teacher in every school
 Special classes
 Special schools – some OH are so crippled that they are not benefited by the regular program, so there
should be provision for special school.
1. Physical therapy room
2. Medical facilities
3. Gymnasium for exercising and recreation
4. Laboratory with artificial equipments
5. Only ground floor
6. Black board, chairs, tables etc as per their height
7. Provision for rest room
8. Appropriate water facility
9. Residential hostels should be as per oh’s needs
10. Efficient and trained teachers
Adaptation of Curriculum
Ii is not necessary that a Curriculum for normal children will be appropriate for Oh.
So those aspects should not be included which require the use of organs.
For e.g.. If a child is not able to write with hands, he can be trained by using feet.
Attitude Change
(OH) these are normally ignored. They are generally Sympathized. Because there is need of change in
attitude of people so that inferiorly & could not be developed. +ve attitude of parents, peers, teachers
Administrative Change
1) Evaluation Criteria be changed.
2) Help of one who can write for them
3) Short duration study
4) Relaxation for leave
5) More time in exams & rest with in
6) Question paper acc. To their needs.