Chapter 1

1)Introduction
Education and equal opportunities in life are strongly correlated in modern society. Education
provides an opportunity for everyone to grow in life and be self-sufficient to earn a
livelihood, including people living with disabilities. The holistic development of the society
largely depends upon the educational framework and scope available for the people
irrespective of caste, creed, gender, disability etc.
Various studies by the Ministry of Human Resource and Development have shown that
children with disabilities belonging to the marginalised community such as the scheduled
caste and tribe, religious minorities, families with girl children have more chances to be
excluded from the education system, in comparison to the others. Societal stratification plays
a crucial role for students with disabilities to access educational institutes.
The term “special education” refers to individualized programs, curricula, and instruction
designed to address the needs of students with disabilities. The intent of special education is
to enable individuals with special needs to reach their fullest potential. Teachers must
participate in a relevant special ed curriculum to teach these students.
According to the Census of India, there are 78,64,636 children with disabilities in India
constituting 1.7% of the total population. Yet, according to the National Centre for Promotion
of Employment for Disabled People, there are only 3000 schools available for these children.
This implies that for every 7800 children, there is only one special need school, thereby
highlighting the insufficient educational facilities catering to children with disabilities.
The 2019 State of the Education Report for India: Children with Disabilities also
highlighted that 27 per cent of students with disabilities have never attended an educational
institution. While the overall figure of the child population is estimated to be 17 percent.
Various studies by the Ministry of Human Resource and Development have shown that
children with disabilities belonging to the marginalised community such as the scheduled
caste and tribe, religious minorities, families with girl children have more chances to be
excluded from the education system, in comparison to the others. Societal stratification
plays a crucial role for students with disabilities to access educational institutes.
The struggle of a student with disabilities starts with searching for a school in the
neighbourhood or to an accessible distance. In this context we must remember that the types
of disabilities are different, and the requirements are different too. There is however a huge
gap in meeting these needs. For instance, a child with intellectual disability must travel a
considerable distance to access education that specially caters to intellectual disability, or that
for a child with visual impairment there might be only schools in the near vicinity for hearing
impairment and not visual impairments. The situation hence discourages students with
disabilities from accessing education, especially children from the lower strata of society who
have very few means to access private transportation.
The struggle to access education even continues for students who are enrolled in mainstream
schools and institutions that lack proper infrastructure to support the needs of students with
disabilities, such as the absence of elevators, ramps, proper signages and washrooms that are
specifically for students with disabilities. The insufficient infrastructural facilities also
include very few numbers of specially trained teachers, student with disabilities friendly
books and alternative learning procedures etc. for e.g., a student with visual impairment is
unable to write an examination in the higher education system through Braille. To ease that,
policies recommend having a “writer” who writes on the behalf of the student with visual
impairment during the examination. Despite it being mandatory for the student with
disabilities, the institution fails to provide them to the students while needed in most cases.
Besides infrastructural struggles, very few schools have tried to include students with
disabilities in their educational system as disability sensitization workshops are barely
organised for both teachers, and students with regards to building understanding and empathy
towards students with disabilities.
Today millions of children with disabilities do not have any place to receive education or
related services. Further there are special schools for children with specific disabilities such
as autism and cerebral palsy, but they are very few and are absent in many states. Most of the
special schools admit children with all different types of disabilities into their program.
In many special schools, you may see children with autism, intellectual disability, cerebral
palsy, hearing impairment and learning disability, all receiving education in tbe same
classroom. Separate classrooms do exist in some schools but are few in number. During the
three years of work in a special school in southwest India, the author observed children with
cerebral palsy receiving education along with individuals with autism and down syndrome.
These types of classrooms are common across the country and most of these special schools
are located mainly in urban areas. Thus, education or related services to children with
disabilities living in rural or remote places are often simply not available
Most of the special schools charge a monthly fee or require an initial donation for admission.
These types of requirements make many special schools inaccessible to the poor. The result is
that millions of children with disabilities continue to remain out of school, receiving no
education or related services.
Oftentimes the stigmas attached to disability alienate the student with disabilities even
within the boundaries of educational institutes, which eventually leads to children dropping
out of studies because of the hostility or indifference displayed. Many students with
disabilities have also shared their disappointments in how they were not included in the daily
fun activities with the other children, or how during the Physical Education (P.E) class, they
were made to stay inside the classroom because there were no ‘appropriate’ games for
them.
Schools and Institutions, therefore, need to ensure that discussions on inclusivity are initiated
in classrooms, strict code of conduct even for teachers are there, and that curriculums
(Including P.E activities) are made for inclusiveness.
2)Background
In India special education as a separate system of education for disabled children outside the
mainstream education system evolved way back in 1880s. The first school for the deaf was
set up in Bombay in 1883 and the first school for the blind at Amritsar in 1887. In 1947, the
number of schools for blind increased to 32, for the deaf 30 and for mentally retarded 3.
There was rapid expansion in the number of such institutions. The number of special schools
rose to around 3000 by the year 2000 (Department of Education, 2000).
The initiatives to educate children in India during the 19th century through no separate
classes, no marks and no exams are documented. In India there were no special classrooms
for children with any special needs and schools did not conduct exams or assign grades for
typically developing children. Students with disabilities were educated in the regular classes,
with no segregation, or they did not receive any education.
Indian government under the leadership of the president assisting institutions for people with
disabilities through financial aid from the early 19' century are already recorded in
government documents. Based on other secondary sources, it is further stated that the
Institute for the Blind was founded in Lahore in 1906. However, it was only by 1918 that a
formal school for children with intellectual disabilities was established in Kurseong in the
eastern part of India.
According to various governmental reports, until 1947 children with disabilities were to be
educated along with typically developing children. However, literature reveals that
segregated education has always been the mode of education for individuals with disabilities.
Program directors from South India, who have been managing special schools since the
197O's, admit that children with an intellectual disability or other disabilities did not have any
places to go other than to special schools that were very few. According to Puri & Abraham
(2004), there were only 237 special schools in the whole of India in 1966. The Ministry of
Human Resource Development (MHRD) estimates that 1035 special schools emerged in
India during the early 1990’s. Most of the special schools or organizations operate in urban
areas, while seventy percent of Indians live in rural areas. Thus, it can be argued that most
children with disabilities do not have a place to receive special education or related services.
If ninety-eight percent of the people with disabilities did not receive any care from the
government in 1994, one could easily imagine the lives of children or adults with disabilities
prior to this period. There is no doubt that parents or family members were the care providers
for all those children. There is a lack of literature regarding lives of children with disabilities
who do not have parents to take care of them.
Individuals with disabilities were strictly segregated; just as the country itself has a strong
history of segregating people based on caste, freed or religion.
The Govt. of India in the 1960s designed a scheme of preparing teachers for teaching children
with visual impairment. Similar schemes for teaching children with other disabilities were
gradually developed. However, the quality of the trained teachers was in question because of
lack of uniform syllabi of various courses, eligibility criteria for admission to these courses
and due to large extent of non-availability of teacher educators and literatures in the field.
Therefore, in 1980s the then ministry of Welfare, Govt. of India, realized the crucial need of
an institution to monitor and regulate the HRD programmes in the field of disability
rehabilitation. However, these special schools have certain disadvantages which became
evident as the number of these schools increased. These institutions reached out to a very
limited number of children, largely urban and they were not cost effective. But most
important of all, these special schools segregated children with special needs (CWSN) from
the mainstream, thus developing a specific disability culture

3)Review of literature
1) Juvonen, J. Lessard, L. M., Rastogi, R., Schacter, H. L, & Smith, D. S. (2019).
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities.
Educational Psychologist,54(4), 250-270.
In this paper, the topic of inclusive from a social developmental perspective. Peer acceptance
and having friends are developmental necessities—rather than luxuries—that help students do
better in school. Although social inclusion does not guarantee that students excel
academically, their engagement and performance are easily compromised by experiences of
exclusion. Different factors on why some students were marginalised or isolated in school
and pathways were discussed on how to overcome them.
2) Idol, L. (2006). Toward inclusion of special education students in general education:
A program evaluation of eight schools. Remedial and Special Education, 27, 77-94.
It was the study to determine the degree of inclusion of students with disabilities in general
education classes in four elementary and four secondary schools; the similarities and
differences in how special education services were offered; and the ways in which students
with disabilities were supported in the least restrictive environment. Staff perceptions of
special education services were examined by conducting personal interviews with a large
majority of the classroom teachers, special education teachers, instructional assistants, and
principals in each school. The findings include descriptions of how far along each school was
with inclusion, the amount of time students spent in general education, the roles of the special
education teachers, the rates of student referrals for special education consideration, the
attitudes of all staff toward inclusion and toward collaboration, and the skills of the teachers
related to the inclusion of special education students. The findings also include descriptions
of the impact of inclusion on other students, the performance of all students on a state-wide
test, and the qualitative responses of educators toward inclusion. Overall, educators were
positive about educating students with disabilities in general education settings.
3) Arya, Saroj; Venkatesan, S.; Prakasam, B.; Surya and Menon, D.K. (1997)
prevalence of disability among pre-school children in rural areas. Disabilities and
Impairments, vol II (1), 1-7.
The study was conducted to know the prevalence of disability among pre school children in
rural areas. The disabilities and impairments by type and the facilities available if any. The
factors deciding whether the child drops out or continues his/her study. The probable
elimination of the said factors that can be undertaken. The factors due to which girl students
especially are unavailable to attend regular students. If facilities are easily available to them.
Some recommendations were even given throughout the study and at the end.

4) Kamalam, M. (1996). “Capacity building of the teachers in educating the mildly

mentally retarded primary school children”. Ph.D. Edu. Avinashlingam Institute for
Home Science and Higher Education for women, Coimbatore.
As the name suggests, this study was majorly focused on the facilities that should be
available for the mildly mentally retarded primary school children. How to develop the
teacher’s capacity to educate them. The changes in the patterns of educations, sporting
activities, therapies if needed. The role of teachers and the institution itself plays an important
part in educating them and making them feel at place.
5) Vaijayanthi, R. and Meera, S. (1997). “A study of the academic problems of the
learning-disabled children in the primary schools”. Res. High JADU, 7, 95-99.
This paper primarily focused on discussing the development of special education in the
primary schools. It basically gives a summary on the history of special educations in other
countries and the legal provisions for special education in other countries as well in India.
The early history of special education that started with Spanish monk Pedro Ponce de Leon
(1520-1584) taught a small number of deaf children to read, write and speak and learn
academic subjects Jnan Pablo Ronet in 1620 wrote the first book on the education of the deaf
and developed a one-handed manual alphabet the is being used even today. How different
people worked towards this united goal of helping and educating differently abled in
documented. In India, how development of special education and legal provision came into
action is discussed. Recommendation of Ramamurthy committee 1991, and its
recommendation is documented. Teacher training, financial resources needed, rehabilitation
of handicapped, present facilities, institutions available are other features of the study.

4)Objectives of the study

This study sought to:
1. Estimate the population of children with disabilities and special needs in education by type
in India.
2. Determine the quality of programs and services available for children with disabilities and
special needs in education in India.
3. Identify barriers to education access, retention, and transition for children with disabilities
and special needs in education in India.
4. Determine whether the quality of programs and services available that are given are in
lines with the fees structure of the educational institutions.
5.Destermining which of the studies are preferred – traditional or inclusive
6. Determining by the data procured, whether there is enough acceptance among the society
for the differently abled.
7. Whether there should be any changes in the facilities, curriculum, examination patterns
already there.
8.Identify the role of the government and non-profit organisation in providing the
opportunities.

5)Research methodology-

Research is defined as the creation of new knowledge and/or the use of existing knowledge in
a new and creative way to generate new concepts, methodologies, and understandings. This
could include synthesis and analysis of previous research to the extent that it leads to new and
creative outcomes.

This definition of research is consistent with a broad notion of research and experimental
development (R&D) as comprising of creative work undertaken on a systematic basis to
increase the stock of knowledge, including knowledge of humanity, culture and society, and
the use of this stock of knowledge to devise new applications.

DATA IS PRIMARLY COLLECTED THROUGH THE FOLLOWING SOURCES: -

PRIMARY DATA: - It is a type of data that is collected by researchers directly from main
sources through interviews, surveys, experiments, etc. Primary data are usually collected
from the source—where the data originally originates from and are regarded as the best kind
of data in research.

The sources of primary data are usually chosen and tailored specifically to meet the demands
or requirements of research. Also, before choosing a data collection source, things like the
aim of the research and target population need to be identified.

For this project, a data of 65 people was taken for data analysis and to reach conclusions.
These people were of age range of 20 to above 50. Majorly data from parents are taken who
either have differently abled children or people who know somebody from their surroundings
who is a differently abled. Youth is associated with Ngo’s have also responded and given
their valued suggestions. General idea of acceptance, opportunities available and changes
which should/can be done is collected through the google form.

SECONDARY DATA: - It is the data that has already been collected through primary
sources and made readily available for researchers to use for their own research. It is a type of
data that has already been collected in the past.

A researcher may have collected the data for a particular project, then made it available to be
used by another researcher. The data may also have been collected for general use with no
specific research purpose like in the case of the national census. Data classified as secondary
for research may be said to be primary for another research. This is the case when data is
being reused, making it primary data for the first research and secondary data for the second
research it is being used for.

For this project, secondary data is collected through various government portals like
ministry of education. For international data, the information is collected through UNESCO’s
website. Some of NGO’s published information or charts have been presented for better
evaluation and conclusions. Information is collected keeping in view of Indian scenario.

6)Limitation of study

Data on children with disabilities and special needs in education in India is incoherent,
limited in quantity, quality, and scope. Lack of reliable data makes it hard to ascertain the
number of children in and out of school, why they are out of school, and what environmental
barriers affect their full participation in education.
To provide quality education and other related services to children with disabilities and
special needs in education, reliable data is essential for planning. This survey therefore
sought to provide reliable data to improve service provision to learners with disabilities and
special needs in education.

7)Chapter Planning
This project has been done to ascertain the population of differently abled children and
against them, the education opportunities available for them. It is important and need of the
hour to consider them as equal to other children and providing them equal opportunities in
education sector which they deserve. This project sought to take people’s opinion of the
facilities available and any changes they think that is important and factors which hinder the
child’s education. India as developing countries should have certain facilities for these
children readily available. In the project, various data relating to these factors, prominent
disabilities, facilities available for them, certain suggestions, parent’s opinion towards
inclusive education. The primary data is majorly collected through parents so that we can
know what they think of the facilities available for their child who require these special
facilities. Secondary data is collected to reconcile the primary data along with the current
scenario and come to a certain conclusion.
Chapter 3
POPULATION OF TOTAL DISABLED CHILDREN IN INDIA
In India, around 7.62 percent of India's total population with disability was children, at
approximately 2.04 million children out of 26.8 million of disabled people. Meanwhile, the
disabled children in Bihar and Meghalaya accounted for respectively around 12.48 percent
and 11.41 percent of the total disabled population in these regions. In comparison, just over
3.4 percent of disabled people in Sikkim and in Kerala were children.

DISTRIBUTION OF TOTAL DISABLED CHILDREN ON THE BASIS OF PLACE

OF RESIDENCE AND GENDER: -

POPULATION OF DISABLED CHILDREN IN THE AGE GROUP 0-6 YEARS

Population of disabled children in the 0-6 age group

Total population 164515253

Total disabled persons
2042887

Percentage of disabled children 1.24

In the above chart, we can see that out of total population, disabled children account for
1.25% of the population.

Population of Disabled children 0-6 in the disabled population

Total disabled population 26814994

Disabled children 2042887

Percentage 7.618450334

When we look at the overall percentage of the children aged 0-6 years in the total population
of differently abled, it is seen that they account for approximately 7.7% of the population.
This is seen to be a huge proportion of the population.
Population of disabled children in the 0-6 age group distributed on the basis on place of
residence: -

Rural Urban

Total Population 121322865 43192388

Disabled children 1452303 590584

In the above table, comparison is made between the total population of the children in the
rural areas of India and the population of children with disability in the same areas. It is seen
that children in this age group represent 1.20% of the rural population. In the case of urban
areas, these children account for 1.38% approximately. Although in percentage comparison,
the urban children are more by 0.18 % approximately, but if looked closely, rural children are
almost 3 times of urban children. It is because of the total population that the percentages are
almost on the same lines. If the population has been approximately same, we could have
noticed that the percentages are also 3 times, like the number we have seen in the table.

Population of disabled children in the 0-6 age group distributed based on gender: -

Residence Male Female Total

Rural 785922 666381 1452303
Urban 318637 271947 590584

In the above subheading, along with the table, a chart is also provided for better
understanding. As we clearly see that in rural areas, the number of children with disability is
almost 3 times than the children with disability in urban areas. In the above chart we can also
see, that be it in rural children or urban children population, male account for more
proportion in comparison to females.

POPULATION OF DISABLED CHILDREN ON THE BASIS OF TYPE OF

DISABILITY, GENDER, PLACE OF RESIDENCE: -

Male Female
Type of Disability Total
Rural Urban Rural Urban
In seeing 417657 152338 67117 138839 59363
In Hearing 476075 170769 76669 158050 70587
In Speech 114621 46666 17816 36043 14096
In Movement 196890 91642 24603 63420 17225
Mental Retardation 91673 35789 15697 28167 12020
Mental Illness 16350 6738 2886 4723 2003
Any Other 580410 216232 92489 190616 81073
Multiple Disability 149211 65748 21360 46523 15580

From the above table and chart, we can see that total disabled population come from majorly
4 types of disability namely: - Seeing, Hearing, Movement, Others. Comparison has been
done to ascertain the male and female population in rural and urban population suffering from
various disabilities. NEED to Write More
STATE – WISE DATA ON THE DIFFERENTLY ABLED IN THE AGE GROUP 0-6
YEARS.

From the above chart, we can clearly see that the in some states, the population of disabled
children in the age group 0-6 years is high as compared to the other states. In the above list of
states, we can see those states like, Delhi, Rajasthan, Uttar Pradesh, Bihar is highest as
compared to the other states and union territories. In the states like Maharashtra, Andra
Pradesh, the population is second highest as compared to the other states. In states like, west
Bengal, Jharkhand, Odisha, Madhya Pradesh, the number is also alarming, and worth being
tensed over. The states namely, Nagaland, Tripura, Meghalaya, Mizoram have the least
population of these children in comparison.
POPULATION OF DISABLED CHILDREN IN THE AGE GROUP OF 7-19 YEARS

Total population 328455312 Total Disabled Population 26814994

Total disabled population 6572999 Disabled children 6572999

Percentage of disabled children 24.51240153
Percentage of Disabled people 2.001185172

Population of disabled children in the 7-19 age group distributed on the basis on place
of residence

Rural Urban

Total population 236178373 92276939

Disabled children 4139879 1681870

Population of Disabled children in age group 7-19 age based on type of Disability: -

Type of Disability Total Male Female % In male % In female

In-Seeing 992897 538104 454793 54.2 45.8

In-Hearing 1118908 595733 523175 53.2 46.8
In-Speech 569150 322959 246191 56.7 43.3
In-Movement 848818 522228 326590 61.5 38.5
Mental retardation 503558 294193 209365 58.4 41.6
Mental illness 119441 70095 49346 58.7 41.3
Any other 1139676 620516 519160 54.4 45.6
POPULATION OF DISABLED CHILDREN BASED DROPOUTS AND
ATTENDANCE: -

Male Female
Type of Disability Total
Drop Out Never attended Drop Out Never attended

In-Seeing 70661 69604 57206 73453 270924

In-Hearing 81311 82505 68679 87469 319964
In-Speech 39223 76848 31306 63476 210853
In-Movement 102056 87497 61162 67554 318269
Mental retardation 35964 111732 26758 84335 258789
Mental illness 11725 33203 7933 24948 77809

Any other 78867 73181 63279 71596 286923

POPULATION OF DISABLED CHILDREN BASED ON LITERACY RATES: -

Literate Illiterate
Type of disability
TOTAL MALE FEMALE TOTAL MALE FEMALE
Total disabled population 1,46,18,353 91,10,325 55,08,028 1,21,96,641 95,26,033 26,70,608
In Seeing 26,55,609 15,95,553 10,60,056 23,77,822 19,08,005 4,69,817
In Hearing 28,88,577 16,93,081 11,95,496 21,84,337 17,00,647 4,83,690
In Speech 11,64,981 6,68,896 4,96,085 8,33,711 6,35,044 1,98,667
In Movement 32,72,514 22,66,321 10,06,193 21,64,312 17,69,420 3,94,892
Mental Retardation 6,22,184 3,98,956 2,23,228 8,83,780 6,26,944 2,56,836
Mental Illness 3,52,551 2,24,752 1,27,799 3,70,329 2,71,128 99,201
Any Other 29,57,692 17,98,417 11,59,275 19,69,897 14,94,690 4,75,207
Multiple disability 7,04,245 4,64,349 2,39,896 14,12,453 11,20,155 2,92,298
WHAT IS SPECIALISED SCHOOLING?
It is the practice of educating students in a way that provides accommodations that address
their individual differences, disabilities, and special needs. Ideally, this process involves
the individually planned and systematically monitored arrangement of teaching procedures,
adapted equipment and materials, and accessible settings. These interventions are designed to
help individuals with special needs achieve a higher level of personal self-sufficiency and
success in school and in their community, which may not be available if the student were
only given access to a typical classroom education. Special education is separate from a 504
plan, as a 504 plan provides accommodations and services which allow students with
disabilities to gain access to public education, but who do not require specialized academic
instruction. Students with disabilities or special needs who require specialized academic
instruction from a special educator must have an Individualized Education Program IEP
developed. Some students with an IEP go into a special education classroom, and some
students with an IEP can participate in general education classes with accommodations,
modifications, and/or push-in/pull-out services.

AIM OF SPECIAL SCHOOLS: -

Special education aims to provide accommodated education for students with disabilities
such as learning disabilities (such as dyslexia), communication disorders, emotional and
behavioural disorders (such as ADHD), physical disabilities (such as osteogenesis
imperfecta, cerebral palsy, muscular dystrophy, spina bifida, and Friedreich's ataxia),
and developmental disabilities (such as autistic spectrum disorder and intellectual
disabilities) and other disabilities. Students with disabilities are likely to benefit from
additional educational services such as different approaches to teaching, the use of
technology, a specifically adapted teaching area, a resource room, or a separate classroom.

 There are more than 2,500 schools for children with special needs in India. Some are
run or supported by the government, while many are registered NGOs or private
institutions. Children resident in India can apply to these schools.

As per the data provided, it is seen that according to the number of these differently abled
children, the schools for them that is particularly the special schools is very negligible.
Approximately, it is around 1 school for 78000 children. Most of the schools being present in
urban areas and few in rural areas. We can now make out that why the major children
residing in rural areas are illiterate.

For the development of these children and better opportunities, we look at the
integrated schools as an option.
WHAT IS INTREGATED EDUCATION?
Typically, inclusive education means "that students with disabilities are served primarily in
the general education settings, under the responsibility of regular classroom teacher. When
necessary and justifiable, students with disabilities may also receive some of their instruction
in another setting, such as resource room. Historically, many educational systems have
adopted an integrated education model as an interim approach in the move towards inclusive
education. In the "integrated education" model "whenever possible, students with disabilities
attend a regular school".

NEED AND AIM OF INTEGRATED SCHOOLS: -

 Making use of specialised instructors, medical experts, therapists, support agents and
various experts in the process of education.
 To encourage students with disabilities to take up leadership roles and responsibilities,
making them more independent and less reliant on other’s help
 Getting parents to be actively involved in their child’s education by constantly
communicating and coordinating the child’s learning activities.
 Develop the value the tolerance and acceptance towards person who are different in
looks, colour, race, gender, abilities etc.
 Sensitize the abled children about the problems and the hardships faced by their
disabled classmates, and helping them appreciate what they have, which develops
mature sensibility and outlook towards the world around them.
 To provide a coordinated and comprehensive instructional program from kindergarten
to high school.

FACILITIES REQUIRED AS PER SSA: -

As per the Sarva Shiksha Abhiyan, following are the major facilities/resources required for
the differently abled: -
1. Formal and Functional Assessment –
2. Preparation of Individualised Education Plan –
3. Pre-integration training –
4. Educational Placement –
5. Provisions of Aids and Appliances –
6. Incentives –
7. Infrastructure –
8. Resource Room –
9. Removal of Architectural Barriers –
10. Resource Support –
A) Academic Resource Support –
B) Vocational Training –
CURRENT SITUATION OF THE FACILITIES THAT WERE TO BE ABLE
AVAILABLE AS STATED ABOVE –
AIDS AND APPLIANCES – While provision of these is indeed very useful and enhances the
functional capacity of many children, again these statistics give an incomplete picture.
Quoting a study undertaken in Gujarat, Thomas notes that only 25 percent of the people
with disabilities were using aids and appliances. People found it difficult to access these
provisions, as rehabilitative services tend to be concentrated in urban areas, and the
devices given were inappropriate, difficult to repair and maintain in rural areas. Appliances
from the Artificial Limbs Manufacturing Corporation of India, the government provider,
were generally recognised as being poor in quality, and accessing them was time
consuming and bureaucratic. This becomes especially problematic for young people, who
would require replacements at regular intervals, especially of some prosthetic devices, such
as artificial limbs and wheelchairs. Also, there is much more to be done in making people
aware of these provisions. In the UP and TN village survey conducted by the World Bank,
the team noted that 72.3 percent of households with disabilities were not aware of the
schemes for free aids and appliances- rather it is observed that “while assistive
technologies are a right under the SSA, they are in practice rationed, making them instead a
privilege” Similar concerns regarding the quality of physical provisions are raised in SSA’s
Sixth Joint Review Mission report, which noted that: 24 Ramps have been constructed in
over half of all schools- over 500,000 schools – in an attempt to make schools barrier free but
the quality of ramp construction including the quality of the surface and the angle of the
ramp remain a question mark. These observations are no different from the findings of a
research conducted across 41 villages in Andhra Pradesh. Of the 1,843 people with
disabilities surveyed, only 123, or less than 7 per cent, had received any kind of disability
aids and appliances during their entire lifetimes. The ones who had received some aids were
not given these free of cost, rather they had to pay or bribe officials. Also, the design of
these was not suited to rural settings and equipment such as tricycles were difficult to
manoeuvre and maintain in the undulating, untarred, stony rural pathways. Only eight
persons with hearing difficulties had received hearing aids, but the quality of these was poor.
People complained of these devices echoing noisily in their ears, causing frequent
headaches, and the little gadgets often broke down. Therefore, all the users covered in the
survey ultimately had abandoned their use
A survey was conducted of 64 people to know their views and knowledge
about the education system relating to the differently abled children: -

Age Based Analysis –

Out of 64 people surveyed, 04 people were in the below the age of 20, 24 people were in the
20-30 age group. Number of people were 10 and 15 in the age groups 30-40 and 40-50
respectively. Around 11 people were above the age of 50 in the survey conducted.

Gender based analysis –

In our survey of 64 people,

45.3 % were female
population [29 females], and
54.7 % were male population
[35 males]
OCCUPATION BASED ANALYSIS –

In the survey, 19 people were self-employed, 25 people were students, 8 were salaried
personals and 12 people were under the category of others.

Question Based Analysis -

Out of the 64 people surveyed, 28 people knew someone who was differently abled and 28
people did not know anybody. 6 people were not quite sure and hence chose the “maybe”
option.
Question Based Analysis –

In the survey, people who chose physical, psychological, hearing disability were 22, 12, 6
respectively. 9 people chose visual disability as an option whereas 8 people chose speech
disability. Muscular disability was chosen by 3 people and other was chosen by 4 people.
We can clearly see that physical, psychological, visual was the top three answers chosen by
the people surveyed.

Question Based Analysis –

Out of 64 people surveyed, majority of the people chose lack of facilities, lack of schools,
income constrain as the reason for not attending of regular schools that is 30, 23, 17 people
respectively. Other reasons were health constrain, inconvenient conditions, which were
chosen by 16 and 14 people respectively. The option “other” was chosen by 3 people.

Question Based Analysis

In the survey, people majorly said that the range of their family’s income was below 1 lakh
and/or between 1 lakh- 3 lakh. 48.4 % [31 people] chose the option “below 1 lakh” and
43.8% [28 people] chose the option “1 lakh-3 lakh”. 3 people chose the option of 3 lakh-5
lakh and 2 people said that the income is above 5 lakhs.

Question Based Analysis

In the people
surveyed, majority of
the people that is 31
people did not know
of any schools who
enrolled these
students. 17 people
chose yes as an option
and 16 people chose
maybe as an option
showing that they
were not quite sure
about the same.
Question Based Analysis

In the survey, majority of the people said that the fees structure was not affordable by major
parents.