Legislative and Policy Frameworks

India
Prof. Anita Julka
NCERT
 The Presentation

 Policies and Programmes

 Issues and Challenges
 Peculiarities of Indian Education
System
 Central Government Plays some role-Mandates
through Right To Education, 2009, Persons with
Disabilities Act, 1995, Rehabilitation Council of India
Act, 1992, National Trust Act, Mental Health Act,
1987
 State Governments responsible for implementation
of number of Policies, Curricula, Assessments,
textbooks etc.
 Guidelines – National Curriculum Framework,
NCERT, National Curriculum Framework for Teacher
Education, NCTE
 Policy and Legislative Frameworks
India

The Wardha Scheme known as the Zakhir Hussain Committee

Report (1938)- Free & Compulsory Education for seven years.

Sargent Report (1944) proposed a system of universal,

compulsory and free education for all boys and girls between
ages of six and fourteen.

The Kothari Commission (1964-66)-concept of neighbourhood

school and common school system
 Cont.

National Policy on Education (1968, 1986) & Programme of

Action (1992)
Integrated Education for Disabled Persons (IEDC, 1974) &
Project Integrated Education for the Disabled (1987,
NCERT)to strengthen the integration of learners with
disabilities into regular schools.
District Primary Education Programme (DPEP, 1993) & Sarva
Shiksha Abhiyan(SSA) (2001-02)-EDUCATION FOR ALL
Rashtriya Madhyamic Shiksha Abhiyan (RMSA) & Inclusive
Education for Disabled at Secondary Stage (National Middle
Level Education Programme)
 2009
Right to Education (RTE) Act
Significant
Milestones in 2009
India RMSA-IEDSS

2006
National Policy for Persons with
Disabilities
2005
Comprehensive Action Plan
1999
National Trust
1997, 2000
Inclusion of IED in DPEP & SSA
1995
t Law, policy, programs &
The Persons with Disabilities Act
rights instruments reflect
1992 two primary approaches or
The RCI Act discourses that treat
disability either as an
1974 individual pathology or
IEDC as a social pathology.
 NATIONAL Teacher Education
Institutions will need
FRAMEWORKS to reframe their
programme courses
to include the
perspective, concept
and strategies of
inclusive education
NCFTE, 2009

curriculum must be “an

inclusive and meaningful
experience for children”
Teachers must be trained to Gearing all teacher education programmes
address the learning needs of to developing pedagogical skills required in
all children including those with inclusive classrooms- National Focus
marginalized and disabled Group-2005
NCF, 2005
 Special teachers Class teacher Not failing any
fully included responsible for students
all
children

Class
Developing strengths Teacher
& abilities responsible
for all
children

NCF,2005

Developing Promoting self Nurturing all

strengths reliance aspects
& abilities & inculcating critical of personally
thinking, decision
making, problem
CWSN enrolled as compared to
total

DISE DATA NUEPA, 2013-14

 ISSUES AND CHALLENGES
 Vision and values in schools NOT based on
inclusive ethos
 A ' will have to do' rather than 'will do' or 'can
do' attitude
 Short term introductory training only awareness
creating
 Long term training (90 days) fails to build the
skills for inclusive classrooms
 Pro-active approach to identifying barriers and
finding practical solutions missing
 Cont.
 Partnerships with parents, community and other
staff members need to be strengthened
 Strong leadership & regular critical review and
evaluation necessary
 Lack of Resource Persons for Training Teachers
 Practical Training not inclusive
 Teacher Education Programmes at pre-primary
and primary level to be more inclusive
 TEACHERS' VOICES

We do not have the time to explain each and every

concept, we need to have support of a special
educator

Since these children do not have less IQ, hence

they can fit into the existing classroom
processes
l
Factors like large Classroom sizes, maintaining discipline, vast syllabus,
emphasis on Marks, only few included students act as constraints

They like Science. But they simply cannot sit inside a

classroom to learn it. So we started taking classes in the
open where they are at ease
Ignorance......is a guarantee to Marginalization
The problem is not how to wipe out the differences but how to
unite with the differences intact

Rabinder Nath Tagore

 A THEME SONG FOR SOCIAL EXCLUSION

You’ve got to be taught to hate & fear,

You’ve got to be taught from year to year,
It’s got to be drummed in your dear little ear
You’ve got to be carefully taught.
You’ve got to be taught to be afraid
Of people whose eyes are oddly made,
And people whose skin is a different shade
You’ve got to be carefully taught.
You’ve got to be taught before it’s too late
Before you are six or seven or eight,
To hate all the people your relatives hate
You’ve got to be carefully taught!
You’ve got to be carefully taught!
From South Pacific, Rodgers & Hammerstein