Educational Achievement and Psychosocial Transition in Visually Impaired Adolescents by Ranjita Dawn

Author:Ranjita Dawn
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore

Educational Initiatives for People with Disabilities in India

There was a lack of adequate documentation about the educational needs of people with disabilities during the nineteenth century or pre-Independence era in India. There was sporadic interest in the education and training of the handicapped by way of ad hoc grants and voluntary efforts. The earliest attempt in this direction was made with the establishment of a school for the deaf in Bombay in 1883 and for the blind in Amritsar in 1887. The Central Advisory Board of Education (CABE) in 1944 emphasized that efforts should be made not to segregate the handicapped children from normal children unless required. The years that followed witnessed the emergence of quite a number of schools and institutions for the blind. However, education in these institutions was confined only to the primary level and in most cases students were not admitted before the age of seven. It was only after Independence that any major change was brought about in the educational scenario of the disabled among educational professionals, voluntary agency administrators, and government officials.

After Independence numerous policies addressed the cause of education for the disabled such as The Kothari Commission (1964–66), Integrated Education for the Disabled Children scheme (IEDC), The National Policy of Education (1986), Projected Integrated Education for the Disabled (PIED) in 1987 and District Primary Education Programme (DPEP, 1994), The Programme of Action (1992), enactment of the Rehabilitation Council of India Act (2000), The National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act (1999) and the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation Act) 1995.

For the age group of 5–18 years, about 13% of children with a disability attended the pre-school intervention programme. The proportion was 20% in the urban and 11% in rural areas. Surprisingly, the proportion of disabled persons of age 5–18 years attending the pre-school intervention programme was highest among urban girls, although the proportion was more for boys in the rural.

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