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
India
2009
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
The Persons with Disabilities Act
1992
The RCI Act
1974
IEDC
Law, policy, programs &
rights instruments reflect
two primary approaches or
discourses that treat
disability either as an
individual pathology or
as a social pathology.
NATIONAL
FRAMEWORKS
curriculum must be “an
inclusive and meaningful
experience for children”
Teachers must be trained to
address the learning needs of
all children including those with
marginalized and disabled
NCF, 2005
Teacher Education
Institutions will need
to reframe their
programme courses
to include the
perspective, concept
and strategies of
inclusive education
NCFTE, 2009
Gearing all teacher education programmes
to developing pedagogical skills required in
inclusive classrooms- National Focus
Group-2005
Special teachers
fully included
Class teacher
responsible for
all
children
Not failing any
students
Class
Teacher
responsible
for all
children
Developing strengths
& abilities
NCF,2005
Developing
strengths
& abilities
Promoting self
reliance
& inculcating critical
thinking, decision
making, problem
Nurturing all
aspects
of personally
CWSN enrolled as compared to
total
DISE DATA NUEPA, 2013-14
ISSUES AND CHALLENGES




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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