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EDUCATIONAL POLICIES FORCHILDREN WITH SPECIAL

NEEDS  

K.S. Srinivasa, Research scholar, 

D.O.S. in Education, University of Mysore, Mysore  

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ROLE OF SSA

SSA provides integrated and inclusive education to all children

 with special needs. This includes – 

 education through Schools, openSchools, non formal and alternative Schools, distance education and

learning, special Schools. Wherever necessary, home based education,

remedial teaching, part time classes, community based rehabilitation

(CBR) and vocational educations are also provided.

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SSA provides financial support up to Rs.1, 200/- per child for integration of

disabled children, as per specific proposals, per year.

Interventions under SSA for inclusive education are identification, functional and

formal assessment, appropriate educational placement, preparation of Individualized

Educational Plan, provision of aids and appliances, teacher training, resource

support, removal of architectural barriers, monitoring and evaluation and a special

focus on girls with special needs.

Residential bridge courses are also provided with the main objective of preparing

children with special needs for Schools, thereby ensuring better quality inclusion.

Home-based education is provided for children with severe profound disabilities.

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.IDENTIFICATION AND ENROLMENT  

Household surveys and special surveys have been conducted by all States to

identify 28.52 lakh children with special needs.

23.17 lakh children with special needs (81.25% of those identified) are enrolled in

schools.

. Further 91,058 children with special needs are being covered through EGS/AIE

in 19 states/ UTs and 1, 13,755 children with special needs are being provided home-

based education in 25 States/ UTs.

Making schools barrier free to easy access to children with special needs is

incorporated in the SSA framework. Till now 6.48 lakh schools (56.37%) have been

provided with barrier free access.

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 TEA CHE R TRAINING & RESOURCE

SUPPORT  

25.97 lakh teachers have been provided training through regular teacher

training programmes, which include a 2-3 day capsule on inclusive education.

18.63 lakh teachers have been provided 3-5 days additional training for better

orientation to Inclusive Education.

93,470 teachers have been trained in 26 States with Rehabilitation Council of

India for 90 days and act as Resource Persons in districts/blocks.

12.67 lakh (71.29%) children with special needs have been provided assistive

devices.

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ROLE OF DEPARTMENT OF

HIGHER EDUCATION

 The Department of Higher Education through various organisations, like UGC, Central

Universities, AICTE have taken several initiatives to promote the higher education among

the persons with disability. These initiatives can be categorized into

 Teacher preparation in Special Education (TEPSE) Scheme

 The scheme provides financial assistance to offer B.Ed and M.Ed degree courses with

specialization in one of the disability area. 

Higher Education for persons with Special Needs (HEPSN) 

Providing Special Equipment to supplement & Educational Services for Differently abled

persons

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 Tuition Fee Waiver Scheme for Physically Handicapped Meritorious Students

applicable for students of all AICTE approved technical institutions.

 The AICTE allows 10% additional intake over and above the sanctioned intake

under this category.

 As per the Approval Process January, 2008 of AICTE, all institutions arerequired to provide a barrier free environment.

 Visually - Challenged Teachers. 

 The scheme has been formulated to help visually challenged permanent

teachers to pursue teaching and research with the help of a reader by using

teaching and learning aids by way or providing Reader's Allowance and funds for

purchase of Braille books recorded materials, etc.

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G U I D E L I N E S I N R E S P E C T O F P E R S O N S

 W I T H D I S A B I L I T Y I S S U E D B Y T H E U G C T O U N I V E R S I T I E S A N D C O L L E G E S

 Employment of persons with disabilities in teaching posts like - 3% reservation for the

persons with disabilities in the appointment of Lecturers and in admissions of all courses.

Relaxations in upper age limit up to 5 years to persons with disabilities in admissions &

5% relaxation in marks at master's level for persons with disabilities for appearing in NET

examination.

Relaxation in the NET Examination fee, 30 minutes extra time for Paper-I & Paper-II and

45 minutes for Paper-III, Relaxation of 5 years in age limit for Junior Research Fellowship,

3% reservation for the award of JRF, 5% relaxation in marks while deciding cut off marks &

Provide the services of a writer, if they are not in a position to write the papers.

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CONCLUSION  

It can be seen from the foregoing that several novel initiatives have been

taken up to address the divergent needs of special children. An

endeavour has also been made to develop in teachers, the necessary

attitude, skills and competencies required to deal effectively with children

 with various special educational needs.

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Let us work together for the betterment of