New Page 1
Ministry of Human Resource Development
Ministry of Human Resource Development schemes
The National Policy on Education (N.P.E.) brought the
fundamental issue of equality centrestage. The objective should be to integrate
physically and mentally disabled people with the general community as equal
partners, to prepare them for normal growth and to enable them to face life with
courage and confidence.
National Policy on Education, 1986
The National Policy on Education (N.P.E.) brought the
fundamental issue of equality centrestage. Section 4.9 of the Policy clearly
focusses on the needs of the children with disabilities. The objective should be
to integrate the physically and mentally handicapped with the general community
as equal partners, to prepare them for normal growth and to enable them to face
life with courage and confidence. The following measures will be taken in this
- Wherever possible, the education of children with motor
handicaps and other mild handicaps will be common with that of others.
- Special schools with hostels will be provided, as far as
possible at district headquarters, for severely handicapped children.
- Adequate arrangements will be made to give vocational
training to disabled students.
- Teachers’ training programmes will be reoriented, in
particular for teachers of primary classes, to deal with the special
difficulties of the handicapped children.
- Voluntary effort for the education of children with
disability will be encouraged in every possible manner.
Plan of Action, 1992
The N.P.E. was followed by Plan of Action (P.O.A.) in 1992.
The P.O.A. suggested a pragmatic placement principle for children with special
needs. It is postulated that a child with disability can be educated in a
general school only and not in special school. Even those children who .are
admitted to special schools for training in plus curriculum skills should be
transferred to general schools once they acquire daily living skills.
Some enabling legislation in this regard is: Rehabilitation
Council of India Act (R.C.I. Act), Persons with Disabilities Act, 1995, and
National Trust for the Welfare of Persons with Autism, Cerebral Retardation and
Multiple Disability, 1999:
The last Act, especially, is a landmark legislation for the
welfare of persons with autism, cerebral retardation and multiple disability.
This Act seeks to protect and promote the rights of persons who, within the
disability sector, have been even more marginalised than others. Though the
National Trust Act of 1999 does not directly deal with education of children
with special needs, one of its thrust areas is to promote programmes that foster
inclusion and independence by creating a barrier-free environment, developing
functional skills of the disabled and promoting self help groups.
Schemes dealing with C.W.S.N. can be categorised into
educational and supplementary schemes. The former includes the Integrated
Education of Disabled Children (I.E.D.C.) and the latter includes the
Scholarship as well as the Assistance to Disabled Persons for Purchase/fittings
of aids and appliances(A.D.I.P.).
Integrated Education of Disabled Children (I.E.D.C.):
This scheme provides educational opportunities for disabled children in common
schools, to facilitate their retention in the school system and also to place in
common schools, such children already placed in special schools after they
acquire the communication and daily living skills at the functional level. The
scheme provides for the following:
- Actual expense on books and stationery up to Rs 400 per
- Actual expenses on uniforms up to Rs 200 per annum;
transport allowance up to Rs 50 per month. If a disabled child resides in
the school hostel within the school premises, no transportation charges
would be admissible.
- Reader allowance of Rs 50 per month in case of blind
children up to Class V.
- Escort allowance for severely disabled children with
lower extremity disability at the rate of Rs 75 per month.
- Actual cost of equipment subject to a maximum of Rs
2,000 per month for five years.
Besides these, it also provides for teachers’ salaries,
facilities to students in terms of board and lodging allowance, readers
allowance, transport allowance, escort allowance, cost of equipment, cost of
uniform, cost of removal of architectural barriers, and provision of resource
This includes Assistance to Disabled Persons for
purchase/fitting of aids and appliances (A.D.I.P.) Scheme.
Initial attempts towards integrated
education in India
Early attempts to include C.W.S.N. in regular schools were
through Project Integrated Education (P.I.E.D.) and District Primary Programme (D.P.E.P.).
Project Integrated Education for the Disabled (P.I.E.D.):
This was the first pilot project on integrated education in India. Launched in
1987, P.I..E.D. was a joint venture of the Ministry of Human Resource
Development and UNICEF. This project was implemented in one administrative block
each in M.P., Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu, Haryana,
Mizoram, Delhi Municipal Corporation and Baroda Municipal Corporation. In these
10 blocks, 6,000 children with special needs were integrated in regular schools.
District Primary Education Programme (D.P.E.P.):
The success of P.I.E.D. led to the inclusion of Integrated Education of the
Disabled (I.E.D.) under the D.P.E.P. This was a scheme launched by the
Government of India for the development of elementary education. At present,
I.E.D. (in D.P.E.P.) is in existence in 242 districts in 18 states. In these
states approximately 6.21 lakh children with special needs have been enrolled in
regular schools with adequate support services.
Grants to polytechnics
Polytechnics to show the path of integration
The Ministry of Human Resource
Development has identified some polytechnics which will set the example of how
to integrate students with disabilities in mainstream technical and vocational
Most educational institutions in the country are not
disabled-friendly. Taking cognizance of this fact, there exists a Centrally
sponsored scheme to upgrade existing polytechnics so that they are better
equipped to cater to the needs of students with disabilities.
This scheme is directly funded by the Ministry of Human
Resource Development (M.H.R.D.), Government of India. Three polytechnics have
been identified under this scheme:
- G.I.E.T., Hissar
- Government Polytechnic, Sirsa
- B.P.S. Mahila Polytechnic, K.G. Khanpur Kalan (S.P.T)
The State government will reimburse the costs incurred on
scholarships, transportation, books and uniform allowances, and other incidental
costs under formal and non-formal training programmes.
The polytechnics, on the other hand, will undertake payment
of recurring expenditure out of the funds earmarked for this scheme. The entire
amount will be adjusted within the grants received under Direct Central
Assistance from the Government of India.
The selected polytechnics will also receive a recurring
grant from the M.H.R.D.’s Department of Education to cover expenditure on
consultants as well as staff development and maintenance.