Education of persons with intellectual disabilities in India.

Historically in India, persons with disabilities enjoyed co-existence, though at different times, the treatment and attitudes were at variance. Out of all the types of disabilities, an intellectual disability poses greater challenges than the other types. The families of persons with intellectual disabilities do also have needs different from others, which cannot be segregated from the needs of children with intellectual disability. Specific legislations have been put in place to ensure empowerment of persons with disabilities. Through Rehabilitation Council of India, human resource development programs are standardized. The National Institute for the Mentally Handicapped has developed many service models and contributed toward human resource development and research. Many Non-Government Organizations have started special education and vocational training programs. National Trust, a statutory body, supports the individuals and families and seeks to protect those individuals having no parents. Sarva Shiksha Abhiyan (Education for All), has special focus on education of children with disabilities. Vocational training centres have an obligation to develop eco-centric and commercially viable jobs. As per the National Policy, the Government of India envisages that every child with a disability should have access to appropriate preschool, primary and secondary level education by 2020.

Education of persons with intellectual disabilities in India: [review]

Historically in India, persons with disabilities enjoyed co-existence, though at different times, the treatment and attitudes were at variance. Out of all the types of disabilities, an intellectual disability poses greater challenges than the other types. The families of persons with intellectual disabilities do also have needs different from others, which cannot be segregated from the needs of children with intellectual disability. Specific legislations have been put in place to ensure empowerment of persons with disabilities. Through Rehabilitation Council of India, human resource development programs are standardized. The National Institute for the Mentally Handicapped has developed many service models and contributed toward human resource development and research. Many Non-Government Organizations have started special education and vocational training programs. National Trust, a statutory body, supports the individuals and families and seeks to protect those individuals having no parents. Sarva Shiksha Abhiyan (Education for All), has special focus on education of children with disabilities. Vocational training centres have an obligation to develop eco-centric and commercially viable jobs. As per the National Policy, the Government of India envisages that every child with a disability should have access to appropriate preschool, primary and secondary level education by 2020.

Históricamente en India las personas con discapacidades han disfrutado siempre de la coexistencia, si bien a veces el tratamiento y las actitudes podían contrastar. De entre todos los tipos de discapacidad, la intelectual es la que presenta los mayores desafíos. Las familias de las personas con discapacidad intelectual tienen asimismo necesidades distintas de las demás, inseparables de las necesidades de los niños con discapacidad intelectual. Se ha implementado legislación específica para asegurar el apoderamiento de las personas con discapacidades. Los programas de desarrollo de recursos humanos se normalizan a través del Consejo de Rehabilitación de India. El Instituto Nacional para los Discapacitados Mentales ha desarrollado diversos modelos de servicios y contribuido a la investigación y desarrollo de recursos humanos. Muchas Organizaciones No Gubernamentales han iniciado programas de educación especial y de entrenamiento vocacional. El Fideicomiso Nacional, una institución oficial, apoya a los individuos y a las familias y protege a los huérfanos. Sarva Shiksha Abhiyan (Educación para Todos), se enfoca particularmente en la educación de los niños con discapacidades. Los centros de entrenamiento vocacional tienen la obligación de crear trabajo ecocéntrico y comercialmente viable. En cuanto a la política nacional, el Gobierno de la India se propone que todo niño con discapacidad deberá tener acceso a la educación preescolar, primaria y secundaria para 2020.

Organizational aspects of special schools for mental retardation in India.

The aim of this study was to find out areas for improvement in the system of special schools for mental retardation in India and to provide policy guidance. It attempted to find out regional variations between special schools in terms of service facilities, numbers of students enrolled in both day-care and residential facilities and composition and profile of human resources vis-à-vis students and special schools and to compare them with trends for the whole of India. The results indicate that enrollment of girl students is very low (37%) and that the staff-to-student ratio on average is 1:6 leaving scope for better utilization of the existing infrastructure. The study points out that the south and west regions account for 73% of special educational facilities while 26% of the schools provide residential facilities. Further the results indicate that only 31% of the special schools provide early intervention and early childhood education facilities. They also indicate that composition and deployment of staff is lopsided and there are wide variations among regions and within the different categories of staff. It is observed that staff profile comprises 51% special teachers, 31% rehabilitation professionals and 18% support staff. Based on the findings, seven major areas have emerged for improvement: regional balance in the growth of special schools, comprehensive services, equality between the sexes, full-time, qualified staff and optimal utilization of the existing infrastructure.