People with Disabilities in India: From Commitment to Outcomes

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supported by NSS findings also (Table 4.5). Almost three quarters of households with PWD were unaware of schemes for free aids and appliances, and less than 2 percent had benefited from them. For stipdends, almost half the PWD households were not aware that education stipends were available and only 4 percent had received them. A major problem appears to be lack of awareness of the existence of CWD stipends and possibilities for receiving aids and appliances. Analysis of NSS data suggests that failure to access aids and appliances matters for school attendance, with multivariate analysis from the 58 th round indicating that CWD who have accessed aids and appliances are 30 percent more likely to be attending school. 115 Table 4.5: There is low awareness of possibilities for aids, appliance and stipends and very low shares of beneficiaries in rural UP and TN Stipends to CWD for school Free aids, appliances and assistive devices Not aware 46.5% 72.3% Aware only 46.7% 24.1% Benefitted 4.4% 1.5% Denied 2.1% 1.8% Source: UP and TN village survey, 2005 4.51. (v) Physical accessibility of schools: Obviously a school has to be physically accessible to be inclusive. While typically this is thought of primarily in terms of ramps, other forms of increased accessibility for visually impaired and other CWD are equally important. Physical access includes not only the schools premises and classrooms, but core facilities such as toilets. Official statistics on “barrier free access” indicate that basic education in India is predominantly not physically accessible for many children with disabilities, though significant progress has been made in recent years. At the same time, the data also indicate that broadening the coverage of schools which are classified as barrier free is achievable, as the performance of states such as Kerala, Assam and Gujarat indicate. Figure 4.12 below reports the share of primary schools which are officially rated as barrier free in selected states in 2005. Only 18 percent of SSA schools nationally were considered accessible in 2005, and the share is as low as 2 and 6 percent in J&K and Bihar respectively. Nor does the accessible share follow predictable patterns, with generally good performers like Karnataka and well-off states like Punjab with less than 8 percent of schools accessible. At the same time, progress is being made, with the figure for 2006 rising to around 35 percent. The bulk of SSA schools are not accessible for CWD – nearly all in some states Figure 4.12: Share of accessible SSA schools, 2005 All-India West Bengal UP Rajasthan Kerala Gujarat Maharashtra Karnataka Jharkhand J&K Bihar Assam Figure 4.12 0 20 40 60 80 100 Source: SSA, based on state Civil Works Units % of total SSA schools 4.52. Above and beyond schools themselves, there may be issues with CWD getting from home to school. This is an area where very little research exists, and one that is an issue that goes 115 Sundararaman, op.cit. -77-
well beyond the needs of CWD alone. Nonetheless, difficulties with access to transport and/or simply difficult personal access may be much more pronounced for certain CWD. The UP and TN survey asked about access to public transport, and over 60 percent of PWD respondents reported difficult or no access to public transport due to their disability. 4.53. (vi) Accessible curriculum: 116 To date there remains major differences in curriculum between special and regular schools. The current mode of delivery of such services in India is categorized into two sets. The first is the skills relating to what is called “Plus Curriculum” in special needs education curriculum. It is called Plus Curriculum as it is a specific curriculum for CWD intended to increase their access to the learning environment (for example, Braille, orientation and mobility for children with blindness, use of low vision aids and reading large print by children with low vision sight, speech, language and communication skills by deaf children, communication skills by children with cerebral palsy). They have to learn additional skills for fully participating in classroom learning activities and require additional time. 4.54. The other set of questions deal with adjustment of general curriculum to diverse educational needs arising out of disability, and use of additional learning resources and classroom management to improve access of all children in learning activities. The curriculum options for CWD in general curriculum/school settings are several: • follow the same curriculum as others, in principle maintaining equity in curriculum access. While in principle this is straightforward, this option still requires development of accessible formats of the general curriculum for children with specific disabilities (e.g. Braille books; visual learning materials for hearing impaired and autistic children). For the most part, such format adjustments have not been made on any large scale in the public system. 117 • adjustment or/and modification to special needs in areas which cannot be accessed despite assistive aids and additional learning material and aids • substitution of curriculum content area by alternative content area • deletion of specific curricular content area since it is not possible provide learning to a child with a particular disability. 4.55. There appears to be significant diversity between states in the approaches taken. For example, field work in Gujarat revealed all four approaches being used. In principle, once a child has been assessed with a disability, an individualized education plan (IEP) is supposed to be prepared for the child. An IEP is a statement that: (i) describes how the child’s disabilities affect his or her involvement with and progress in the general curriculum; (ii) sets measurable goals to enable a child to be involved with and progress in the general curriculum, and (iii) outlines the services, program modifications, and supports necessary for the child to be involved with and progress in the general curriculum. Effectively designed and implemented IEPs are a challenging task even in well-resourced and high capacity countries, and will remain a challenge in much of India. However, experience even in poor states such as Orissa shows that through collaborations between the government and NGO sectors gradual results are possible. Partnerships under SSA in 12 Orissa districts have resulted in around 10 percent of CWD in the pilot districts having IEPs developed under DPEP. 116 The definition of curriculum in this section includes: (i) what is learned and what is taught (context); (ii) how it is delivered (teaching-learning methods); (iii) how it is assessed (exams, for example); and (iv) the resources used (e.g., learning materials used to deliver and support teaching and learning). 117 Such format adjustments may often be beneficial for the learning of children without disabilities also in terms of making the material being taught more accessible. -78-
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PEOPLE WITH DISABILITIES IN INDIA:
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Abbreviations and Acronyms ADL ANM
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Table of Contents EXECUTIVE SUMMARY
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Figure 5.3: Employment rates of PWD
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Box 5.4: A Jobs Fair Bringing Emplo
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NGOs, both quantitative and qualita
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Out of school rates for CWD are hig
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needs to respond more proactively t
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government strategies for promoting
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Safety Net Schemes 33. Safety nets
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40. In early 2006, a National Polic
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should move to implement the Act’
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54. Addressing current and future p
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disability SHGs, which has been sho
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have comparative advantage is putti
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extent of individual functioning du
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converting income into well-being o
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21. In light of the challenges that
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not be explained by this. The major
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Table 1.2: Disability Prevalence ra
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The share of disability impact due
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• It is also important to recall
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1.17. A second issue with obvious i
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Figure 1.9: Employment rates of PWD
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Box 1.2: Census questions on disabi
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Box 2.1: Disability in Indian mytho
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• overall, there is low acceptanc
Page 55 and 56: Table 2.2: Positive perceptions of
Page 57 and 58: different areas, as for example the
Page 59 and 60: governmental sectors drive home the
Page 61 and 62: Box 2.4: Raising awareness and chan
Page 63 and 64: • onset of mental disabilities is
Page 65 and 66: 3.9. Locomotor disability is the ca
Page 67 and 68: B. Prevention of Disability 3.15. A
Page 69 and 70: 3.20. The NBCP, like other vertical
Page 71 and 72: almost three times more likely to h
Page 73 and 74: PWDs. The scheme operates in 11 cen
Page 75 and 76: Figure 3.4: Proportion of disabled
Page 77 and 78: Table 3.11: Type of Service Accesse
Page 79 and 80: Urban 1.46 North 1.40 South 1.10 Ea
Page 81 and 82: Box 3.1: WHO’s “Ten Question Pl
Page 83 and 84: 3.51. (f) Financial barriers to acc
Page 85 and 86: including for road accidents, and e
Page 87 and 88: A. Indian and International Policy
Page 89 and 90: 4.9. A specific feature of SSA is a
Page 91 and 92: • significant gender differential
Page 93 and 94: Out of school rates for CWD are hig
Page 95 and 96: Only around 5 percent of children w
Page 97 and 98: 4.30. (b) Financial performance of
Page 99 and 100: only factor contributing to both po
Page 101 and 102: The numbers of CWD identified by SS
Page 103 and 104: IE training options. The impacts of
Page 105: part of the authorities to increase
Page 109 and 110: performance in the schooling system
Page 111 and 112: DLROs has contributed to West Benga
Page 113 and 114: CHAPTER 5: EMPLOYMENT OF PERSONS WI
Page 115 and 116: atios, while others such as J&K, Bi
Page 117 and 118: Figure 5.8: Employment rates over t
Page 119 and 120: • the relative wages of PWD to no
Page 121 and 122: of age and disability status. Multi
Page 123 and 124: 5.23. For males in the survey, a de
Page 125 and 126: equirement of specific post identif
Page 127 and 128: 5.34. Nonetheless, there has been u
Page 129 and 130: consistent with survey findings. Na
Page 131 and 132: exchanges are in any event servicin
Page 133 and 134: Source: NHFDC website reporting cum
Page 135 and 136: Box 5.5: Good practice in NGO skill
Page 137 and 138: D. Conclusions and recommendations
Page 139 and 140: is set. In the case of SGSY, the gu
Page 141 and 142: Table 6.2: States/UTs with unemploy
Page 143 and 144: Table 6.4: Coverage of disability s
Page 145 and 146: Table 6.6: Contributions and benefi
Page 147 and 148: 6.24. Easily the largest scheme for
Page 149 and 150: 6.35. While the design of the insur
Page 151 and 152: people. The transfer under NOAPS wa
Page 153 and 154: 7.4 (a) The Persons with Disabiliti
Page 155 and 156: 7.8 (ii) Sectoral policy issues in
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• in the area of education, the p
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awareness raising about disability
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more formal institutions in disabil
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7.28 There is little detailed analy
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Table 7.2: Institutions providing b
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systematically related to the numbe
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• collaboration between NGOs and
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moving to improved outcomes for PWD
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CHAPTER 8: ACCESS FOR PEOPLE WITH D
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Box 8.1: International and regional
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The comparison of institutional arr
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laudable, there are concerns that m
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ANNEX 1: COMPARING THE INCOMPARABLE
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of prevalence estimates across the
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person will be treated as having
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People with Disabilities in India: From Commitment to Outcomes

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