People with Disabilities in India: From Commitment to Outcomes
People with Disabilities in India: From Commitment to Outcomes
People with Disabilities in India: From Commitment to Outcomes
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54. Address<strong>in</strong>g current and future provision and <strong>in</strong>formation gaps. New legislation and<br />
its enforcement are needed, particularly <strong>in</strong> the areas of mental health and road safety (<strong>in</strong>clud<strong>in</strong>g<br />
emergency and trauma care), both of which are assum<strong>in</strong>g <strong>in</strong>creas<strong>in</strong>g importance as causes of<br />
disability. The ag<strong>in</strong>g of the population and attendant disability needs of the elderly will need <strong>to</strong><br />
be addressed <strong>in</strong> the future. F<strong>in</strong>ally, data and statistics on disability need <strong>to</strong> be more reliably and<br />
regularly collected, <strong>in</strong> particular through strengthened NFHS and general health surveys, which<br />
have neglected disability.<br />
55. Given capacity constra<strong>in</strong>ts, improv<strong>in</strong>g the health sec<strong>to</strong>r’s response <strong>to</strong> disability may<br />
most feasibly happen <strong>in</strong> two phases. The first phase could concentrate on accelerated<br />
response closest <strong>to</strong> the community level. This would <strong>in</strong>clude an improved certification system,<br />
promotion of CBR (<strong>in</strong>clud<strong>in</strong>g awareness rais<strong>in</strong>g and stigma reduction elements), and enhanc<strong>in</strong>g<br />
micronutrient supplementation (<strong>in</strong>clud<strong>in</strong>g options for food fortification) and immunization. The<br />
supply side <strong>in</strong>terventions would need <strong>to</strong> <strong>in</strong>clude tra<strong>in</strong><strong>in</strong>g of general duty medical officers <strong>in</strong><br />
disability certification, and of community volunteers. The second phase could focus on<br />
improved referral systems between levels of the health system, <strong>in</strong>clud<strong>in</strong>g <strong>in</strong>creased supply of<br />
therapists and support for establishment of therapy centers <strong>in</strong> rural areas. It would also likely<br />
<strong>in</strong>volve network<strong>in</strong>g of hospitals and specialized centres, possibly <strong>with</strong> support form the private<br />
corporate sec<strong>to</strong>r.<br />
Improv<strong>in</strong>g the quality and access <strong>to</strong> education<br />
56. More than most sec<strong>to</strong>rs <strong>with</strong> regard <strong>to</strong> people <strong>with</strong> disabilities, the education sec<strong>to</strong>r<br />
has been relatively progressive <strong>in</strong> policy terms, and has also committed <strong>to</strong> a progressive<br />
menu of options for deliver<strong>in</strong>g education <strong>to</strong> children <strong>with</strong> special needs. However, there are a<br />
range of challenges <strong>in</strong> turn<strong>in</strong>g policy <strong>in</strong><strong>to</strong> effective practice for a variety of reasons, and <strong>India</strong> will<br />
not achieve its MDG goals <strong>with</strong>out substantial improvements <strong>in</strong> outcomes for disabled children.<br />
Some of the elements <strong>in</strong> execut<strong>in</strong>g this agenda <strong>in</strong>clude:<br />
57. Improv<strong>in</strong>g access <strong>to</strong> education: Identify<strong>in</strong>g childrens’ impairments and learn<strong>in</strong>g<br />
capacities early and gett<strong>in</strong>g them <strong>in</strong><strong>to</strong> some form of education is a critical first step, which<br />
rema<strong>in</strong>s an <strong>in</strong>complete agenda <strong>to</strong> date. It will be important <strong>to</strong> review the SSA systems for<br />
identify<strong>in</strong>g children <strong>with</strong> disabilities enter<strong>in</strong>g the education system, and explore their convergence<br />
<strong>with</strong> early identification systems prior <strong>to</strong> school age. In most states, these systems are struggl<strong>in</strong>g<br />
<strong>to</strong> identify many children <strong>with</strong> disabilities, and by operat<strong>in</strong>g parallel systems, may be<br />
overburden<strong>in</strong>g anganwadi workers and others <strong>with</strong> report<strong>in</strong>g demands. Improved <strong>in</strong>itial<br />
identification needs <strong>to</strong> be complemented <strong>with</strong> development of simple systems for ongo<strong>in</strong>g schoolbased<br />
assessment of emerg<strong>in</strong>g (and often easily reversible) disabilities. All new school<br />
construction should also be physically accessible and current efforts of retrofitt<strong>in</strong>g accelerated.<br />
58. Improv<strong>in</strong>g the quality of education services: GOI should require all states <strong>to</strong> develop a<br />
strategy for deliver<strong>in</strong>g education <strong>to</strong> children <strong>with</strong> special needs, <strong>in</strong> order that SSA and other<br />
central funds can be allocated <strong>in</strong> a less mechanical manner. This strategy would assist <strong>in</strong><br />
improv<strong>in</strong>g the currently poor expenditure performance, and more importantly move the system<br />
<strong>to</strong>wards a genu<strong>in</strong>ely child-centered allocation which can provide parents and local authorities<br />
<strong>with</strong> more options and greater accountability for resource use. Secondly, a key element of<br />
strategy execution must be mak<strong>in</strong>g the special needs resource centre model operational. In many<br />
states, this will require pilot<strong>in</strong>g of different models <strong>with</strong> good evaluation. Thirdly, current efforts<br />
<strong>to</strong> make the curriculum accessible and adapted <strong>to</strong> the learn<strong>in</strong>g needs of children <strong>with</strong> disabilities<br />
need <strong>to</strong> be accelerated. This is recognized <strong>in</strong> the National Curriculum Framework of 2005. For<br />
special education curricula, greater efforts <strong>to</strong> assess the needs of children <strong>in</strong> activities of daily<br />
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