People with Disabilities in India: From Commitment to Outcomes

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2.5. The results in Figure 2.1 are aggregated across different disability types. The survey also asked the same question by major disability categories, and results are presented in Figure 2.2. which show significant differences in the perception of disability as a curse according to type of disability, with both visual and mental disabilities viewed as more likely to be due to a curse of God, and non-polio locomotor disability (in most cases from injuries/accidents) significantly lower than average (though still substantial). Half rural respondents in rural UP and TN believe that disability is always a curse of God Figure 2.1: Belief that disability a curse of God, rural UP and TN, 2005 Figure 2.1 TN non-PWD UP non-PWD All non-PWD TN PWD UP PWD All PWD 0 10 20 30 40 50 60 70 % of respondents Source: UP and TN survey, 2005. % of respondents replying that disability was always/almost always a curse of God 2.6. The UP and TN study surveyed just over 1400 households with and without disabled members about their attitudes to participation of PWD in some key social and economic activities. The three major activities assessed as critical to “normal” social participation of PWD were education, employment and marriage/family life. The survey also asked about participation in local community and political life. Figure 2.2: Belief that disability a curse of God by disability type, rural UP and TN, 2005 Figure 2.2 Mental Vision Speech/hearing Locomotor non-polio Locomotor polio 0 10 20 30 40 50 60 70 % of respondents Source: UP and TN survey, 2005. % of respondents replying that disability was always/almost always a curse of God 2.7. With respect to education, people were asked under what circumstances children with specified disabilities could participate in regular school, and/or in special schools. Table 2.1 presents the findings on regular and special schooling. The table reports the share of respondents reporting that children with the indicated disabilities should always or almost always attend each type of school. Several interesting findings emerge: -23-
• overall, there is low acceptance of children with disabilities attending regular schools. 34 At the same time, there are major differences by disability type in the acceptability of CWD attending regular schools. Acceptance that children with locomotor disabilities can always attend regular school is high (though acceptance that they could attend a special school is even higher). For those with vision and speech/hearing disabilities, only between a fifth and a quarter of respondents thought that they could always/almost always attend regular schools. However, for children with mental illness or retardation, there was very high agreement that they should never attend regular schools. Table 2.1: Acceptance that children with disabilities should always attend special (top) and regular (bottom) schools, by disability type, UP and TN, 2005 Special School Non-PWD PWD Severe PWD Locomotor 96.7 95.3 96.2 Vision 91.1 87.2 88.3 Speech/hearing 86.5 82.5 83.4 Mental Ill 61.4 50.1 52.9 MR 60.8 51.9 54.0 Regular School Non-PWD PWD Severe PWD Locomotor 81.8 80.6 80.4 Vision 25.7 27.8 25 Speech/hearing 21.3 19.9 19.9 Mental ill 2 1.9 2 MR 1.1 1.3 1.3 Source: UP and TN survey, 2005. Bank staff estimates. • for children with mental illness and mental retardation, almost half of respondents (including in PWD households) did not think that they could always attend either regular or special school. This confirms the much more serious attitudinal issues with respect to children with these disabilities. • perhaps the most interesting overarching result is that households with disabled or severely disabled members exhibit very similar attitudes to those of households without disabled members. The small differences indicate slightly less willingness of households with disabled members to accept attendance of disabled children in regular schools. 2.8. Previous research has pointed to significant challenges for persons with disability in getting married and having families. 35 Even where marriage can be arranged, disabled women in particular are frequently married to much older men, and rates of divorce and abandonment have been found to be high, as the NSS data on widowhood among disability would seem to support. Attitudes to marriage and family life were also asked in the current study and the findings are presented in Figures 2.3 and 2.4. A few observations emerge: 34 The results receive some support from the AP survey, where 42 percent of respondents disagreed that children with disabilities could be educated in regular schools. It is also worth noting that there is a school of thought particularly for hearing and visually impaired children that supports separate education in primary school, with integration later. In India, the fact is that only around 5 percent of children with disabilities who attend school at all are in general schools, so that for the majority such options are not a practical reality 35 See for example, Unnati and Handicap International (2004); ActionAid (200*) for AP; and Bhambani (2005) for a general discussion of attitudes to marriage of women with disabilities. -24-
Page 1 and 2: PEOPLE WITH DISABILITIES IN INDIA:
Page 3 and 4: Abbreviations and Acronyms ADL ANM
Page 5 and 6: Table of Contents EXECUTIVE SUMMARY
Page 7 and 8: Figure 5.3: Employment rates of PWD
Page 9 and 10: Box 5.4: A Jobs Fair Bringing Emplo
Page 11 and 12: NGOs, both quantitative and qualita
Page 13 and 14: Out of school rates for CWD are hig
Page 15 and 16: needs to respond more proactively t
Page 17 and 18: government strategies for promoting
Page 19 and 20: Safety Net Schemes 33. Safety nets
Page 21 and 22: 40. In early 2006, a National Polic
Page 23 and 24: should move to implement the Act’
Page 25 and 26: 54. Addressing current and future p
Page 27 and 28: disability SHGs, which has been sho
Page 29 and 30: have comparative advantage is putti
Page 31 and 32: extent of individual functioning du
Page 33 and 34: converting income into well-being o
Page 35 and 36: 21. In light of the challenges that
Page 37 and 38: not be explained by this. The major
Page 39 and 40: Table 1.2: Disability Prevalence ra
Page 41 and 42: The share of disability impact due
Page 43 and 44: • It is also important to recall
Page 45 and 46: 1.17. A second issue with obvious i
Page 47 and 48: Figure 1.9: Employment rates of PWD
Page 49 and 50: Box 1.2: Census questions on disabi
Page 51: Box 2.1: Disability in Indian mytho
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 and 106:
part of the authorities to increase
Page 107 and 108:
well beyond the needs of CWD alone.
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
Page 157 and 158:
• in the area of education, the p
Page 159 and 160:
awareness raising about disability
Page 161 and 162:
more formal institutions in disabil
Page 163 and 164:
7.28 There is little detailed analy
Page 165 and 166:
Table 7.2: Institutions providing b
Page 167 and 168:
systematically related to the numbe
Page 169 and 170:
• collaboration between NGOs and
Page 171 and 172:
moving to improved outcomes for PWD
Page 173 and 174:
CHAPTER 8: ACCESS FOR PEOPLE WITH D
Page 175 and 176:
Box 8.1: International and regional
Page 177 and 178:
The comparison of institutional arr
Page 179 and 180:
laudable, there are concerns that m
Page 181 and 182:
ANNEX 1: COMPARING THE INCOMPARABLE
Page 183 and 184:
of prevalence estimates across the
Page 185 and 186:
person will be treated as having
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People with Disabilities in India: From Commitment to Outcomes

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