People with Disabilities in India: From Commitment to Outcomes

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4.15. As for the entire PWD population, it is also possible with NSS to look at both school attendance and current levels of educational attainment by severity of disability for those currently in school age. This is presented in Table 4.1 below for children 5-14 (the broad target age for basic education in India). Several points emerge: • almost three quarters of children with severe disabilities are illiterate and the same share do not attend school. 96 • at the other end, close to one third of children with only mild disabilities are not in school. These are children who need no aids/appliances to participate, and should in principle not be significantly more difficult than other children to bring into the school system. • across all levels of severity, CWD very rarely progress beyond primary school. Children with disabilities have very high illiteracy rates, in part because so many are out of school Table 4.1: CWD education attendance and attainment by severity, 2002 Educational indicator Severe PWD Moderate PWD Mild PWD Goes to school 25.7% 56.3% 67.9% Illiterate 72.2% 42.6% 34.9% Primary or less 26.4% 52.0% 58.2% Middle 1.5% 5.3% 6.8% Secondary 0.0% 0.1% 0.0% Higher 0.0% 0.0% 0.0% Source: NSS, 58 th round. Bank staff estimates. 4.16. The above figures focus on national averages. Differences in CWD attendance can also be seen. This is shown in Figure 4.5 for CWD 6-13 years old. In even the best performing major state (Karnataka), almost a quarter of CWD are out of school, while more than half are out of school in states such as Madhya Pradesh and Assam. 97 There does not appear to be any correlation between the state-specific general out of school rate and that of children with disabilities, nor any clear pattern in CWD rates between state income levels and outcomes. Perhaps the most obvious point is that even states with excellent outcomes on their general child population such as Kerala and TN have stubbornly high out of school rates for CWD. Thus in Kerala, CWD account already for 27 percent of out of school children, and in TN for over 34 percent of all out of school children. This underlines the increasing importance of getting CWD into school if even well-performing Indian states are to achieve the education MDGs. 98 96 As in many parts of the world, attendance at pre-school education is an important contributor to better educational outcomes later in life. Multivariate analysis of the NSS reveals that CWD who attended preschooling are significantly more likely to be attending school. However, available evidence suggests that until recently CWD have been largely ignored in ICDS, the national ECD program of GoI. Alur (2000). 97 The administrative data (DISE) at the aggregate level broadly confirm these insights, though there is by no means a close match on a statewise basis. 98 The point for India is consistent with international estimates that 33-40 percent of out of school children worldwide have disabilities (UNESCO, 2004). -63-
Out of school rates for CWD are high in all states and CWD account for a higher proportion of all out of school children as overall attendance rates increase Figure 4.5: Share of 6-13 year old CWD and all children out of school, 2005 60 Figure 4.5 50 %of cohort out of school 40 30 20 CWD All 10 0 AP Assam Bihar Delhi Har Jhar J&K Karn Kerala MP Maha Oris Punj Raj TN UP WB Source: SRI survey, 2005. 4.17. The other obvious aspect of educational attainment is to look at specific categories of CWD. This is shown in Figure 4.6. It is clear that illiteracy is high among all categories of disability, and extremely so for children with visual, multiple and mental disabilities. The numbers also rebut a common assumption that poor educational outcomes of CWD are a function of low intellectual capacities among children with mental impairments. At the same time, locomotor disabled children stand out as having substantially lower illiteracy rates than other CWD. This is explainable in part by the fact that less curricular or learning material adaptations are needed to promote inclusive education for locomotor disabled compared other categories of disabled children are required, but are also driven by family and community attitudes. Illiteracy rates are very high among all CSN, though lower for children with locomotor disabilities Figure 4.6: Share of Illiterate of 6-13 year old CWD by disability category, 2002 Figure *.*: Share of illiterate 5-18 year old CWD by disability category, 2002 80% %of childrenwithspecifieddisability 70% 60% 50% 40% 30% 20% 10% 0% Mental Visual Hearing Speech Locomotor Multiple Source: NSS, 58 th round. Bank staff estimates. 4.18. (iii) Where are CWD going to school ? This has several elements – whether CWD are attending regular or special schools, whether they are attending public or nongovernment schools, and for those in the government system what proportion of CWD are receiving alternative forms of education. This can be pieced together from several sources. On the issue of regular or special school, the NSS indicates that the overwhelming majority of CWD attend regular rather than special schools. Around 70 percent of disabled children and young adults aged 5-20 have ever attended school in their lives. Of these, fully 90 percent have attended a regular school. The figures for those currently attending school are very similar and are shown in Table 4.2, with nearly all 5-18 year old CWD who are in school attending regular schools. This brings home clearly that the choice facing most CWD is whether they are out of school or in regular school, and hence the necessity of promoting inclusive regular schools. The NSS also provides insight into why CWD are not enrolling in special schools. The picture is somewhat ambiguous, with a fairly even split between clear supply side factors such as lack of any or accessible special schools, clear demand side factors such as lack of parental interest and economic reasons, and factors related to the child’s disability which are hard to interpret. -64-
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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
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 and 52: Box 2.1: Disability in Indian mytho
Page 53 and 54: • 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: • significant gender differential
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
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Table 6.4: Coverage of disability s
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Table 6.6: Contributions and benefi
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6.24. Easily the largest scheme for
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6.35. While the design of the insur
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people. The transfer under NOAPS wa
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7.4 (a) The Persons with Disabiliti
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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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