People with Disabilities in India: From Commitment to Outcomes

More documents

Recommendations

Info

4.26. A second split relates to teacher training, with the Rehabilitation Council of India responsible for special needs teacher training and MHRD which is responsible for general teacher training. Following the RCI Act in 1992 and amendment in 2000, the RCI now has wide-ranging set of objectives. These include regulating, training policies and programs, standardization of training courses for professionals and prescribing minimum standards, providing institutional recognition and conferring the rights to award degrees, diplomas and certificate courses for professionals in the country (and extending reciprocal rights to institutions outside of India), and in maintaining a Central Rehabilitation Register for professionals. There remains a basic split between the roles of MHRD and RCI in pre- and in-service training for both regular and special needs teachers which contributes to a lack of coherence in the teacher training regime for inclusive education. 4.27. A third split relates to lack of coordination and duplication of efforts in early identification of children with special needs. Most states use teachers and anganwadis for early identification. Information on the number of children is captured through what is referred to as household survey. 102 Before the survey is conducted, the anganwadis are oriented on specific formats that are to be used for the survey and have been developed independently by both DWCD and Elementary Education departments. The DWCD format is more comprehensive as it covers all persons with disabilities (PWD), and not just children from 5-13 years of age. The inputdriven planning process adopted for SSA records the total number of children identified as being disabled, the number assessed, and the number enrolled in regular schools. Almost no other information is provided on early identification, assessment or enrollment, though MHRED notes this as a strategic choice so as not to overburden teachers. The end result is both an overload of the workers carrying out CSN identification and a database in the education system which can not be considered reliable. As a result, states are involving NGOs more in identification, with 10 SSA states using them in this role as well as their other functions. 4.28. A fourth institutional challenge has been to promote convergence between government and NGO/community roles in education of CWD. All the programmes under the Department of School and Mass Education have involved NGOs in the implementation of inclusive education programme. Currently, more than 530 NGOs are involved in some capacity in SSA in 26 states. However, the ongoing challenge is to give NGOs a broader role in promoting inclusive education in partnership with the state. NGOs are now involved in assessment camps and training of teachers, as well as a range of other functions, including bridge course, provision of home-based education, providing resource support, development of TLM and other activities. 103 Deepening their role in every aspect of inclusion at each level (state, district, block, cluster, village and school) is an ongoing effort on the part of the Departments of School and Mass Education. In addition, there remains a largely undefined roles for grassroots institutions which could play an important role in promoting inclusion of CWD, including SHGs, Village Education Committees (VEC), Parent Teacher Association (PTA), Mother Teacher Association (MTA), anganwadi workers, Mahila Swasthya Sanghas (MSS), members of cooperative societies, and community based Local Bodies. 4.29. The above institutional issues in delivery of different aspects of education for PWD are by no means exhaustive. Similar divisions can be seen at higher levels in the division between vocational and higher education. However, even at the basic education level, such institutional lack of convergence remains a hindrance to promoting education of CWD. 102 Survey is a misnomer as in reality it is a complete Census of all households in the catchment area and records information on all school age children in the house, including information on their disability status. 103 See SSA 2006 re NGO initiatives for inclusion under SSA. -67-
4.30. (b) Financial performance of public interventions for education of CWD: 104 As noted in the policy section, the IED – now within SSA primarily – is the central public intervention to support education of CWD. This section reviews the evidence on its financial performance. Currently, under SSA the allocation per CWD is Rs.1200 per annum. While the norm is child-based, financial allocations are aggregated at district level. Currently – despite the clear policy commitment under SSA - there is no way of guaranteeing that a child with a disability, who attends school in a particular district, and is eligible for an assistive technology device, will actually receive this. This is because the funding is district or at best school based. The funding follows the location and not the child, thus there is no scope for school choice among children with special needs. Survey-based evidence on the coverage of assistive devices (see health chapter) clearly indicates a significant remaining agenda in this area. Box 4.3 compares the three main models of funding education of CWD internationally and their relative merits. Box 4.3: Main models of public educational financing, with different impacts on CWD and IE: Internationally, there are three main models for financing education of CWD, each of which has different incentive structures and impacts on both inclusion and educational outcomes. The models and their main features and pros/cons are: • Child-based funding – based on headcounts of CWD, as outright grant to regions, pupil-weighted schemes, or census funding based on total students and assumed share of CWD. This is the most frequently used model internationally and the one followed under SSA. However, there are issues with the model including: (i) concerns on the focus on the disability category of the child vs. actual learning needs and costs. Thus the system is necessarily mechanical rather than needsbased; (ii) the model can be costly where individual diagnosis is required; and (ii) evidence from the EU suggests integration outcomes for CWD are worse that other approaches. • Resource-based models (aka “through-put” models), where funding is based on services provided rather than CWD/student numbers. Typically, this model also mandates units of instruction/programs. Overall, there is evidence of an OECD trend towards these models, which are found to encourage local initiatives to develop programs for CWD. There are, however, concerns on disincentives for schools when CWD progress and funding is reduced. To work well, this approach should be accompanied by some link to outcomes. • Output-based models: These are based on student learning outcomes or some other output. While desirable in principle, there has to date been very limited experience with this approach, (e.g. US No Child Left Behind Act, with financial and accreditation sanctions for failure to meet student achievement standards; UK “league tables”). There are concerns of a natural bias against inclusive education, due to concerns re CWD behind grade level dragging down school average scores. Equally, the circumstances for “failure” are often beyond the school’s control (e.g. student absenteeism; unadapted curriculum). Source: Peters (2004). 4.31. Figure 4.8 presents the share of total expenditure by major states on inclusive education in 2004-05 from SSA. Overall, the spending share on inclusive education in SSA is low, at only 1 percent nationally. However, there is major variation in IE spending share between states, ranging from over 5 percent in Kerala to well below half a percent of SSA spending in MP, Jharkhand, West Bengal and Rajasthan. Equally, expenditure execution on IED was until very 104 While evidence on service delivery worldwide makes it clear that simply increasing expenditure does not ensure improved service delivery outcomes, expenditure performance in programs is generally a useful indicator of the relative priority given to different elements of public programs. See WDR, 2004. -68-
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 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 and 92: • significant gender differential
Page 93 and 94: Out of school rates for CWD are hig
Page 95: Only around 5 percent of children w
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
show all

People with Disabilities in India: From Commitment to Outcomes

Create successful ePaper yourself

Delete template?

Save as template?