People with Disabilities in India: From Commitment to Outcomes

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ecently low (under 40 percent in 2004/05) and also exhibits huge variation across states, with states such as TN, Karnataka and Assam at very high execution rates, while others perform very poorly (in West Bengal, under 10 percent execution – Figure 4.9) One positive element of the picture is that SSA IE expenditure execution nationally increased from only 26 percent in 2003/04 to around 65 percent in 2005/06, and that states such as Assam and MP showed dramatic improvements in execution over the two years. Inclusive education spending is a low share of SSA, but some states perform much better than others in terms of expenditure execution Figure 4.8: Spending on IED as share of total SSA, major states, 2004-05 Figure 4.9: IED spending execution as share of allocation, 2004-05 Figure 4.8 Figure 4.9 % of total SSA spending 6 5 4 3 2 1 0 AP Assam Bihar Guj Har HP J&K Jhar Karn Ker Maha MP Oris Punj Raj TN UP WB IE expenditure as % of allocation 120 100 80 60 40 20 0 AP Assam Bihar Guj Har HP J&K Jhar Karn Ker Maha MP Oris Punj Raj TN UP WB Source: SSA. 4.32. A second aspect is expenditure execution on IED relative to other heads of SSA spending. Figure 4.10 provides insights on the expenditure performance on IED within SSA for all-India and for five of the poorest states (Bihar, Jharkhand, UP, Orissa and West Bengal). It is clear that the relative expenditure performance on inclusive education was initially very poor (not much over half the average execution rate across all SSA spending), and consistently so across states. This is in contrast to most other heads which are either consistently well executed (e.g. civil works and maintenance) or exhibit strong variations across the states (e.g. salaries). At the same time, recent performance shows marked improvement, with sharp improvement in execution even in poor states. For example, in 2005/06, Orissa nearly doubled execution to 54 percent, UP leapt from 25 to 86 percent execution, and West Bengal went from under 20 to 49 percent. SSA expenditure execution on inclusive education is poor, nationally and in the poorest states Figure 4.10: IED expenditure execution as share of allocation for SSA, 2004-05 Figure 4.10 ALL heads % of budget allocation spent Management EGS-AIE Maintenance Civil w orks Textbooks Salaries IED W.Bengal Jharkhand Orissa UP Bihar All-India 0 20 40 60 80 100 120 140 Source: SSA. 4.33. Overall therefore, it appears in many states that failure to execute spending for IE is one factor in driving the poor attendance of CWD. However, poor resourcing is not by any means the -69-
only factor contributing to both poor attendance of CWD and poor educational outcomes. The following sections review a number of other factors which are important. 4.34. (c) Making schools inclusive for CWD: A number of factors driving poor educational outcomes of CWD can be grouped under the heading of accessibility and inclusion. There are several elements of making schools and learning accessible for CWD. They include: • an effective system for early identification of children with special needs, both in terms of medical assessment and in terms of identifying their special learning needs and potential • attitudes of parents, communities and education service providers and administrators which promote inclusion of CWD and promote them realizing their potential • physical accessibility of schools, not only the school premises and facilities but also accessibility from the child’s home, which brings in issues like transport systems and roads. • access to appropriate curriculum and learning materials which are adapted to their learning needs of CWD, both in content and format • provision of financial incentives and aid/appliance support for CWD to facilitate their participation in regular schooling • presence of teachers and education administrators who are sensitized to the rights and needs of CWD in education, and are equipped with basic skills and access to resource personnel and materials who can supplement the skills of general teachers • encouraging a special education system which facilitates inclusive education through greater reliance on the community (e.g. through CBR), rather than inhibiting it through over-professionalization. 105 • development of coherent government strategies for promoting inclusive education, which in particular take greater account of the important roles of NGO and community organizations. • an effective system for monitoring and evaluating the educational attendance and attainment of CWD, preferably integrated with the general education M&E system. 4.35. This section deals with the above elements of accessible and inclusive education for CWD. Many of the principles necessary to promote inclusion are reflected in recent policy documents of GoI, including the draft Action Plan. However, implementation has typically fallen short of policy commitments, in many cases far short. Implementing coherent strategies for inclusive education is one of the greatest challenges facing education systems in both developed and developing countries. Capacity, resource, and attitudinal constraints make the challenge even greater in India. Making progress on the above agenda will take considerable time. Nonetheless, there are many effective and promising experiences in India which suggest that significant improvements in inclusive education are possible in ways that are consistent with the constraints that India faces. It is also important that the system succeed on the basics first - primarily identification of CWD and getting them into some form of education from the earliest possible point. 4.36. (i) Identification of CWD: The bottom-up approach to planning adopted under SSA is expected to provide a clear picture on how many children will need special assistance to pa rticipate in the schooling system. Since district-level funding is tied to the identification of children with special needs, the designers of SSA have attempted to define how the process of identification should be done. GoI has developed a simple set of definitions and a disability-specific checklist to help determine children with mild to moderate disabilities. 105 In this respect, NGOs such as Vidya Sagar have introduced training for special needs resource persons that are of a simpler nature, as have groups such as Mobility India through CBR approaches. -70-
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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
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 and 96: Only around 5 percent of children w
Page 97: 4.30. (b) Financial performance of
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
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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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