INTERVENTIONS

 INTERVENTIONS FOR CHILDREN WITH SPECIAL NEEDS                             

SSA will ensure that every child with special needs, irrespective of the kind, category and degree of disability, is provided education in an appropriate environment.  SSA will adopt ‘zero rejection’ policy so that no child is left out of the education system.

Components

The following activities could form components of the programme:

Early detection and identification: A concerted drive to detect children with special needs at an early age should be undertaken through PHCs, ICDS, ECCE centres and other school readiness programmes. Identification of children with special needs should become an integral part of the micro-planning and household surveys. Functional and formal assessment of each identified child should be carried out. A team should be constituted at every block to carry out this assessment and recommend most appropriate placement for every child with special needs.

Educational Placement: As far as possible, every child with special needs should be placed in regular schools, with needed support services.

Aids and appliances:   All children requiring assistive devices should be provided with aids and appliances, obtained as far as possible through convergence with the Ministry of Social Justice and Empowerment, State Welfare Departments, National Institutions or NGOs.

Support services: Support services like physical access, resource rooms at cluster level, special equipment, reading material, special educational techniques, remedial teaching, curricular adaptation or adapted teaching strategies could be provided.

Teacher training: Intensive teacher training should be undertaken to sensitize regular teachers on effective classroom management of children with special needs. This training should be recurrent at block/cluster levels and integrated with the on-going in-service teacher training schedules in SSA. All training modules at SCERT, DIET and BRC level should include a suitable component on education of children with special needs.

Resource support: Resource support could be given by teachers working in special schools.  Where necessary, specially trained resource teachers should be appointed, particularly for teaching special skills to children with special needs.  Wherever this option is not feasible, long term training of regular teachers should be undertaken.

Individualized Educational Plan (IEP): An IEP should be prepared by the teacher for every child with special needs in consultation with parents and experts.  Its implementation should be monitored from time to time.  The programme should test the effectiveness of various strategies and models by measuring the learning achievement of children with special needs periodically, after developing indicators.

Parental training and community mobilization: Parents of children with disabilities should receive counselling and training on how to bring them up and teach them basic survival skills.  Strong advocacy and awareness programmes should form a part of strategy to educate every child with special needs.  A component on disability should be included in all the modules for parents, VEC and community.

Planning and management: Resource groups should be constituted at state, district levels to undertake effective planning and management of the programmes in collaboration with PRIs and NGOs. An apex level resource group at the national level to provide guidance, technical and academic support to children with special needs under SSA may be constituted.

Strengthening of special schools: Wherever necessary, special schools may be strengthened to obtain their resource support, in convergence with departments and agencies working in that area.

  

Removal of Architectural barriers:     Architectural barriers in schools will be removed for easy access.  Efforts will be taken to provide disable-friendly facilities in schools and educational institutions.  Development of innovative designs for schools to provide an enabling environment for children with special needs should also be a part of the programme.

Research: SSA will encourage research in all areas of education of children with special needs including research for designing and developing new assistive devices, teaching aids, special teaching material and other items necessary to give a child with disability equal opportunities in education.

Monitoring and evaluation: On-going monitoring and evaluation should be carried out to refine the programme from time to time.  For this, appropriate monitoring mechanisms should be devised at every level and field tested at regular intervals.

Girls with disabilities: Special emphasis must be given to education of girls with disabilities.

Convergence:

All activities, interventions and approaches in the area of education for children with special needs will be implemented in convergence with existing scheme like Assistance to Disabled Persons for purchase/fittings of Aids/Appliances (ADIP), Integrated Education of the Disabled Children (IEDC) and in coordination with the Ministry of Social Justice and Empowerment, State Department of Welfare, National Institutions and NGOs.