B.A.(Prog.

) Semester-V Education

SKILL ENHANCEMENT COURSE (SEC)-III

Making the Workplace Inclusive
Study Material : Lesson 1-7

SCHOOL OF OPEN LEARNING

University of Delhi

Department of Education
 U
Undergra
aduate Course
C

SK
KILL ENH HANCEM MENT COURSE
C E (SEC)-IIII
Mak king the Workpla
W ace Inclussive
Sttudy Matterial: Leesson 1 – 7

C
Contents
Unit 1: Understand
U ing Diversitty

Lessson 1 : Diiversity and Disability Sheella Rajeshwarri

Lessson 2 : Diiversity as a Social Consstruct Dr Paawan Kumarr
Lessson 3 : Diistinction Beetween Disabbility and Im
mpairment Poojaa Sharma

Unit 2: Inclusion:
I Policy
P Perspectives
Lessson 4 : Seegregation, Integration
I a Inclusionn
and Poojaa Sharma
Lessson 5 : In
nternational Framework
F o Inclusionn
on Sumaan Sharma
Lessson 6 : Peersons with Disability
D Act 1995 & 2016 Heena Chaudharyy
Lessson 7 : Reehabilitationn Council of India Act, 1992 Heena Chaudharyy
an
nd National Policy
P on Peersons with
Diisability, 20006

Editor:
Ranjan Kumar
K Sahhoo
Assistantt Professor,
Department of Educa ation,
School off Open Learrning
Universitty of Delhi

SCH
HOOL OF
F OPEN LEARNIN
L NG
Univversity of Delhi
D
5, Cavalry Lane, Delhhi-110007
 Unit 1
Lesson-1
DIVERSITY AND DISABILITY
Sheela Rajeshwari
Learning Objectives
On the completion of this lesson, learners will be able to:
 Express their understanding about diversity and disability
 Understand the concept of diversity
 Evaluate the historical perspective of disability
 Understand the concept of multiple disabilities
 Interpret the educational needs of children with disability
 Analyze the emerging concept of disability studies

Introduction
The concept of disability is associated with a human circumstance which anyone can experience.
Old people often experience some kind of impairment in their body parts that lead to disability.
For example, cataract, arthritis, glaucoma can be responsible for disability in old age. Accidents
may be also responsible for various kinds of disabilities. Therefore, we can say that anyone may
experience disability, due to various reasons in any part of their life. Apart from physical
reasons, disability can also happen due to restriction and limited participation in various societal
activities. For example, absence of sign language interpretation can lead to disability for deaf
individual, a school without an elevator or ramp might lead to disability for a wheelchair student.
Disability is a complex and dynamic term, which depends upon the understanding and
perspective of people. The term disability has been evolved, after a long struggle of people who
themselves have faced various issues due to their impairments. Earlier, disability was considered
as medical problem which lies within the body of a person. However, in recent centuries, the
perspective has been changed. Disability is now considered as a socially constructed word rather
than a medical condition. Social perspective has given people with disability rights to equality,
dignity and legal facilities. Nowadays, many policies have been formulated to provide
opportunities and rights to person with disabilities. This has been possible with the help of self-
advocacy of people with disability, and research studies in this field.

Defining Disability
Defining disability is an important element for collecting data, and framing policy for people
with disability. Although there is no single definition of disability which is accepted universally,
there are many definitions which have been given, by various organizations, throughout the
world. These definitions are used to acquire information about various disabilities in Census
surveys. Definitions of disability are evolving over the years. The more open and elaborated
perception of disability, over the period, resulted in new paradigm shift in defining disability.

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More shifts towards human right approach can be seen in recent definitions of disability.
Following are few definitions of disability that are widely accepted.
 Individuals with Disability Education Act (IDEA) defines disability as a child with
disability means a child with mental retardation, hearing impairments(including
deafness),speech and language impairments ,visual impairment (including
blindness),serious emotional disturbance ,orthopedic impairments ,autism ,traumatic
brain injury, other health impairment, or specific learning disabilities: and who ,by reason
thereof ,needs special education and related services.
 The World Health Organization (WHO) defines ‘Disability’ as “an umbrella term,
covering impairments, activity limitations and participation restrictions. Impairment is a
problem in body function or structure; an activity limitation is a difficulty encountered by
an individual in executing a task or action; while a participation restriction is a problem
experienced by an individual in involvement in life situations. Thus, disability is a
complex phenomenon, reflecting an interaction between features of a person’s body and
features of the society in which he or she lives."
 The Preamble to the Convention on the Rights of Persons with Disabilities (CRPD) -
2006, adopted by the United Nations, describes disability by stating that: “Disability
results from the interaction between persons with impairments and attitudinal and
environmental barriers that hinder their full and effective participation in society on an
equal basis with others.”

Models of Disability based on different Approaches

Disability studies have become an emerging field in academics and have described various
theoretical models to define disability. These models put forward the perception of people
depending upon social, political and economic factors of society. Scholars and activist together,
have identified different models to understand disability throughout the world. Some of the
prominent models of disability are as follows:
Medical Model: Earlier to 19th century, disability was seen as a medical condition of a person.
According to this model, disability is a person’s individual medical state, due to damage or
impairment in a body part, the brain or the nervous system. It was believed that this condition
can only be resolved by medical cure. Disability was perceived as illness and defect in the human
body. “The medical model assumes that the impairment, arises from symptoms due to a disorder,
syndrome, disease, or condition that is subsequently categorized and classified. Prevention,
treatment, and management of disease processes and traumas, in service of reducing or eliminating
the pathology associated with disability, as well as secondary conditions, are its goals” (Bricout et
al., 2004). Individual needs and participation in social activities of people with disability are not
given attention in this model.
Charity based Model: This model was based on the care and sympathy approach. It was
believed that people with disability should be treated with care and kindness. This approach was
highly influenced by western society. As a consequence, large number of charitable hospitals and
institutes were opened throughout the world. These institutes were funded for treatment and care
of people with disability. The approach of sympathy was propagated for the weaker, and ill
members of the society. Christian Missionaries were established throughout the world in British
era to care severely ill people. Many religious organizations were involved in providing funds,

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and resources for people with disabilities. These institutions were based on the approach of
ecclesiastical care. In 1994, Miles mentioned that various disability institutes were established in
India, to propagate the message of Christ and kindness. Many other philosophers throughout the
world also responded to disability. Although this model provides some kind of acceptance for
disability, people with disability were still confined to bed.
Traditional/Religious Model: In India, the traditional model of disability focused on theory of
karma. According to this model, disability was viewed as an act of God, basically the
punishment given to people for the sins of their previous births. This theory was based on the
suffering of misdeeds in the previous birth and its consequences. This model enclosed disability as
a dishonor and guilt, for the person as well as for their family members. The only cure for it was
praying that can heal the problems of the person. The model was dominated by humiliation and
stigmas and was highly associated with denial, fear and ignorance of people with disability in the
society. Even in western countries people with disability were coupled with “evil spirits” and
“witchcraft”. This lead to the exclusion of people with disability and their family members from
society.
Social Model: This model of disability emerged in 20th century, where disability was perceived
as a social construction. Until then, people with disability were considered segregated part of the
society and special treatment were given to them. Due to their inability to perform certain day to
day tasks, they were left behind in many social activities. Later, it was realized that even though
people with disability face problems due to their impairments, society and environment were also
responsible for their disability. People in segregation and confinement raised their voices against
isolation and oppression. They demanded non-discrimination, integration and full participation in
society. As a result, after a long struggle, a revolution was started around the world to ensure full
participation of people with disability in every aspect of society. Self-advocacy movements of
people with intellectual disability demanded their place in the society. The social model of
disability brought the notion that society and institutions themselves are making disabling
environment for people so focus should be given to the removal of these barriers.
Human Right Model: During 1970’s, significant rise in disability movement was seen throughout
the world. India was also influenced by the changes taking place around the globe. Equality and
anti-discriminatory movements raise the demand of human rights. Self-advocacy movements of
people confined in institutions, changed the perception of disability from social issues to human
right issue. Since then, various efforts have been made for the empowerment of people with
disabilities, through assertive campaigning by themselves and various organizations associated
with the welfare of people with disabilities. The Human right disability model was based on United
nation convention on the rights of person with disability 2006. People with disability developed
this document to attain equality and protect rights of people with disability in all aspect. This
model admires disability as diversity in humans and ensures all rights as every person has in the
world. Disability is seen as a normal aspect in human and human rights model to ensure social
justice to the people with disability.

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Disability Statics of India
(Disability in India 1.2.1 As per the Census 2011), the differently abled population in India is
26.8 million. In percentage terms, this stands at 2.21 %. There has been a marginal increase in
the differently abled population in India, with the figure rising from 21.9 million in 2001 to 26.8
million over the period of 10 years. 1.2.2 As per the Census 2011, there are 14.9 million men
with disabilities as compared to 11.9 million women in the country. The total number of
differently abled people is over 18.0 million in the rural areas and just 8.1 million enumerated in
the urban settings. The percentage of men with disabilities is 2.41 per cent as against 2.01 in
women. Social groups wise analysis shows 2.45 per cent of the total disabled population belong
to the Scheduled Castes (SC), 2.05 per cent to the Scheduled Tribes (ST) and 2.18 per cent to
other than SC/ST. 3 As per the Census 2011, out of the 121-crore population in India 2.68 crore
persons were enumerated as ‘disabled’ which was 2.21% of the total population. Among the
disabled population 56% were males and 44% were females. Statement 3.1: Total Population and
the population of disabled persons in India - Census, 2011 Population, India 2011 Disabled
persons, India 2011 Persons Males Females Persons Males Females 121.08 crore 62.32 crore
58.76 crore 2.68 crore 1.50 crore 1.18 crore 3.3.1 Out of total disabled person, 69% reside in
rural areas whereas 31% in the urban areas. 3.3.2 Statement 3.2 shows the proportion of disabled
by social groups in India during 2011. The percentage of disabled population among males and
females are 2.41% and 2.01% respectively. At all India level as well as at level disaggregated by
various social groups, the proportion of disabled in the corresponding population is higher for
females than males
Source: Persons with Disabilities (Divyangjan) in India - A Statistical Profile: 2021, Ministry of
Statistics and Programme Implementation National Statistical Office Social Statistics Division.

Historical Background of Disability

The history of disability plays a significant role in identifying the role of society in
understanding and defining disability. Opinions on disability always remained uncertain in
society as it kept on changing. Looking back, even the terminology for labeling disabled people
evolved with time. It reflected in the vocabulary for people with disability from insane, idiot to
people with difference ability, where the person is kept before his /her disability and diverse
ability is welcomed. In 2003, Barton argued how the shift of official categories and their
meaning including, ‘moron’ ‘imbecile ‘idiot’, ‘insane’, ‘feebleminded’, ‘mentally deficient’,
‘subnormal’, ‘mentally handicapped’ and ‘learning difficulties’ reflected socio-economic and
cultural progress, as well as policy provision associated with the meaning of these categories.
Concept of Disability in Ancient India
In India, the concept of disability has been accepted since many years ago. One can see the traces
of disabilities in the Vedas and Puranas. They were written thousands of years ago and
mentioned the different abilities of people and strategies to cure disabilities. ‘Rigveda, the oldest
"book" still in daily use, mentions various people with disabilities, and their healing by the
Aswins, semi-divine medical twins, or Soma, the “magic potion” personified’ (Miles 1999). In
India, education was highly influenced by the Vedas and Puranas in Vedic era. During this
period (1500Bc to 500 BCE) education was given according to the ability and individual need of
the child. Skill development of the child was major focus of the education. Gurukul teaching

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strategies were also based on different abilities of the child. There are many researches that
mentioned special educational needs of the child. “As far as education is concerned, even the
Gurukul ashram promoted the basic educational principles of special education, like ascertaining
the abilities and needs of each pupil, individualization of teaching targets and methods to match the
skill and interests and preparing them to meet the social expectations of their prospective interests”
(Rao, 2008).
The aim of education was a holistic development of the child, so that he can fit in the social norms.
Education was given to develop a pious society. Discrimination of people with disability was not
much mentioned in Vedic literature. However, with the advent of Brahmanism in later Vedic era,
strong, religious believes started dominating the society. As a result, strong caste system emerged
in the society and was divided into Verna system. “The Vedic Period was followed by a period
when Brahminic influences took gradual control and the unfortunate caste system took root, which
undermined the earlier inclusive approach into one of discrimination”(Balasundaram, 2005).
Gradually a belief of divine punishment started spreading its roots in the society. As a
consequences disability was also categorized as non-essential element of the society. Strong
believes in previous birth and sins were propounded by the spiritual components. “There is a belief
in divine punishment in all religions and people tend to accept the condition of disablement as
something they deserved. This punishment is presumed to be meted out for their sinful acts, and
one can overcome the resultant sufferings by engaging in morally right behavior” (Dalal, 2000).
Throughout the ancient and medieval India, disability was perceived as an individual deficit.
Theory of karma was dominated, where people with disability were supposed to accept their
deficit because of their previous birth and sins. As a result, people with disabilities lost their civil
liberties and share in the societal activities. There was no compensatory mechanism for their
participation. Therefore, the emotional and economic responsibilities of these people were taken
by their family members. However, during Mughal era some traces of charity can be observed
such as “Zatak system”, which meant payment was given to person’s income as a charity. Some
of the emperors such as Ashoka and Chandra Gupta Maurya came forward and initiated
employment, health system and rehabilitation for people with disabilities. Ram, 2004 in his
findings mentioned that “In the fourth century BC, Kautilya banned the use of terms insulting
persons with disabilities. He employed many persons with disabilities in his spy network”.
During British era in India, sympathy for the people with disability gain momentum. Thus,
charity model of disability started spreading roots. Many christen missionaries were opened in
India to propagate and disseminate religious activities. People with disability were seen as
feeble and non- contributors in the society.
Concept of Disability in Western Society
Historically in western countries disability was also associated with prejudice and fear. Disability
was coupled with evil, and witchcrafts and people usually make fun and laugh upon them.
Though, in the fifteenth centaury perception of disability underwent another change and
switched from fun element to sympathy and cure. A large number of confinement houses were
built for people with intellectual disabilities. Madness was associated with confinement and
segregation of people with disability into institutional setting started scattering.
With the advent of capitalism in Europe, non-contributors of society including disability were
completely segregated because of their low contribution in society. In the mid nineteenth

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century, European societies kept on transforming during capitalism, where a social order was
formed, in which those, who were considered the useless and poor people of society, were
segregated and confined because of their low contribution in the profit of the state. “The rise of
the factory system and the introduction of individual wage labor transformed the “means of
production”, resulting in the separation of the home from the workplace, and in the
marginalization of disabled people, because they were unable to meet the demands of capitalist
society” (Lang, 2001). In 2010, Blackie also contended that with the emergence and
consolidation of industrial capitalism, these productive roles were lost or downgraded and
impaired people became increasingly marginalized. With the development of the Eugenics
movement in Europe, in the early twentieth century, it was recognized that the industrialization
and rise in the economy had made the life of less capable persons more complex, than the earlier
simpler society in which they had been living since past. The state recognized the increasing
numbers of people with disability, who were called ‘feeble-minded’ people in society, and
realized the economic benefits to the state by educating them in a segregated environment. A
permanent school for deaf Americans was opened in Hartford, called the Connecticut Asylum for
the Education and Instruction of Deaf and Dumb persons, in 1817. The school was a residential
institute and was state sponsored.
In western countries, certain patterns were observed in the views and attitudes about people with
disability which constantly, redefined themselves and gradually, arrived at the position that these
children needed to be given special attention. “In the colonial and early national eras of the
United States, people with disabilities were either kept at home, tolerated and even supported by
communities, or expelled, prosecuted, and even condemned. Before the early nineteenth century,
the deaf, the blind, the physically crippled and those with various vaguely defined yet obvious
forms of mental incapacity, constituted the visible, thus, recognized population of persons with
Disabilities” (Osgood, 2005). Educational reforms in western counties led to these segregated
system of education
Concept of Disability after Independence
Till the 18th century, people with disability were being neglected and society was dominated by
the negative stereotypical beliefs. The situation in India was similar to the rest of the world. In
the modern industrial capitalist societies, disability was perceived as a problem within the person
has, they were seen as weak and less capable in society, but the attitude was more tolerant than
earlier societies. The advent of science and technology, in the new industrial world, led to be
different view of disability, where old beliefs were overcome by new medical models of
disability, which was considered as impairment within the human body.
However, in India, the initiative for the education of people with disabilities, took place in late
19th century, with the establishment of special schools for visually and hearing-impaired
children. Till 20th century large numbers of such schools were opened throughout the country.
Largely special schools catered to the education of people with disability till recent times. During
the 1960s, alternative views of pre-dominating medical model for people with disability started
taking place. This was possible because of the efforts of the people with disabilities themselves,
in raising their voices against discrimination and their rights. A new sociological and human
rights approach was developed, where the medical model was, slowly, replaced by the social
model, with an ideology that people with disability are part of society and they have equal right
to participate in all the activities taking place in society, including education. “The polices also

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seem to be changing with changing attitude of society towards disability. The paradigm shift was
crucial for building the platform for inclusive society at all levels” (Rajeshwari and Saxena,
2014). The major shift in approach towards disability resulted in human right approach in
various educational models of disability.

Disability and Gender

Since long women has been facing lot of discrimination in the society. They are more vulnerable
to social exclusion and non-participation in various social activities. Role of women in family
and society had been defined earlier by the male as they were considered as the person in
command of the family. This scenario becomes more difficult for a woman having any kind of
disability. Disability compelled them to be portrayed doubly discriminated due to their disability
and their gender. Being doubly marginalized, women with disability, often lack opportunities to
participate in various social and political activities. Getting access to education becomes daunting
task to them; as a result, they become more vulnerable to sexual and physical abuse. Lower
economic and social status can be seen in women with disability due to hurdles faced by them in
employment and opportunities. Attitudinal barriers in our society give birth to gender –based
discrimination which further becomes harmful social practices. Child marriage, early pregnancy
and female genital mutilation are some of the ill practices that are also responsible for disability
in women. There are evidences where girls with intellectual disabilities are confined in rooms by
their family members. Lack of awareness and resources develop greater risk of poor health care
and poor sexual and reproductive health. Consequently, girls with disability become vulnerable
to various reproductive diseases. It hinders involvement of girls with disabilities in different
activities and additional barriers are created in participation in the events of male dominated
society such as sports, religious, and cultural activities. Apart from that, multiple intersecting
identities also influence the livelihood of women with disability. “The diversity of women and
girls with disabilities also includes those with multiple and intersecting identities, such as being
from a particular social class or ethnic, religious and racial background; refugee, migrant,
asylum-seeking and internally displaced women; LGBTQI+ persons; women living with and
affected by HIV; young and older women; and widowed women, across all contexts” (UN
women. 2018).
For the progress of an inclusive society there is a need to understand the role of both men and
women. Full participation in all social aspect is necessary for both men and women with
disabilities. Recent work in feminist and disability studies paved a way to focus on the issues of
women with disabilities. Many scholars are bringing the voices of women and girls with
disability, and their experiences of social exclusion in their writings and developing novel
understanding of disability and gender. Scholars put forefront, the issues of Power relations, social
exclusion, oppression and discrimination of women with disabilities. In recent decades scholars like
Anita Ghai and Asha Hans explored and traced the issues of women with disabilities and their
rights in India. To address these issues, policies and programs should include gender as a key
component and ensure full participation and opportunities in social activities and roles of women
and girls with disabilities. Across the world major initiatives has been taken to advocate rights of
women and girls with disability to ensure their development and empowerment. A more
systematic approach has been developed to strengthen the rights of women and girls with
disabilities. A global initiative, Article 6 CRPD– Women with disabilities mentioned rights of
women and girls with disabilities. It states that:

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  States Parties recognize that women and girls with disabilities are subject to multiple
discrimination, and in this regard shall take measures to ensure the full and equal
enjoyment by them of all human rights and fundamental freedoms.
 States Parties shall take all appropriate measures to ensure the full development,
advancement and empowerment of women, for the purpose of guaranteeing them the
exercise and enjoyment of the human rights and fundamental freedoms set out in the
present Convention.
Women Enabled International (WEI) founded in 2010, advocates for the human rights of all
women and girls with disabilities. They collaborate with government and non-government
organizations of women and girls with disabilities globally to ensure the inclusion of women and
girls with disabilities in developing international policies and implementation. “The new key
challenge promotes gender equality and the empowerment of women and girls as women’s
human rights and must address the underlying structural causes of gender inequality”
(Traustadóttir, R, 2006).
Leave no girl with disability behind is a new advocacy brief from the UN Girls’ Education
Initiative (UNGEI). To ensure that no girls with disabilities left behind, UNGEI has made
following commitment in 2021.
 Education must be inclusive for all, fostering a greater understanding of intersecting
identities and the individuals who hold these identities.
 Education sector policies and plans should be gender-responsive and inclusive and
support gender responsive education.
 Collaboration across the sectors should be reinforced to address the challenges faced by
girls with disabilities
 Concern should be given to Education financing models intersectionality (gender and
disability).
 Due to high rate of dropping out following COVID-19 related school closures. There
should be the provision of Re-enrolment for girls with disabilities,
 Raise in partnership, significant engagement, and funding for networks and
organizations, especially escorted by girls and Organizations of Persons with Disabilities
working for gender equality, education and disability rights
Source: https://www.ungei.org/blog-post/leave-no-girl-disabilities-behind

Disability and Diversity

Diversity: The meaning of diversity, according to Cambridge dictionary, is the fact of many
different types of things or people being included in something; a range of different things or
people. Diversity emerges from the term diverse; socially one can identify diversity as
differences among people. The notion and extent of diversity involves accommodating individual
differences, with respect to caste, creed, class, gender, social-economic status, culture, religion
and philosophies. India is a diverse country and different aspect of diversity can be seen
throughout the country. It ranges from cultural, regional to linguistic diversity. The important

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aspect of diversity is to respect and accept individual differences positively. Each of us is blessed
with different qualities and has different style of doing work. It has been mentioned in multiple
intelligence theories that every individual has different kind of intelligence. Some may be good
in music; others may be good in sports. Therefore, differences among individuals should be
celebrated positively in various aspects. The concept of diversity also, has been evolved
historically. Due to various reasons some people of the society often suffered discrimination and
were prohibited from development. Addressing their needs became important for the holistic
development of society. Education is the key tool for development of any society; therefore, it
should be accessible for all diverse groups. With the effort of government and society, polices
are now in place to address the diverse need of society. Inclusive education is the foundation for
accommodating diversity and accessibility to education.
Disability Diversity: It involves people with disability as one of the dimension of diversity.
Person with disability may have different kind of intellectual, physical and learning difficulties.
Accommodating each disability in social and education system becomes utmost important for
developing an inclusive society. Due to failure in addressing the needs of people with disability,
they are often pushed towards marginalization. Criteria of labeling children on the bases of
performance give rise to non-acceptance of disability. For this reason, people with disability are
often becomes deficient in everyday activities. There are many factors responsible for creating
obstacles in addressing diversity as disability. Some of them are:
 Negative attitude for people with disabilities
 Lack of adequate resources for addressing their physical and emotional needs
 Pre-defined criteria for academic performance
 Lack of sufficient teacher training program
 Cultural background and disability make situation worse as they face double
discrimination.
 Lack of Educational opportunities for individuals with disabilities
According to Loreman & Deppeler, 2006, questions and concerns from educators about barriers
to inclusion are:
 Inadequate teacher training.
 Not being able to deliver an appropriate curriculum for children with diverse ability.
 Not having enough resources to help them.
 The way their schools and classrooms are organized.
Disability Studies: A disability study is an emergent and vibrant field in academic discipline. A
much-needed approach in today’s changing scenario. The concept of disability has been
understood differently by the people in different era. A continuous transition in defining
disability can be seen in different time period. Disability studies helps in understanding disability
through political, sociological and cultural frame. Many scholars and researchers tried to
integrate interdisciplinary approach in disability studies. These writing paved a way for Indian
researchers to boost the emerging concept in India. Consequently, disability studies helped to
develop a new conceptual understanding of disability around the world as well as India. In
Countries like Europe and America, disability studies have been incorporated vividly in their
academic disciplines. Struggle of people with disability in various aspect of their life has been
highlighted by different scholars and researchers. As result new ideas of socio-cultural and

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political approach towards disability replaced the medical approach. Disability right movements
played an important role in major shift from clinical approach to socio cultural approach. Also,
the experience of people with disability in their own voices played an important task in relooking
disability issues through interdisciplinary approach. However, India having diversity among
people and culture needs in-depth understanding in the field of disability studies. A small amount
of scholarly work related to disability studies can be seen in Indian academia.
“In the country like India having rich social and cultural diversity disability studies must unravel
the disability discourses keeping in mind the local and cultural realities in Indian context. There
is an urgent need to address the various aspects like caste, gender, culture in the field of
disability from Indian perspective” (Rajeshwari & Saxena 2014).
Multiple Disabilities: Multiple disabilities is a broad umbrella term, which is used when a child
is having more than one disability. For example, if a child is blind and at the same time, he or she
is having autism spectrum disorder or deafness. Cause of multiple disabilities is not known so
far. Children with multiple disabilities need lot of care and support. Early diagnosis and
intervention are necessary to cure multiple disabilities.

Types of Disability
List of 21 disabilities as per RPWD Act 2016.
1. Blindness: Blindness is defined as the state of being sightless. A blind individual is
unable to see. In a strict sense the word blindness denotes the condition of total blackness
of vision with the inability of a person to distinguish darkness from bright light in either
eye.
2. Low-vision: Low-vision means a condition where a person has any of the following
conditions, namely:
 visual acuity not exceeding 6/18 or less than 20/60 upto 3/60 or upto 10/200
(Snellen) in the better eye with best possible corrections; or
 Limitation of the field of vision subtending an angle of less than 40 degree up to
10 degree.
3. Leprosy Cured Persons: Leprosy, also known as Hansen’s disease (HD), is a chronic
infectious disease caused by a bacteria called Mycobacterium leprae. The disease mainly
affects the skin, the peripheral nerves, mucosal surfaces of the upper respiratory tract and
the eyes. Leprosy is known to occur at all ages ranging from early infancy to very old age.
About 95% of people who contact M. Leprea do not develop the disease.
4. Hearing Impairment: Hearing impairment is a partial or total inability to hear. It is
a disability which is sub-divided in two categories of deaf and hard of hearing.
 “Deaf” means persons having 70 dB hearing loss in speech frequencies in both
ears.
 “Hard of hearing” means person having 60 dB to 70 dB hearing loss in speech
frequencies in both ears.
5. Locomotor Disability: Strictly speaking Locomotor Disability means problem in moving
from one place to another — i.e., disability in legs. But, in general, it is taken as a
disability related with bones, joints and muscles. It causes problems in person’s
movements (like walking, picking or holding things in hand etc.)

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6. Dwarfism: Dwarfism is a growth disorder characterized by shorter than average body
height.
7. Intellectual Disability: Intellectual disability, also known as general learning disability
and mental retardation (MR), is a condition characterized by significant limitation both in
intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior
which covers a range of every day, social and practical skills.
8. Mental Illness: Mental illness or mental disorder refers to a substantial disorder of
thinking, mood, perception, orientation or memory that grossly impairs judgment,
behavior, capacity to recognize reality or ability to meet the ordinary demands of life. But
it does not include retardation which is a condition of arrested or incomplete development
of mind of a person, specially characterized by sub-normality of intelligence.
9. Autism Spectrum Disorder: Autism Spectrum Disorder (ASD) is a neurological and
developmental disorder which affects communication and behavior. Autism can be
diagnosed at any age. But still it is called a “developmental disorder” because symptoms
generally appear in the first two years of life. Autism affects affects the overall cognitive,
emotional, social and physical health of the affected individual.
10. Cerebral Palsy: Cerebral Palsy (CP) is a disabling physical condition in which muscle
coordination is impaired due to damage to the brain. It occurs at or before child birth.
Cerebral Palsy is not a progressive condition; meaning it does not get worse with time.
However, muscle disuse could increase the extent of disability over the period of time. At
present there is no cure available for this condition. Thus, Cerebral Palsy is incurable and
life-long condition, at present.
11. Muscular Dystrophy: Muscular Dystrophy (MD) is a group of neuromuscular genetic
disorders that cause muscle weakness and overall loss of muscle mass. MD is a
progressive condition; meaning that it gets worse with the passage of time.
12. Chronic Neurological Conditions: Examples of Chronic Neurological Conditions:
 Alzheimer’s disease and Dementia
 Parkinson’s disease
 Dystonia
 ALS (Lou Gehrig’s disease)
 Huntington’s disease
 Neuromuscular disease
 Multiple sclerosis
 Epilepsy
 Stroke
13. Specific Learning Disabilities: Specific Learning Disabilities is a group of disabling
conditions that hampers a person’s ability to listen, think, speak, write, spell, or do
mathematical calculations. One or more of these abilities may be hampered.
14. Multiple Sclerosis: In Multiple Sclerosis (MS), the immune system of body attacks the
Central Nervous System, which includes brain and spinal cord. As a result of MS,
the myelin sheath covering on neurons gets damaged. This exposes the nerve fiber and
causes problems in the information flow through nerves. With time, MS can lead to the
permanent damage to nerves.
15. Speech and Language Disability: A permanent disability arising out of conditions such
as laryngectomy or aphasia affecting one or more components of speech and language due
to organic or neurological causes.

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 16. Thalassemia: Thalassemia is a genetically inherited blood disorder which is characterized
by the production of less or abnormal hemoglobin. As we know, hemoglobin is a protein
found in Red Blood Cells. Hemoglobin is responsible for carrying oxygen around in the
body. Thalassemia results in large numbers of red blood cells being destroyed, which
leads to anemia. As a result of anemia, person affected with Thalassemia will have pale
skin, fatigue and dark coloration of urine.
17. Hemophilia: Hemophilia is a blood disorder characterized by the lack of blood clotting
proteins. In the absence of these proteins, bleeding goes on for a longer time than normal.
Hemophilia almost always occurs in males, and they get it from their mothers. Females
are rarely affected with hemophilia.
18. Sickle Cell Disease: Sickle Cell Disease is a group of blood disorders that causes red
blood cells (RBCs) to become sickle-shaped, misshapen and break down. The oxygen-
carrying capacity of such misshapen RBCs reduce significantly. It is a genetically
transferred disease. Red Blood Cells contain a protein called hemoglobin. This is the
protein that binds oxygen and carry it to all the parts of the body.
19. Multiple Disabilities including deaf blindness: Multiple Disabilities is the simultaneous
occurrence of two or more disabling conditions that affect learning or other important
life functions. These disabilities could be a combination of both motor and sensory nature.
20. Acid Attack Victims: An acid attack victim means a person disfigured due to violent
assaults by throwing of acid or similar corrosive substance.
21. Parkinson’s disease: Parkinson’s disease (PD) is Central Nervous System disorder which
affects movement. Parkinson’s disease is characterized by tremors and stiffness. It is a
progressive disease, which means that it worsens with time. There is no cure available at
present.

Policy Initiatives
There are many national and international initiatives taken to provide equal opportunities for
person with disabilities. India is signatory to various international initiatives. Some national and
international policies are mentioned below:
 National Institute of Mental Health (NIMH) was established in 1949 to understand
mental disorders and its cure. Clinical researches are done in this institution for
development of prevention and treatment majors.
 National Institute for Visually Handicapped (NIVH) in Dehradun which is a center for
education and rehabilitation of children, with visual impairments institute was registered
as a Society, in 1982 under the Societies Registration Act, 1860, it originated in 1943 for
the rehabilitation of those blinded in war.
 The first education commission in India (Kothari Commission, 1964–66) was
established as a common school system, open to all children irrespective of caste, creed,
community, religion, economic condition and social status. In 1968, the National
Education Policy followed the commission’s recommendations and suggested the
expansion of educational facilities for physically and mentally handicapped children, and
the development of an ‘integrated programme’ enabling handicapped children to study in
regular schools (UNICEF, 2003).
 The launch of Integrated Education for Disabled Children (IEDC) in 1970 was a
leading step by union government of India for providing opportunities for children with

12
 mild to moderate disabilities in regular schools. The objective was to integrate children
with disabilities in the society at all levels.
 The National Policy on Education (NPE-1986) set its objective to integrate ‘physically
and mentally disabled people’ with the general community to prepare them for basic life
skills. This was another major step in India for the integration of CWSN in regular
schools, but the integrated policy of education, which was conceived by NPE in 1986,
was, ultimately, implemented through the adoption of the Plan of Action (PoA), in 1990.
 In 1987, Project Integrated Education for the Disabled (PIED) is launched by
Ministry of Human Resources Development, together with UNICEF in Madhya Pradesh,
Maharashtra, Nagaland, Orissa, Rajasthan, Tamil Nadu, Haryana, Mizoram, Delhi
Municipal cooperation, and the Baroda Municipal Corporation. Under this project, all the
schools of a particular block were taken as a project and all children with disabilities
were enrolled in these schools and special training programs were organized for the
teachers at those schools.
 The government of India launched program known as the District Primary Education
Program (DPEP) and its sub-component Integrated Education of the Disabled (IED) in
1990.The main aim of these programs was the universalization of primary education and
including children with disabilities. Both government and non-governmental
organizations were involved in the development of the education of children with special
needs in all aspects, including infrastructure, resources and other facilities.
 In 1992, the parliament of India enacted the Rehabilitation Council of India Act (RCI
Act). RCI is a statutory body, established for monitoring and standardizing the courses in
the field of special education, train special educators and rehabilitation of persons with
disabilities.
 The UN Convention on Rights of the Child in 1989, was adopted by UN general
assembly and came into force in 1990, according to which a child cannot be
discriminated on the basis of race, color, sex, language, religion, national, ethnic, or
social origin, property, disability, birth and other status.
 Salamanca statement and the framework of action in 1994 was most important
landmark attained for the inclusion of CWSN in regular schools. According to this
“Ordinary schools should be equipped to accept all children, regardless of their physical,
intellectual, emotional, social, linguistic or other conditions”. India became a signatory to
the Salamanca statement with other countries
 The Persons with Disabilities Act (PWD Act-1995) was introduced for encouraging
equal participation of persons with disability in all aspect of society.
 Dakar Framework for Action, (2000) mentioned that “in order to attract and retain
Children from marginalized and excluded groups, education system should respond
Flexibly… education system must be inclusive, actively seeking out children who are not
enrolled, and responding flexibly to the circumstances and needs of all learners…”
(UNESCO, 2007).
 The United Nation Convention on the Rights of Persons with Disabilities (UNCRPD)
adopted by UN general assembly in 2006 is the principal development for achieving the
goal of inclusive education of children with disabilities. It stated that persons with
disabilities cannot be excluded from the general education system, both at primary and
secondary level, on the basis of disability. The Convention stresses the importance of
accessibility to the physical, social, economic and cultural environment in enabling

13
 persons with disabilities to fully enjoy all human rights and fundamental freedoms. India
is signatory to UNCRPD.
 Sarva Siksha Abhiyan (SSA) in 2001 was launched by government of India. The aim
was to provide quality education and enroll all the children between the ages of 6-14 in
schools by 2010.ts important feature is the Zero rejection policy, which means that no
child can be denied enrolment on the basis of any kind of disability.
 In 2005 the Union Ministry for Human Resource Development (MHRD) prepared “A
Comprehensive Action Plan for Inclusive Education of Children and Youth
Disabilities” (IECYD) under which all the children with special needs will be the part of
suitably equipped mainstream schools by
 In 2009 a historic Right of children to Free and Compulsory Education Act was
passed. According to this Act every child between the age of 6-14 years without any
discrimination will be provided free and compulsory education till the completion of
elementary education.
 Inclusive Education of the Disabled at the Secondary Stage (IEDSS) was created in
2008 and came into effect from the beginning of the financial year of 2009.”
 The National Curriculum Framework (NCF, 2000) stresses upon inclusive education
of CWSN. It emphasized on access to education by improving infrastructure, teaching
learning materials and instructional materials for teacher education.
 The National Curriculum Framework (NCF-2005) advocates the implementation of
an inclusive education system. This framework had a separate position paper on
education of CWSN that was exhaustive in many ways. It touched upon a lot of issues
related to inclusive education from the curriculum to assistive aids, to use of ICT
(Information and Communication Technology). This triangulated approach from policy
to its implementation in the field, through SSA, has helped in increasing the access of
CWSN to regular schools, but the critical issue of making the schools inclusive in true
sense is yet to be studied and addressed more intensely.
 Right to Person with Disability Act (RPWD Act) came into force in 2016. This act
executes all the requirements of UNCRPD. This act replaces the previous Person with
Disability (Equal Opportunities Protection of Rights and Full Participation Act, 1995.
Definition of disability has been elaborated and perceived as an evolving and dynamic
concept in this Act, as a result 21 disabilities has been added in comparison to previous 7
disabilities in PWD Act.1995.

Conclusion
The term disability has been understood by people differently in different era. The emerging
definitions and models of the disability paved a way to rethink disability with a new sociological
perspective. The major shift in the understanding of disability was possible because of the efforts
made by the disabled people themselves as well as disability rights activists. Disability studies
also influenced the understanding of people in recent years. This leads to formation of new
educational policies, which respect diversity and individual differences. More flexible policies
are now in place to make education more inclusive. Addressing diversity in education needs
acceptance and accessibility. Positive attitude and resourceful infrastructure are necessary for
achieving inclusive education for person with disabilities.

14
Key Points
 The Preamble to the Convention on the Rights of Persons with Disabilities (CRPD) -2006,
adopted by the United Nations, describes disability by stating that: “Disability results from
the interaction between persons with impairments and attitudinal and environmental
barriers that hinder their full and effective participation in society on an equal basis with
others.
 Disability has been perceived in various ways throughout different eras. The concept of
disability is ever evolving in societies and kept on changing.
 Historically in western countries disability was also associated with prejudice and fear.
 According to Medical model, disability is a person’s individual medical state, due to
damage or impairment in body part, brain or nervous system
 Charity model believed that person with disability should be treated with care and kindness
 Social model of disability emphasizes on society and environment responsibility for
creating disability in a person.
 Human right model advocated for the equal rights of person with disability in society.
 Historical evidence gave us insights of social construction of disability and attitude of
people towards disability. Of society.
 Diversity emerges from the term diverse; socially one can identify diversity as differences
among people.
 There are many national and international initiatives taken to provide equal opportunities
for person with disabilities. India is signatory to various international initiatives.
 RPWD Act 2016: right to Person with Disability Act came into force in 2016. This act
executes all the requirements of UNCRPD. This act replaces the previous Person with
Disability (Equal Opportunities Protection of Rights and Full Participation Act, 1995.
Definition of disability has been elaborated and perceived as a evolving and dynamic
concept in this Act, as a result 21 disabilities has been added in comparison to previous 7
disabilities in PWD Act.1995.
 Gender and disability create double discrimination for women with disability in the
society.

Do and Learn
 Identify children with disability in our surroundings or locality. Meet their parents and
organize a community awareness program for inclusive education of children with
disabilities.
 Identify different social and infrastructural barriers for implementation of inclusive
education in schools.

Self-Assessment
1. What do you understand by the term Disability? Do you think gender and disability
creates double discrimination for women with disability in society? Justify your answer.
2. Describe how understanding of disability emerged historically in India. What are the
major initiatives taken by the government of India for the education of children with
disability?
3. What are the different types of disabilities according to RPWD act 2016?

15
 4. What kind of schools should be there for the education of children with disabilities?

Reference and Suggested Readings

 Barnes, C. (1991). Disabled people in Britain and discrimination: A case for anti-
discrimination legislation London: Hurst and co in association with the British council of
Organisations of Disabled People. London: C Hurst and Co. Retrieved from
http://disability-studies.leeds.ac.uk/files/library/Barnes-disabled-people-and-discrim-
foreward.pdf
 Balasundaram, P. (2005). The journey towards inclusive education in India. Paper
Presented at Seisa University, Ashibetsu Shi, Hokkaido, Japan. Retrieved from
http://www.gtid.net/global_trend/4_THE_JOURNEY_TOWARDS_INCLUSIVE_EDUC
A_INDIA.pdf.
 Barton, L. (2003). Inclusive education and teacher education: A basis for hope or a
discourse of delusion. Institute of education, university of London, Bedfordway, London.
Retrieved from https://disability-studies.leeds.ac.uk/library/ Bartoninclusive-
education.pdf.
 Blackie, D. (2010). Disabled revolutionary war veterans and the construction of disability
in the early United States, c. 1776–1840. Helsinki: Helsinki University Print.
 Dalal, A.K. (2000). Disability rehabilitation in a traditional Indian society. Retrieved
from www.aifo.it/english/resources/online/apdrj/selread102/dalal.doc
 Das, A. and Das, S. (2010). Differential Childhood. New Delhi: Concept publishing
company Pvt. Ltd.
 "Different Types of Disabilities: List of 21 Disabilities." (n.d.). Wecapable.com.
Retrieved August 18, 2021, from https://wecapable.com/types-of-disabilities-list/
 Goodley, D. (2000). Self-advocacy in the lives of people with learning difficulties: the
politics of resilience. Buckingham: Open University Press.
 Lang, R. (2001). The development and critique of the social model of disability.
Retrieved from
http://www.ucl.ac.uk/lcccr/lccstaff/raymondlang/DEVELOPMMENT_AND_CRITIQUE
_OF_THE_SOCIAL_MODEL_ OF_D.pdf
 Miles, M. (1997). Disabled learners in South Asia: Lessons from the past for educational
exporters. International Journal of Disability, Development and Education, pp 44(2), 97-
104.
 Miles, M. (1999). Disability and development: Learning from action and research on
disability in majority world. Leeds: The Disability Press.
 Osgood, R. (2005). The history of inclusion in the United States. Washington: Gallaudet
University Press.
 Rajeshwari, S. and Saxena, V. (2013). Education of children with disabilities: Historical
and policy critique. RBCE journal of education, Vol.1.
 Rajeshwari,S. and Saxena ,V.(2014). A Critical Review of Evolving Perspective In
Disability Studies. Researchjournali’s Journal of Education.Vol.2
 Ram, U. (2004). Children with special needs, all that you wanted to know. S. Mishra
(Ed). New Delhi: Frank Bros and Co.

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 Rao, G. (2008). Education of Persons with Intellectual Disabilities in India. Salud
públicaMéx vol.50 suppl.2 Cuernavaca Jan. 2008. Retrieved from http://www.
scielosp.org/scielo.php?pid=S0036-36342008000800014and script=sci_arttext
 Srinivasan, N. (2002). Critique the person with disability act 1995. Retrived from:
www.indiatogether.org.
 Traustadóttir, R., 2006. Disability and Gender: Introduction to the Special
Issue. Scandinavian Journal of Disability Research, 8(2-3), pp.81–84.
DOI: http://doi.org/10.1080/15017410600831341
 UNICEF (2003). Examples of inclusive education. Retrieved from:
WWW.unicef.org/rosa/inclusiveind,pdf.
 United Nations(2006).Convention on Persons with Disabilities .Article24 Retrieved from
http://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf
http://www.nhfdc.nic.in/upload/nhfdc/Persons_Disabilities_31mar21.pdf
 https://www.unwomen.org//media/headquarters/attachments/sections/library/publications
/2018/empowerment-of-women-and-girls-with-disabilities-en.pdf?la=en&vs=3504
 https://www.ungei.org/blog-post/leave-no-girl-disabilities-behind
 https://www.awid.org/sites/default/files/atoms/files/global_disabled_womens_rights_adv
ocacy_report_march_8th_2016.pdf
 https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-
with-disabilities/article-6-women-with-disabilities.html

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 Lesson-2

DIVERSITY AS A SOCIAL CONSTRUCT

Dr Pawan Kumar
Learning Objectives
On the completion of this lesson, learners will be able to:
 Explain what disability is?
 Understand disability as a social construct.
 Explain the concept of exclusion and social exclusion.
 Differentiate among different forms of inclusion.
 Explain the concept of social inclusion.

Introduction
The construction of society predominately advantages typical bodies and avoids the body set
apart with contrasts. It tries to deliver everyone as a typical being or probably endeavors to keep
away from the non-ordinary as ‘strange’. To standardize a body set apart with contrasts, present
day culture puts them under the ward, control and reconnaissance of biomedicine. Information
delivered by current culture establishes them as the embodiment of reliance. Individuals with
inability are classified as reliant. Present day culture sees handicapped body as a physical issue
and oppresses them methodically.
Handicap was perceived as a clinical issue and our social reactions to it zeroed in on clinical
intercession, recovery and noble cause. Individuals battling for the incapacity privileges
contended that such a view defamed individuals with handicaps; they become the objects of pity
and unfortunate. The Disability Studies activists have tested the conventional comprehension of
the inability. They scrutinized the clinical model of handicap that conceptualized incapacity as a
singular deformity stopped in the individual.
Handicap right developments characterize inability not as a singular deformity but rather as the
result of social bad form. (Priestley2001:34). They guarantee that individuals with handicap
require huge changes in the assembled climate.
Handicap studies doesn’t need body to be relieved but instead they concentrate on the social
importance implanted with body, images, and shame connected to individuals with incapacity
and ask how they identify with implemented frameworks of prohibition and abuse, “assaulting
the inescapable conviction that having a capable body and brain decides if one is a quality
person” (Siebers:2008).
Disability as a Social Construct
Handicap activists contend that incapacity is a social development, and there is definitely not a
causal connection between a weakness and inability. In his book, Understanding Disability:
From Theory to Practice, Michael Oliver says that inability is entirely and solely friendly.

18
Because of the biases and disgrace that are connected to individuals with inability, society rejects
them from the physical and social world. Individuals with inabilities have experienced verifiable
detriments; they have been isolated from the social, political and monetary universes. Crippled
individuals regularly rest in regrettable conditions, because of the presence of physical and social
hindrances which forestall their coordination and full investment locally. Accordingly, many
crippled individuals all through the world are isolated and denied practically the entirety of their
privileges, and lead a pitiable, minimal life” (Shakespeare and Watson: 2001, 547). This is on the
grounds that, the vast majority of individuals accept that practical debilitations cause weakness.
They assume that existence of a non-impeded individual is superior to a weakened person.
Individuals with incapacities are burdened in light of the fact that they have a useful restriction
which is off base; practical limits don’t generally ensure that the individual having it will be
distraught. Wheelchair clients meet with the issue of distant design. They deal with the issue
since structures don’t have slopes. Individuals with incapacities are hindered not because of their
useful restrictions but since of design decision that doesn’t live up to their desires. Social model
of incapacity investigates the clinical model of handicap and guarantees strengthening, decision
and citizenship for individuals with inabilities. It asserts that inability is the aftereffect of
society’s inability to offer satisfactory and fitting types of assistance.
Social model of inability sees handicap in attitudinal terms; it questions the comprehension of
incapacity as a natural develop. Harlan Hahn expresses that incapacity comes from, “the
disappointment of an organized social climate to figure out how to the necessities and yearnings
of residents with handicaps rather than from the absence of the debilitated person to adjust to the
pressure of society” (Hahn, H: 1986,128). They are exposed to persecution and antagonistic
social perspectives that definitely sabotage their personhood and their status as full residents.
Accordingly, it’ll not be silly to say that society is portrayed by struggle between two contending
bunches that are the predominant and the subordinate. Prior to industrialization, individuals with
handicaps were identified with standard society. Their disparities were being obliged and their
abilities were used. They were considered as useful for their surroundings. For instance, Aspasia
from Athens, Greece who passed on in 400 B.C. was rarely felt prohibited; individuals took in
logically addresses from her. These permitted them to be with their networks and offer a
productive and glad relationship. All in all, they didn’t establish independently a socially
separated gathering. “With the beginning of huge scope processing plant creation came the
requirement for laborers to suit the form got rid of by motorization and consequently the
schedule, and this put individuals that came up short on the characteristics essential for this kind
of work in a tough spot” (Rose Galvin 2006: 98). As Macs contends, motorized creation required
a uniform labor force and work was not coordinated to take into account the scope of scholarly
and real distinction between individuals. Individuals were perceived as individuals with
inabilities who couldn’t create appropriate work. It is the modernized workforce which is very
particular from the antiquated occasions characterizes individuals’ lives and guarantees their
endurance. Foucault contends that, while work has consistently had a useful capacity, inside the
period it’s taken on two extra capacities, ‘the emblematic capacity and the capacity of dressage,
or discipline. The people who couldn’t take an interest in this cutting edge organized social circle
were considered as not ready to adjust to new conditions and not having the representative
characteristics. They were characterized as deviant. Through this, two separate classes, abled and
debilitated were set up. Capable who had disciplinary traits perceived as a piece of standard
society since they may proficient the organized current social circles and could uphold the
entrepreneur’s creation through the directing their body. Another class called handicapped were

19
a danger to social request. Be that as it may, the medicalization of individuals with handicaps is
an endeavor to incorporate them into the standard society. They are being restored and
standardized, with the goal that they can be useful for the cutting-edge society.

Concept of Exclusion
An Exclusion is an example of forgetting about a person or thing. In the event that you love
somebody to the prohibition of all others, the individual is the just one for you! Prohibition is
firmly identified with certain words that have a good or negative feel.
Exclusion is firmly identified with certain words that have a good or negative feel. The word
restrictive infers something is very good quality, attractive, and not intended for common
individuals. In case somebody is barred, then again, it implies that somebody has been purposely
and horrendously left out. Prohibition is more unbiased. The retail chain that publicizes a major
deal frequently states at the lower part of the promotion that “a few prohibitions apply,” which
means the limits don’t matter to all things.
As indicated by Dictionary, an exclusion is an example of forgetting about a person or thing. On
the off chance that you love somebody to the avoidance of all others, the person is the just one
for you!
What is Social Exclusion?
In spite of the fact that there is no generally acknowledged definition or image of social
exclusion, the absence of public interest is at the core of the relative multitude of clarifications
set forward by scholastics, legislative associations, non-administrative associations and others.
Overall, social avoidance implies a circumstance wherein individuals can’t take part completely
in financial, social, political and social life, and a cycle that prompts taking care of such a state.
Investment can be abridged when individuals don’t approach assets, including cash, work, land
and lodging, or administrations like instruction and medical services – the key social
establishments remembered for the 2030 Agenda. Individuals can’t utilize their voice or offer
with one another, and where their freedoms and pride might be agreed equivalent regard and
assurance. Consequently, prohibition from society incorporates hardship of property as well as
an absence of choice or control of significant choices and sensations of detachment and self-
hatred. In pretty much every country, at various levels, age, sex, incapacity, race, nationality,
religion, migration status, financial status, spot of home, sexual direction and sex personality
have been prohibited over the long run.
The term social rejection is utilized interestingly by previous French Foreign Minister René
Lenoir (1974), to allude to the situation with specific gatherings of individuals –“intellectually
and genuinely handicapped, self-destructive, old, youngsters manhandled, drug addicts,
backsliders, single guardians, damaged guardians. , ineligible individuals, socially unable, and
other ‘social disparities’– assessed to incorporate one 10th of the French populace and who were
considered powerless however outside the domain of social government assistance state
programs. The thought immediately grasped other created nations; all the more as of late, the
European Union announced 2010 as the European Year for Poverty Alleviation and Elimination.
Specialists have scrutinized the utilization of the socialization system in creating agricultural
nations (Saith, 2001). At the point when most of individuals work in casual and perilous

20
positions, need public security or don’t finish advanced education standard. Principles, for
example, indications of incorporation or rejection are not what is alluring.
As indicated by Sen (2000), its idea and spotlight on relationship factors have prompted a rich
examination of the components that lead to neediness and influence decrease, large numbers of
which are normal in all areas and at various degrees of improvement. Issues identified with the
circumstance, isolation and the failure of transients, for instance, influence a developing number
of nations – created and emerging nations.
At the point when joined, the ideas of destitution and social prohibition are unique. Neediness is
the outcome, and social rejection is the outcome and cycle. Destitution and avoidance don’t need
to go connected at the hip; not all minimized gatherings are financially hindered. Individuals are
frequently derided on account of their incapacity or as a result of their sexual direction, for
instance, without living in destitution.
Levi (2007) observed: “Many attempts to define social exclusion exclude poverty on the basis of
its multiplicity, its relationships and its power”. Indeed, while poverty is largely defined
financially, marginalization excludes a holistic view of human development.

Concept of Inclusion
Inclusion is tied in with making a homeroom in which each understudy is invited, esteemed,
regarded and empowered to arrive at his/her maximum capacity. Albeit the exercises might be
changed or adjusted, understudies with handicaps gain proficiency with similar ideas, abilities,
and content as any remaining understudies in the class.
Inclusion is an instructive practice whereby understudies with uncommon requirements are
completely incorporated into the overall training study halls at a school. You might have heard
the expression “mainstreaming”, which is characterized by an extraordinary requirements
youngster who visits the overall class for specific subjects yet isn’t completely coordinated. That
is the fundamental distinction among incorporation and mainstreaming.
Various Forms of Inclusion
1. Full Inclusion: Schools that training full consideration will show all youngsters, paying
little heed to learning issues, in a standard homeroom from the time the understudy
enlists. On the off chance that the unique requirements youngster performs and works as
indicated by assumptions, full consideration might end up being a feasible long-haul
choice. Be that as it may, if full consideration doesn’t address the understudy’s issues,
specialized curriculum educators might visit the study hall intermittently to give
supplemental directions. In the event that the understudy keeps on encountering trouble,
the school might change to a halfway incorporation model.
2. Partial Inclusion: However, the incomplete consideration model underscores permitting
extraordinary necessities understudies to interface with their companions socially and
scholastically, it doesn’t need that the understudy stay in a standard homeroom for all
examples. By and large, understudies will meet with a custom curriculum educator or
language instructor in a different class to abstain from upsetting the learning dynamic of
the standard study hall. Specialized curriculum instructors will stay in correspondence
with ordinary educators to guarantee understudies can comprehend and finish
coursework.
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 3. Mainstreaming: As per Southwest Educational Development Laboratory, schools that
work on mainstreaming will at first select unique necessities understudies solely in a
custom curriculum course. They do as such on the grounds that they accept specialized
curriculum instructors are better prepared to address learning inabilities and regularly
hold their understudies to a higher scholastic and conduct standard than standard
educators. Under the mainstreaming model, understudies who perform well might start
joining in “standard” classes, while the people who don’t will proceed with their
examinations in a custom curriculum setting.
Advantages to Inclusion
• Tolerance and festivity of variety: Other understudies will gain from youngsters with
Down syndrome, and it will improve them. The kids with Down Syndrome figure out
how to manage their general surroundings.
• Traditional understudies figure out how to tutor and help other people who are
disabled. Individuals should help one another, however a lot of the time we don’t. We
just let life pass us by and appear to be completely glad to do as such. Understudies are
individuals we used to be. At the point when we were more youthful and aided another
understudy who couldn’t do what we could do or couldn’t get what we comprehended, it
transformed us. It provided us with a feeling of achievement wedded with a feeling of
trust. It improved us individuals. It improves understudies’ individuals.
• Special needs youngsters learn viable social practices demonstrated through different
kids. Detaching youngsters in the expectations that we’ll have the option to shield them
from getting injured possibly aggravates it when they are presented to agonizing
circumstances. Along these lines, allow them an opportunity to sort things out. Allow
them to figure out how to bargain by watching others and trying things out.
• Higher assumptions on the understudy. Individuals adapt to the situation, so
understudies do this too. Truth be told, they show improvement over grown-ups. Add to
the situation the way that these youngsters are doing combating delays in learning and
different impediments, and you’ll perceive how their assurance beats a significant
number of life’s difficult minutes.
• Access to the overall educational program. Understudies with Down Syndrome merit
every one of the advantages of instruction that every other person has and gets. They
really merit more. Instructors become familiar with this when they show these
understudies.
• Less separation. Offered the chance to see more, understudies in a real sense open their
psyches to additional.
• Greater admittance to educators, assets, and so forth Understudies need educators so
why not give understudies who battle admittance to more instructors. Those equivalent
understudies become grown-ups who need to work and cooperate with this world so they
need admittance to a similar data any other individual would have.
Barriers to Inclusion
According to Linda A. Heyne, professor at Ithaca College the four most common barriers to an
inclusive environment are as follows:

22
 • Attitudes: In a school system where there isn’t a lot of understanding and knowledge
regarding Down syndrome, teachers may fear and resist change.
• Administration: Similar to the reason above, if administrators don’t understand the
philosophy of inclusion or the capabilities of children with Down syndrome, it may be
difficult to get the structure and procedure in place for an inclusive classroom.
• Architectural Issues: Does the school have handicap access in the whole school? What
about other features? Many schools have one area that is handicap accessible but the
whole school is not designed for someone with disabilities.
• Programs: General curriculum activities and projects may be suitable (or easily
changed) for students with disabilities.
Role of Teacher
• Accommodate Inclusion Students: Incorporation instructors should oblige custom
curriculum understudies as demonstrated on their Individualized schooling plans (IEPs).
Every understudy will require various facilities as per his incapacity. Facilities might
incorporate bigger print for an outwardly disabled understudy, special seating or versatile
gear.
• Modify Assignments and Tests: Most special education inclusion students will need
modified assignments. Modifications may include reducing the number of problems or
items, limiting multiple choice answers and omitting certain items.
• Collaborate With the Regular Education Teacher: Inclusion instructors should oblige
custom curriculum understudies as demonstrated on their Individualized schooling plans
(IEPs). Every understudy will require various facilities as per his incapacity. Facilities
might incorporate bigger print for an outwardly disabled understudy, special seating or
versatile gear.
• Address Parental Concerns: The inclusion teacher should be prepared to address
parental concerns. While not all parents will be as involved as others, the teacher should
always be willing to discuss the inclusion student’s progress with the parents.
• Complete Required Paperwork: Inclusion teachers are responsible for writing annual
IEPs and for initiated re-evaluations as mandated by state regulations. Inclusion teachers
may also conduct alternate assessments of those students who are not able to participate
in the customary curriculum tests administered annually.

Concept of Social Inclusion

In a strategy proclamation, endeavors to advance social consideration have risen up out of
worries about friendly avoidance. With the end goal of the current report, social incorporation is
characterized as the most common way of further developing the interest objectives of
individuals who are hindered based on age, sex, handicap, race, identity, beginning, religion, or
financial aspects or in any case status through further developed freedoms, admittance to
administrations, voice and regard for privileges. In this way, social incorporation is an interaction
and reason. In the current report, it is recommended that the advancement of social incorporation
23
requires addressing social avoidance by eliminating obstructions to public support, and by going
to viable participatory lengths to make that interest conceivable. As a political reaction to the test
of rejection, social consideration is consequently an intentional course of joining together and
accepting all individuals and accepting more prominent balance and resilience. It ought to be
noticed that advancing social consideration might expand individuals’ capacity to live
respectively in agreement. Teaming up associations might reject different classes of individuals
(United Nations, 2010). Additionally, social consideration isn’t equivalent to social
incorporation, despite the fact that two words are once in a while utilized in an unexpected way.
Social combination and social consideration ought to, in any case, add to social union. While the
current report addresses different parts of social union and social union and looks at the markers
related with these two viewpoints, it centers around wiping out friendly avoidance and advancing
social consideration.
Social inclusion has been defined by the World Bank as “The method involved with
working on the terms for people and gatherings to participate in the public arena” or all the
more definitively “The most common way of working on the capacity, opportunity, and
poise of individuals, distraught based on their personality, to partake in the public arena”.
The Dispatch on Switzerland’s International Cooperation 2017–2020, put a unique
accentuation on friendly incorporation making unequivocal reference to the World Bank
reasonable work. As consideration is tied in with working on the terms of cooperation,
(which can be unfavorable for prohibited individuals abuse of working poor, ladies
working extended periods of time to conceptive errands with no admittance to choices),
incorporation/avoidance are not in a paired resistance. Further, rejection happens in light of
the fact that specific gatherings are deliberately hindered as well as oppressed based on
their personality: nationality, race, religion, sexual direction, standing, plummet, sex, age,
inability, HIV status, traveler status or where they live. Consequently, avoidance can
happen connected to numerous components of one individual’s character.
Social inclusion is multidimensional. It incorporates social, political, social and monetary
measurements, and works at different social levels. The most important perspectives can be
bunched under three interrelated areas: markets, administrations, and spaces (figure). The
three areas address the two hindrances to and openings for consideration. It is additionally
social: it is the result of inconsistent force relations in friendly cooperation. At long last,
social incorporation is dynamic, it impacts individuals in different ways and to varying
degrees over the long run and fundamentally relies upon and impact individuals’ capacity,
opportunity and poise which are inconsistent appropriated among gatherings of people.
Being fixated on interaction and relations, social incorporation supplements the idea of
imbalance, which centers more around variations between various classifications of
individuals. Social avoidance brings a helpful viewpoint since it offers an entertainer
situated methodology, rather than imbalance zeroing in additional on structures, which
focuses to who is doing what, comparable to whom. It likewise distinguishes and tackle
issues of force.
Social inclusion is likewise essential for the significant EU ideas, and specifically of the
Europe 2020 procedure for savvy, manageable and comprehensive development, which sets
focuses to lift no less than 20 million individuals out of neediness and social exclusion but
EU definitions – concerning model in danger of destitution and social prohibition AROPE
– are regularly factual (see neediness explainer).

24
There is no UN-wide concurred meaning of social consideration, however the 2016 report
of the world social circumstance gives a fascinating outline of the ideas of social
incorporation, social coordination and social union and their connections.

Conclusion
From the above discussion it can be concluded that disability is a cause, and we have to
remove it from society to make the disabled people stronger and efficient by providing
them help and facilities that can be used by them. Prior to industrialization, individuals with
handicaps were identified with standard society. Their disparities were being obliged and their
abilities were used. They were considered as useful for their surroundings. Inclusion is an
instructive practice whereby understudies with uncommon requirements are completely
incorporated into the overall training study halls at a school. Also, we have to remove the
barriers of inclusion from the society. In the current report, it is recommended that the
advancement of social incorporation requires addressing social avoidance by eliminating
obstructions to public support, and by going to viable participatory lengths to make that interest
conceivable. As a political reaction to the test of rejection, social consideration is consequently
an intentional course of joining together and accepting all individuals and accepting more
prominent balance and resilience

Key Points
 Disability was perceived as a clinical issue and our social reactions to it zeroed in on
clinical intercession, recovery and noble cause. Individuals battling for the incapacity
privileges contended that such a view defamed individuals with handicaps; they become
the objects of pity and unfortunate.
 Michael Oliver suggested that inability is entirely and solely friendly. Because of the
biases and disgrace that are connected to individuals with inability, society rejects them
from the physical and social world. Individuals with inabilities have experienced
verifiable detriments; they have been isolated from the social, political and monetary
universes.
 Social constructs contend that incapacity is a social development, and there is definitely
not a causal connection between a weakness and inability.
 Exclusion is firmly identified with certain words that have a good or negative feel. The
word restrictive infers something is very good quality, attractive, and not intended for
common individuals. In case somebody is barred, then again, it implies that somebody
has been purposely and horrendously left out.
 Social inclusion is characterized as the most common way of further developing the
interest objectives of individuals who are hindered based on age, sex, handicap, race,
identity, beginning, religion, or financial aspects or in any case status through further
developed freedoms, admittance to administrations, voice and regard for privileges. In
this way, social inclusion is an interaction and reason.
 Social inclusion is multidimensional.
 Inclusion is an instructive practice whereby understudies with uncommon requirements
are completely incorporated into the overall training study halls at a school.
 An inclusion educator is a custom curriculum instructor who works with consideration
understudies.

25
  Incorporation educators are generally state-authorized custom curriculum instructors who
have finished an endorsed custom curriculum program.

Do and Learn
 Visit to your locality or area and make a list of people who are disabled.
 Do something for the disabled peoples like as how to make them happy etc.
 Frame some games for disabled children so that they don’t feel themselves alone from the
society.

Self-Assessment
1. What is disability?
2. Why is disability called as a social construct?
3. Define the term Exclusion.
4. Explain in detail social exclusion.
5. Define the term Inclusion.
6. What are the various forms of Inclusion? Explain each.
7. Explain the concept of social inclusion.

References and Suggested Readings

• Abbinnett, Ross. Culture and Identity: Critical Theories. Cambridge:Sage
Publication.2003.
• Addlakha, Renu. Disability Studies in India: Global Discourses, Local Realties. New
Delhi: Routledge Publication.2013.
• Barker, Chris & Galasinski, Dariusz. Cultural Studies and Discourse Analysis.
Cambridge: Sage Publications.2001.
• Barton, L. “The Struggle for Citizenship: The Case of Disabled People” Disability,
Handicap & Society 8. 3 (1993): 235-248.
• The Disability Studies Reader II Volume. New York. Routledge. 1997.
• Galvin, Rose. “A Genealogy of the Disabled Identity in Relation to Work and Sexuality”.
Journal of Disability and Society. Vol.21.No5. August 2006.3rd October 2011.
• Hahn, H. (1986), “Public Support for Rehabilitation in Programs: The Analysis of US
Disability Policy” Disability, Handicap & Society. 1. 2 (2007): 121-138. Print.
• Hughes, B. and Paterson, K. “The Social Model of Disability and the Disappearing Body:
Towards a Sociology of Impairment”, Disability & Society, 12(3): 325-340.1997.
Accessed:17-05-2012.
• Narrative Prosthesis: Disability and the Dependence of Discourse. Ann Arbor, MI:
University of Michigan Press. 2000.
• Oliver, M. The Politics of Disablement, London: Palgrave Macmillan. 1990. Print.
Priestley, M. Disability Politics and Community Care. Jessica Kingsley Publishers,
London. 1999.
• Swain, J. and French, S. “Towards an Affirmative Model of Disability”, Disability &
Society. 15. 4 (2000): 569-582.
• Thomson, Rosemarie. Extraordinary Bodies: Figuring Physical Disability in American
Culture and Literature. New York: Columbia University Press. 1997.

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 Lesson- 3

DISTINCTION BETWEEN DISABILITY AND IMPAIRMENT

Pooja Sharma

Learning Objectives
On the completion of this lesson, learners will be able to:

 Define the concept of disability.

 Identify the different types of disabilities.
 Explain the term of Impairment.
 Differentiate between impairment and disability.
 Describe the different types of Physiological disability.
 Explain the various types of Neurological disability.
 Define various other types of disability.

Introduction
It is common for impairments and disabilities to be used interchangeably. In a similar vein, these
words are associated with terms like visual impairment, learning disabilities, intellectual
disabilities and physical disabilities. But when these terms are clarified, it becomes easier to
comprehend different aspects of special needs. Likewise, this simplifies complex ideas. It helps
to eradicates myths, prejudices, and misconceptions. When we distinguish these terms from one
another, we begin to understand how each particular concept is used to treat, intervene, and
modify the environment of persons with special needs. It is important to understand these terms
separately, but they are interrelated. Impairment can be physical, physiological, mental or a
combination of all three, resulting from a lost limb, chronic disease, or mental and emotional
condition. Disabilities can be defined as an inability or restricted ability to perform an activity in
a normal human array. For example, when a person not able to walk.

The Concept of Disability

It is now widely recognized that disability is an important issue. The term disability refers to the
absence of an individual's mental, physical, or mobile functions caused by a disease, injury, or
production of an organ. When an individual is suffering from this condition, they are unable to
function or complete any task associated to the part or organ absent. It is a part of human
existence to have disabilities. An individual's disability can arise at any point in their lives; it is
not essential that it occurs at birth. All of us will be temporarily and permanently impaired at
some point in life, and even those who survive to old age will have a harder time handling daily
tasks. They are often known as spastic, handicapped, and crippled in society and often treated as
negative stereotypes.
There are several levels of disability, including mild, moderate, severe, and profound. Disability
may have multiple manifestations in an individual. There are many aspects to disability, which is
dynamic, multidimensional, and contested. Usually, deafness and autism are the leading

27
disabilities in our society. Moreover, disabilities result from a variety of causes, including
malnutrition, poverty, gender issues, and disasters. The World Health Organization (WHO),
which is an international organization that helps the disabled person.
Disability is classified into the following categories:

 Generic (passed down from parent to child).

 Congenital (which describes problems that result from the infection or disease of the
mother or from embryonic or fetal development abnormalities or injuries during or soon
after birth).
 Incidental (from injury or illness).
 of unknown provenance.
Definitions of Disability
According to Merriam-Webster: “Disability is a physical, mental, cognitive, or developmental
condition that impairs, interferes with, or limits a person’s ability to engage in certain tasks or
actions or participate in typical daily activities and interactions”.
According to Oxford English Dictionary: “Disability as a physical or mental condition that
limits a person’s movements, senses, or activities”.
Developing countries consider disability to be a part of human life. These societies are known
for facilitating accessibility for disabled people to carry out all daily activities. They have a belief
that everyone will suffer from some form of disability at some point in their lives. So, Disability
is viewed as a natural part of life by society.
It is widely accepted that disabilities are personal issues for people living in less advanced and
less educated societies. Moreover, People with disabilities are often suffering as a result of their
past karmas. The infrastructure of such societies is rarely adapted to be accessible for disabled
individuals. However, disability rights are not protected in such places. In this way, we see that
disability has a different meaning in different societies.

The Concept of Impairment

It is a term used to describe a problem with a person's body. Disabilities are caused by
impairments. According to Federal government definition of impairment: "the inability to
perform any substantial gainful activity for a continuous period of twelve months or less because
of a medically determinable physical or mental disability." This is the basis for all disabilities.
There's an imbalance in a body part or organ's psychosocial, physiological, and anatomical
structure. An organ can be permanently or temporarily impaired by impairments. When it
appears in an individual, it serves as an indicator pointing to a problem. When a problem is
diagnosed at the right time, consulting or taking appropriate treatment can cure it.
Whenever a body part is affected by a problem, it is said to be impaired. Disability occurs as a
result of these impairments, which is a symptom that could be treated by a doctor or stopped by
prescribing medicine. These impairments are often cited as the cause of disabilities. Children
with Special Language Impairments (SLI) are the most commonly observed impairment. A child
who is incapable of speaking a certain language without obvious reasons is observed and

28
recognized as impairment. SLI is commonly attributed to factors such as poor parenting, birth
injury and transient hearing loss.
Difference between Impairment and Disability
In order to distinguish impairment from disability, ‘limitation’ is an additional element of
impairment. Limitations arise in daily life within a person’s sphere of influence. However,
disability and impairment have different impacts.
According to the American Medical Association (AMA), impairment and disability are clearly
distinguished in its document. The concept of impairment means a change in one’s health status.
It is caused by illness or disease. On the other hand, disability is a non-medical phenomenon
arising from the incompatibility between limits of an individual with their abilities and their
social situations or occupations.
In other words, we can say that generally, disability refers to the inability to perform common
daily activities. In this case, the patient cannot look after himself or herself. As an example, an
injury to the back might stop someone being able to get dressed or bath without assistance.
Furthermore, disability is a social issue that can be addressed through social changes.
The term impairment refers to problems at the tissue level. Basically, impairment is loss of
normal abilities, whether it is physical or mental. In most cases, impairments are caused by
diseases, illnesses, or injuries.
Physiological Disability
A person with a Physiological disability has limitations in his or her physical functioning,
mobility, and stamina. Physiological disability is also known as physical disability. An
individual who is physically disabled is someone who cannot perform normal physical activities
on a daily basis due to their disability. It means physical disability has any disability that restricts
person's ability to move. The body’s limbs or entire body can be affected by physical disabilities.
It is further divided into three types based on the deformity in a particular organ. Someone with a
deformed vision is called blind or visual disabled. Those with hearing problems are considered
auditory impairments or dumb. The orthopedically disabled are people who are suffering from
loss or deformity of limbs. India has around 49% of the disabled as blind individuals, 13% as
deaf and dumb individuals, and 28% as physically disabled individuals. Malnutrition, ignorance,
and inefficient medical facilities contribute to the many physical disabilities in our country.
A. Cerebral Palsy: Cerebral palsy is caused by brain injuries which affect the areas responsible
for movement during the early stages of development. This injury is most likely to occur during
pregnancy. The condition may occur at birth as well as through early childhood brain injuries.
Examples are lack of oxygen from near drowning, meningitis, head injury or being shaken. In
fact, there are 2 cerebral palsy sufferers for every 1,000 children.
Types of Cerebral Palsy
There are basically four types of Cerebral palsy.
1. Spastic Cerebral Palsy: Children who have spastic cerebral palsy, their reflexes are
disproportionately strong (spasticity) and their muscles are stiff and sometimes painful.
There will be some difficulty of walking in the majority of children of spasticity.
However, it depends on the kind and the severity of their condition.

29
 2. Dyskinetic Cerebral Palsy: After spastic cerebral palsy, dyskinetic cerebral palsy is the
second most common type. This condition causes abnormal movements in the arms,
hands, and legs, hampering the ability to control and coordinate movement. This form of
cerebral palsy affects children by causing them to move slowly, writhing-like, or quickly,
jerking.
3. Ataxic Cerebral Palsy: A child suffering from ataxic cerebral palsy will exhibit
uncoordinated and jerky movement. It is one of the rarest forms of CP. Initially,
voluntary movements are made, but are then interrupted and uncontrolled, leading to an
inability to balance or coordinate. It may be difficult to walk or write due to unstable gait,
effect on speech and swallowing, as well as difficulties with eye movements.
4. Mixed Cerebral Palsy: There are times when a child develops a combination of this
Cerebral palsy. Children can develop a blend of any type of cerebral palsy but most often
suffer from dyskinetic and spastic cerebral palsy together. However, there are different
types of cerebral palsy, and each has different symptoms. Additional medical issues and
conditions may also accompany mixed cerebral palsy.
Cerebral palsy cannot be diagnosed by a single or simple test. An accurate diagnosis requires
multiple tests or observations to rule out other conditions and to get a good understanding of the
cause.
The following difficulties may arise in children with cerebral palsy:

 The movement of individual body parts or of the body as a whole.

 Communication by communicating verbally and nonverbally (facial expressions may not
always demonstrate true emotions: for example, a child may appear to be smiling but
actually be angry or sad.
 Movement of the muscles involuntarily (spasms).
 The act of eating and drinking.
 Having a weak or tight muscle.
 The balance between coordination and balance.
 Posture (the ability to maintain a particular position for a prolonged period of time).
 The ability to pay attention and concentrate.
Generally, cerebral palsy causes different effects on each child, which are dependent on the type
and extent of their condition. Cerebral palsy refers to many different types of abnormalities in
various parts of the brain that manifest themselves in different ways according to the severity of
the symptoms.
B. Hearing Impairment: Those who are hearing impaired are unable to make out the sounds
clearly. Several factors may cause this, including improper development, damage, or disease.
Speech and language development require normal hearing. The spoken language of family
members and neighbors allows a child to learn to hear. People with hearing impairments include
those who are hard of hearing (partially hearing) as well as those who are deaf. Deafness is a
form of disability that cannot be seen. In order to identify deafness keen observation is required.
Children who are born deaf or who are deaf at early stage of life, suffer terrible consequences for
their development. Hearing impairment varies widely according to the age at which it begins the
nature of it, and the degree of it.

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Types of Hearing Impairment
There are four types of Hearing impairment.
1. Conductive Hearing Impairment: An outer or middle ear defect can cause conduction
hearing loss. There is insufficient sound transmission from the outer ear to the inner ear.
So, all sounds are muffled and weak. Individuals of such a profile generally speak softly
irrespective of around-environmental noise. The treatment of conductive hearing
impaired can be achieved in several ways, including surgery or the use of hearing aids
with bone conduction.
2. Sensorineural Hearing Impairment: In sensory-neural hearing loss, the inner ear or
auditory nerve are damaged or diseased. This may also be caused by infectious diseases
such as measles, mumps, meningitis, and TB. It is likely that people with this deafness
are unable to hear most frequencies, including human voice.
3. Central Hearing Impairment: Central hearing loss occurs when the neural pathways
and hearing centers in the head are damaged, malformed, or infected. It is possible for the
child to hear, but the language may not be understood. Children with learning disabilities
or slow learners might suffer from this type of hearing loss.
4. Mixed Hearing Impairment: Mixed hearing loss comprises of conductive loss and
sensorineural loss. This type of impairment is primarily caused by chronic suppurative
otitis media (CSOM), an ear infection that persists for a long period of time. A CSOM
patient may have blood or pus discharge from the ear. This kind of impairment involves
many problems with both diagnosis and treatment.
Causes of Hearing impairment

 Chronic inflammation of the middle ear (ottitis media).

 The middle ear is infected with sinuses, adenoids, and tonsils.
 Hereditary conditions, for example otosclerosis, which causes stiffening in the middle ear
bones.
 Anomalies in the development process.
 Vitamin deficiency (avitaminosis).
 Loud noises and blasts.
 Head injuries result from an accident.
C. Visual Impairment: A visual impairment is a general term used to describe partial as well as
complete loss of vision. The most common challenges faced by children with visual impairments
include mobility issues, communication problems, understanding of using non-verbal
communication, and difficulties with written communication. It’s essential to realize that
children born blind (or with little residual vision), or children whose eyes have been lost at a
young age have quite different needs, and face quite different barriers, from those who lost their
vision later in life. A blind person’s real problem is not that they lose their sight.
Misunderstandings and an insufficient amount of information cause more problems. Visually
impaired individuals can minimize their physical inconveniences with the right training and
opportunities.

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Types of Visual Impairment
There are two types of visual impairment:
1. Blind And Partial Blindness: When one’s ability to see is impaired beyond the limits of
usual means such as glasses, it is called visual impairment, vision loss, or disability.
When a person loses almost or completely all of their vision, he or she is said to be blind.
An eye condition known as “low vision” results from partial vision loss that cannot be
corrected by ordinary visual devices (glasses or contact lenses). Low vision is
characterized by significantly impaired visual acuity, a significantly restricted field of
vision, and a high degree of contrast sensitivity.
2. Color Blindness: In the world, some 8 percent of men (8%) and 200 percent of women
are color blind. Colour blindness is caused by a variety of factors. Many people with
deficient colour vision suffer from a genetic disorder inherited from their mother, but
other causes include diabetes and multiple sclerosis as well as aging, medication, and
other factors that could lead to the condition. Generally colour blind people can see
things clearly and can see shapes as well as other people, but they cannot comprehend
completely red, green or blue light.
Causes of Visual impairment

 An eye injury.
 Eye injuries occurred while playing, at work or in an accident may result in permanent
vision loss.
 Vision impairment caused by inherited conditions.
 An infection of the eyes.
 Amblyopia: It is common in childhood. The disorder may manifest in various ways,
including wandering eyes, a lack of coordination between the eyes, or poor depth
perception.
 Mascular degeneration due to aging.

Neurological Disability
Any condition that results in physical, psychological, or emotional symptoms of a dysfunction in
the nervous system or part of the brain is referred to as a neurological disability. A person’s brain
begins to develop during pregnancy and continues throughout childhood and adolescence. All
neurologic diseases affect the nervous system, either through the brain, the spinal cord, or nerve
endings. There are different symptoms depending on where damage occurs. Their consequences,
complications, and causes can vary widely. There are numerous neurologic disorders that
develop during the early years of development and may even be diagnosed at birth. The
symptoms of some patients only appear when:

 The development of a child is delayed or is impaired (for example, with autism).

 An infection damages the body (e.g. meningitis).
 There are several causes of brain injury (stroke, trauma, and hypoxia).

32
Types of Neurological Disability
There are four types of Neurological disability.
1. Sudden onset conditions Sudden onset conditions are often caused by an injury, such as
a fractured bone or a spinal cord injury.
2. Intermittent or unpredictable condition: This term is used to classify conditions such
as epilepsy and the early stages of multiple sclerosis (MS).
3. Progressive diseases: These are disorders that worsen over time, such as motor neuron
disease and Parkinson’s disease.
4. Stable neurological condition: Cerebral palsy is the most common form of stable
neurological condition.
A. Learning Disability: Neurological disorders include learning disabilities. Learning
disabilities are not linked to incompetence or lack of motivation. Learning disabled children can
be just as intelligent as their peers or even smarter. It’s simply that their brains work differently.
Different ways of processing information result from this difference. Learning disabled people
perceive things in different ways, hear things differently, and understand things differently. In
turn, this makes it difficult to learn and apply new skills and information. Learning disabilities
have to do with problems with reading, writing, math, reasoning, listening, and speaking. It is
impossible to cure or fix learning disabilities, it is lifelong conditions. The right approach and
support for learning disabled children can enable them to have a successful career in life.
Signs of Learning Disabilities

 An issue with pronouncing words.

 Having trouble to find the right word.
 The difficulty of rhyming.
 Learning difficulties relating to the alphabet, numbers and shapes etc.
 Problems in following the directions and learning routines.
 New skills are difficult to learn.
 A bad handwriting.
Types of Learning Disabilities
1. Dyslexia: Dyslexia occurs in children when it is difficult to understand how letters
sounds, and words relate to each other. Reading comprehension problems are often
caused by difficulty comprehending paragraphs, terms, and words.
2. Dyscalculia: Children’s strengths and weaknesses can greatly influence a child’s
learning disability in math. When a child learns a language, this will affect him/her
differently when it comes to math disability. It may cause a child to have difficulties in
memorizing, recalling facts and organization of number facts (such as 5+5=10 and
5x5=25).
3. Dysgraphia: A learning disability in writing can affect both the physical act of writing
and the mental activity of writing. Writing disorders are disorders that cause troubles with
forming words and letters as well as having physical difficulties with writing. It can
manifest itself as difficulties with Spelling, poor handwriting and trouble putting thoughts
on paper.

33
 4. Dyspraxia: People with dyspraxia have difficulties planning and controlling their motor
movements. Dyspraxia can also be known as motor learning difficulties, perceptuo-motor
dysfunction, and developmental coordination disorder (DCD). A typical motor movement
can range from simple ones, such as waving goodbye, to more complex ones, such as the
sequence of steps for brushing teeth.
5. Aphasia/Dysphasia: The term dysphasia, or aphasia for short, refers to a type of
communication disorder characterized by impairments pertaining to expressive language,
writing, signing, or comprehension of spoken language. Dysphasia is a language disorder.
B. Autism: Autism or Autistic spectrum disorder (ASD) refers to a spectrum of various
neurodevelopmental disorders. Different communication patterns and social interactions are
associated with these conditions. Autism affects people’s ability to communicate. It is difficult
for them to understand what other people feel and think. Due to this, they are unable to express
themselves whether through words, gestures, or facial expressions. It is common for people with
ASD to exhibit restricted or repetitive interests or behavior patterns. Individuals with ASD can
be found everywhere, regardless of racial and ethnic and economic background. Autism can be a
minor issue or a problem that needs full-time medical attention.
Symptoms of Autism

 Inability to maintain eye contact.

 Repetition of words, phrases, or actions that others find mundane.
 Refusing to look at things pointed at by other people.
 Small range of interests or intense involvement in a single subject.
 Tough to understand speech or gestures.
 Speaking in a robotic, sing-song, or flat tone.
 Trouble keeping up with routine.
Types of Autism
1. Asperger’s syndrome: Asperger’s may cause a person to be very intelligent and capable
of handling everyday challenges. However they face social problems and are limited in
their interests.
2. Rett syndrome: It occurs in a very small number of girls and presents as an extremely
severe neurological disorder. It is usually discovered by the time a child is 2 years old,
and having a child diagnosed with Rett syndrome can be overwhelming. Although Rett
syndrome is not curable, early detection and treatment can be beneficial for girls and their
families.
3. Childhood disintegrative disorder: A child with this condition has typical development
for the first couple years of their lives but then loses much of their communication and
social skills.
4. Kanner's syndrome: It is a developmental disorder characterized by low levels of social
and communicative function as well as the presence of repetitive behavior. In general, 10
to 30 children out of every 10,000 born have this disorder.
5. Pervasive developmental disorder (PDD or atypical autism): The term refers to the
development of social skills and communication becomes delayed in children with this

34
 condition. A parent may notice symptoms when their child is in infancy, though symptoms
usually present by or before the age of 3.
C. Intellectual Impairment: A person with intellectual disabilities has difficulties with
cognitive functioning. Two areas of mental functioning are affected by intellectual disabilities:
 Intellectual functioning (such as learning, problem solving, judgement).
 Adaptive functioning (activities of daily life such as communication and independent
living).
Around one percent of the population has some form of intellectual disability, and 85 percent of
them have mild intellectual disability. Intellectual disabilities are more common in males than in
females. There are three types of intellectual disability: mild (most people with intellectual
disabilities fall in this category), moderate or severe. A person with an intellectual disability
usually exhibits symptoms in their childhood or adolescence. Mild intellectual disabilities are
usually not identified until a child reaches school-age when he/she has difficulties with
academics.
Symptoms of Intellectual impairment
 The child rolls over, stands up, crawls, or walks late.
 Talking late or having difficulty with speaking.
 Lack of initiative in toilet training, dressing, and feeding oneself.
 Lack of connection between actions and consequences.
 Problems with behavioral management and Explosive tantrums.
 Inability to solve problems logically.
Types of Intellectual Impairment
1. Fragile X syndrome: A genetic disorder known as fragile X syndrome is the most
common cause of inherited intellectual disability. This condition is caused by a genetic
mutation (a change in DNA structure) on the X chromosome.
2. Down syndrome: It is a genetic disorder due to the presence of an extra copy of
chromosome 21 when someone is born. Down syndrome is not a disease or illness. Down
syndrome can affect various aspects of a person’s physical and developmental attributes
as well as an increased incidence of respiratory and heart problems.
3. Prader-Willi syndrome (PWS): A rare genetic disorder called Prader-Willi syndrome
(PWS) affects around 1 in 10,000 to 20,000. This disorder is caused by a genetic
abnormality on chromosome 15, which is a complex disability. PWS is characterized by
an insatiable hunger that typically starts at the age of two. In PWS, people experience
constant hunger because their brain (specifically the hypothalamus) doesn't tell them
when they’re full, which means they are constantly hungry.
4. Fetal alcohol spectrum disorder (FASD): It is a term used to refer to a number of
conditions caused by alcohol and unborn foetus. An unborn child is exposed to the same
levels of alcohol as its mother during pregnancy due to alcohol crossing the placenta.

Other Disability

A. Night Blindness: Night blindness is a condition where you cannot see in low light due to the
inability of the eye to adjust. It is not classified according to a standard system. There are two

35
types of conditions within this topic: those with a genetic cause and those acquired (i.e., those
that result from an underlying systemic condition). Night blindness is caused by inherited
conditions that affect the retina or choroid, commonly referred to as retinal or choroidal
dystrophies. True night blindness is characterized by loss of vision in a dark environment. Low
light levels can exacerbate blurred vision, which may occur if a patient has cataracts, myopia, or
glaucoma.

B. Thalassemia: Thalassemia is a genetic disorder of the blood. This disease causes anemia in
people with a lack of blood hemoglobin, resulting in severe anemia. A person with alpha
thalassemia produces insufficient alpha protein from their hemoglobin. There are several types,
which vary from a mild form without symptoms to a serious and life-threatening condition. The
risk of thalassemia is highest in people with Mediterranean or Asian ancestry. This disorder
diagnosed by the blood test.

There are three kinds of thalassemia:

1. Alpha plus thalassemia
2. Alpha zero thalassemia
3. Beta-thalassaemia
C. Acid Attack Victims: It is a heinous crime committed mostly against women, and it is a
crime of abuse and exploitation. It is also known as gender-based violence against women. The
most commonly used types of acid are sulphuric acid, nitric acid, and hydrochloric acid. In an
acid attack, acid is thrown for the purpose of causing injury, disfigurement, and burns. However,
acid rarely kills, but it severely scars people physically, psychologically, and socially.
There are a number of reasons for acid attacks, including:

 Retaliation for a previous incident.

 Declining a marriage proposal.
 An unwillingness to have sex or have a relationship.
 A married woman failing to bring her dowry.

Conclusion
Impairment is a temporary or abnormal loss of a body part’s structure or function, either
psychologically or physiologically. Basically, impairments are disturbances of function that can
cause disability, whether they are mental (memory, consciousness), sensory, internal (heart,
lungs, intestines, etc). When it appears in an individual, it can indicate a problem. Disability
originates from this. Disability broadly refers to any impairment of any kind, including those of
the sensory, emotional, developmental, or combinations of these impairments that affect an
individual body part. Disabilities range from mild to severe to profound. The existence of
disabilities is a normal part of humanity. It can occur at any point in an individual’s life and does
not necessarily occur at birth. However, all of us will be temporarily or permanently disabled at
some point in our lives, and even those who live to old age will face difficulties doing everyday
tasks. As we know disability is a multidimensional, dynamic, and contested concept. Disabilities
come in a variety of forms in nature. It can be physical (means in inability to walk because of
amputation, a muscular or neurological dysfunction), sensory (such as blindness), cognitive

36
(such as brain damage or mental retardation), behavioral (such as inability to work), or even
emotional and so on.

Key Points
 Impairment refers to a loss or abnormality of a body function, which may be
physiological, anatomical or psychological. On the other hand, disability is a physical or
mental incapacity or restriction in the capacity to carry out an activity normally.
 Disabilities cause many different types of problems affecting basic functions daily
activities, such as eating, dressing, transferring, and maintaining Personal hygiene.
 There are four categories of disability, such as generic, congenital, incidental and
unknown provenance.
 The difference between impairments and disabilities is that impairments refer to physical
problems with an organ or structure of the body, and disabilities refer to limitations in
how one can perform a particular activity.
 A person can suffer from innumerable disabilities. The Rights of persons with disability
act 2016, list out 21 disabilities.
 Intellectual disability is a developmental disability characterized by significant
limitations in both cognitive functioning and adaptive behaviour, which includes many of
the everyday tasks of everyday life.
 Autism is a developmental disability. Today, autism is known as a neurological disorder
that manifests as severe problems with verbal and non-verbal communication and social
interactions usually before age 3.
 When you have a learning disability, one or more of the fundamental psychological
processes involved in understanding are affected. The disorder can manifest in spoken
language or written language, or both at once. It is difficult to listen, think, speak, write,
spell, read, or otherwise perform these tasks adequately.
 The term visual impairment describes the impact of complete or partial blindness on a
person's vision. Those with visual impairments face difficulties in mobility (moving
around independently), and in learning new skills.

Do and Learn
 Distinguish impairment from disability using open ended questions.
 Discuss the challenges disabled people have faced in their day-to-day lives.
 List a few steps that will help a disabled person in their education and their daily life.

Self-Assessment
1. Define what disability means and the different types of disability.
2. Demonstrate how impairment is different than disability.
3. Identify the various forms of physiological disability.
4. Compare and contrast different kinds of neurological impairments.
5. Describe intellectual disability. Briefly describe the types and characteristics of
Intellectual Disabilities.

37
References and Suggested Readings
 Bajpai, M., and Singh. S, (2015). Acid attack: A burning issue in India. In Galgotias
Journal of Legal Studies VOL III, No. 2. Available on
https://www.galgotiasuniversity.edu.in/pdfs/Acid-Attack-A-Burning-Issue-in-
India_Meghna-Bajpai-Sugandha-Singh.pdf
 Bhattacharya, D., Chatterjee, A., &Kusari, M. (2017). B. Ed. Spl. Ed (MR/HI/VI).
 Chanderia, K., (2018). Acid attack: Discovering a lost identity. Journal on Contemporary
Issues of Law,4(8), 151-159. https://jcil.lsyndicate.com/wp-
content/uploads/2018/09/Acid-Attack-Kalpana.pdf
 Disability: Definition and Meaning of What is Disability. (2021). Wecapable.com.
Retrieved August 14, 2021, from https://wecapable.com/disability-definition-meaning/
 Harris, R., Miske, S., & Attig, G. (2004). Embracing Diversity: Toolkit for Creating
Inclusive Learning-Friendly Environments. UNESCO Bangkok.
 https://vikaspedia.in/health/child-health/information-on-hearing-impairment-and-
rehabilitation/hearing-impairment-and-rehabilitation/hearing-impairment
 https://www.ctdinstitute.org/sites/default/files/file_attachments/learning-disabilities-and-
disorders.pdf
 https://www.stgeorges.nhs.uk/wp-content/uploads/2015/03/Thalassaemia-information-
from-patient-co-uk.pdf
 Nwadinobi, V.N., (2019). Chapter Eight Hearing Impairment. Available on
https://www.researchgate.net/publication/336025368_CHAPTER_EIGHT_HEARING_I
MPAIRMENT

38
 Unit 2
Lesson-4

SEGREGATION, INTEGRATION AND INCLUSION

Pooja Sharma

Learning Objectives
On the completion of this lesson, learners will be able to:

 Explain the concept of segregated, Integrated and Inclusion.

 Describe segregated, Integrated and Inclusive three types of Education.
 Differentiate between segregated, integrated, and inclusive schooling.
 Identify factors responsible for Segregation and integrated Education.
 Understand the nature of inclusive Education.

Introduction
There has been serious debate for years concerning the type of education to provide for children
because we know that each student is differing from one to another. The traditional type of
education consists of two kinds: the first is a segregated or separate type, and the second is an
integrated one. Many researchers and educationist raise question about both types of education
and find out that segregated and integrated type of education are not appropriate for children who
have attending formal education. Hence Inclusive education has been adopted in our system of
education. So, in this chapter we will discuss about the segregation or Separate schools,
integration and inclusion system of education with the help of different definitions, perspectives
and examples.

Segregation
When students who have some kind of problem or disability not obtaining education and
separated from classrooms. In this type of education school administration create a ‘special’ or
‘different’ type of classrooms, learning material in which any kind of problematic student
exclude from so called ‘Normal’ students. Interestingly ‘Developing’ countries take this
segregated system of education into special schools. Segregation is also known as Special
schools.
Special Schools means student with disability not taking formal way of education. The outcomes
of the special schools are disable students receive the different curriculum, teaching learning
material and different evaluation techniques also. This Special school locate the child as a
‘Problem’ in the system. Education in special education provides learning opportunities that are
not available in the regular educational curriculum. It focuses on individuals who have mental or
physical disabilities or special abilities in the areas of learning, hearing, speaking, and
socializing. It therefore deals with studying and researching individuals who are not like most of
us. Children with mental difficulties, orthopaedic difficulties, hearing impairment, deaf

39
blindness, learning disabilities, speech impairments, and several forms of multiple disabilities
receive special education.
One of the primary goals of Special Education is to allow special children to live as
independently as possible. The programs may be available in schools or at home for children
with special needs.
Objective of Segregation or Special Education
Throughout this conversation we look at various aspects of special education.

 Individuals with disabilities or who have not attended a general school should cultivate
self-confidence.
 Motivating disabled children in such a way that they can accomplish things.
 School performance should be optimal in all subjects.
 Aim to pursue curricular subjects that lead to more effective living for disabled children.
 Preparing disabled children to be interested in participating in the activities of non-
disabled people.
Importance of Special Education

 Children with disabilities and average children can both benefit from special education
classes.
 It provides teachers with new tools, methods, protocols, and evaluative strategies to help
them implement new methods, procedures, and approaches in the classroom.
 Special education can stimulate the children to become more motivated when they have
access to special features such as special equipment and materials.
 Participating in co-curricular activities is a goal of special education. Involving children
in such a way enables them to demonstrate their leadership skills.
 Special education program enables children to fresh their intellectual abilities and gain
knowledge in various areas that they would struggle to learn in normal class situations.
Scope of Segregated Education

 Special education program is designed for children with disabilities ranging from visual
impairment, cognitive impairment, physical impairment, and multiple disabilities.
Disabled students are benefited from special education by reducing social stigmas and
improving academic achievement.
 An important component of special education is to identify any disability issue as early as
possible and to treat disabled children with the same respect and care as ‘normal’
children.
 Special education focuses on making sure disabled children are placed in the appropriate
setting. It depends on the severity, nature, and experiences of the child with a disability to
determine the appropriate placement.
 Special education facilitates a number of services for disabled children and provides
medical checkups and care.
 Special education program provides aids and materials to assist students with special
needs.

40
Requirement of Skills and Knowledge in Special Education
For special education, it is important to possess the following skills and knowledge:
Beliefs and attitudes towards disabilities: Many perceptions of social phenomena such as
gender, class, caste, handicapped, disable are shaped by our own experience and belief of other
significant persons like parents who are not the experts in these issues. Therefore, it is important
to view children with disabilities critically and remove all stereotypes that have established in
our society in order to better understand how one views towards all above mentioned prevalent
issues. A special education training program helps students overcome social myths related to
disabilities and develop positive attitudes toward disabled children.
Acquiring Sensitivity: The majority may label or call one person unfairly if he is physically
different from most of the population. Therefore, people who work in special education need to
become aware that every person is different from the other. In this way, Special Educators,
specially trained staff, develop sensitivity or value every individual, recognizing that every
individual has his own interests and can learn everything that he wants.
Interpersonal skills: Teachers who work in special education must have good communication
skills because special education is taught to handicapped, differently able children and to those
children who have any type of difficulty or impairment. To understand the challenges faced by
disabled parents, special educators counsel their parents as well. So establishing rapport is
crucial to understanding each student’s needs and difficulties. Consequently, for all these duties,
it would be wise to enhance patience, humility, and interpersonal skills as well.
Pedagogical skills: Teachers should know how to teach and how to implement an appropriate
teaching method in this setting. In short how to teach social sciences, science, Mathematics and
Language as a discipline. To teach complex content, the teacher must prepare small segments of
content and be able to simplify things. All these concepts must be in mind by the teachers so that
the curriculum can be easily learned, and the learners can enjoy the curricular activities.

Integration
The concept of integration was new in the second half of the twentieth century. As opposed to
segregated education, the integrated system includes differently able, disable, handicapped, and
problematic students in regular schools. Instead of closing special schools, integrated education
was placed in the spotlight for this time. As a result of numerous challenges faced by students in
the special schools, there was a need for integrated education. The major purpose of integration
was to ensure that the students fit in at school and in society. This referred to physical
integration, social integration, and learning-teaching integration. As part of integration, the idea
was to mainstream the education of the disabled. The children began attending regular schools
with this type of education. The integrated setting meant that the learning materials and
curriculum were tailored to the individual’s problem. In Integrated education Students with
disabilities are adjusted and educated partially according to their disability.
There are four types of ‘Integration’ proposed by experts in the field of Special Education:

 Physical Integration: Physical Integration means reducing the separation between

disabled and non-disabled children.

41
  Functional Integration: By functional integration, we mean reducing the functional
distance between two groups when they utilize different resources and equipment.
 Social Integration: When individuals with disabilities are a part of a community and feel
like a "natural" part of the group, so they are socially integrated. Moreover, Social
integration is mainly aimed at reducing social distance between these two groups.
 Societal Integration: Societal integration involves including adults with disabilities in
their community. This means they have the same opportunities and resources as adults,
can influence their surroundings to improve themselves, and can contribute to their
community.
Objectives of Integration Education
The following are some objectives of integrated education:

 The program is designed to meet the social and cultural needs of the students.
 The goal is to facilitate healthy attitudes within the community.
 To promote children becoming more independent in their day-to-day lives.
 Encourage children with disabilities to feel confident and equal.
 The diagnosis of disabilities can be made easily and at an early age.
 Provide the necessary infrastructure for the provision of rehabilitation services.
 To ensure that all students receive a valuable and meaningful education.
Importance of Integrated Education
 In the integration education program, all students can use the mainstream facilities.
 It facilitates the development of individual experiences.
 By integrating education, schools improved their atmosphere.
 Children with disabilities are given special consideration in Integration education.
 Integrate education helps disable children lead a normal school life, which is very
important.
 It gives disabled people a wider scope to experience social life.
Scope of Integrated Education
Growth and Development: Integrated Education can benefit children who are progressively
slow by teaching them the skills they will need in the future. We can chart the development by
using checklists and tests, so that we are able to spot abnormalities and patterns of growth in
early stage. Thus, we can avoid difficulties in the future.
Cognitive Development: The challenges facing disabled children make it difficult for them to
acquire the experiences they need to form certain concepts. However, teachers and special
educators in general schools develop certain skills which are the foundation for certain concepts.
Each student has a unique set of interests, intellect skills, and retaining ability. A teacher’s duty
is to take into consideration all these factors and to create individualized lessons for each student.
This diversity, therefore, facilitates cognitive development for students by participating in the
various activities within the school.
Behavioral Problems: It is believed that learning involves habitual responses. It is important
that children with disabilities work together with other children in normal schools regardless of
their age groups or disabilities. In an integrated education system, they get plenty of room to

42
develop own habits and are rewarded with reinforcement from teachers and non-disabled
students.
Interpersonal relationships: Children who are perceived as disabled can be seen as
troublemakers by their peers and judged disorderly by their teachers. When you label a child in
this way, it indicates that you are the cause of his problem. The integral approach ignores the
social context problems that disabled students are facing, thereby allowing them to benefit from
it the most.
Guidance and counseling: The integrated education has made it possible for disabled children
to attend regular classes instead of specialized classes or separate rooms. Students who attend an
integrated school still receive special provisions. There are some additional classes that
handicapped children should attend in addition to the normal education. So that they could gain
knowledge to develop their skills and learn some techniques to adapt in the environment.
Problems of Integration:

 Resources rooms are lacking in the school.

 Lack of initiative on the part of the headmaster and teachers.
 The disabled children were not interested in enrolling.
 Students and teachers don’t accept people with disabilities.
 Disability funds are not provided in a proper manner.
 Resource teachers do not have any interest in visiting the school.

Inclusion
The concept of inclusion comes from special education. Over the past three decades, education
experts have criticized segregated education and a consensus has emerged about the importance
of inclusive education. Thus, in the last two decades efforts have been made in this direction.
Now schools have increasingly provided a wide range of services to children with disabilities in
recent decades. Moreover, it is believed that children should be able to learn at their own pace
with their peers.
Therefore, Inclusion education provides the regular education system to the disabled students,
children in difficult circumstances and those belonging to ethnic minorities with a few extra
supports (e.g., resource rooms, resource teachers, etc.). Its aim to improve education for all
students by modifying the education system. In means to a change in curriculum, this means that
teachers and students will have to adapt how they teach and learn, as well as how they interact
and relate with one another. Inclusive education assures that all students have the opportunity to
receive an equal education. As a result of inclusive education, all students, including those who
were previously excluded from mainstream teaching, are enabled to learn and participate
effectively in class. An inclusive education views every child as a unique human with unique
talents and abilities. International, national and local education programs have now accepted this
concept. All students must be welcomed into an educational system that is inclusive.

43
Three elements have typically formed the basis for inclusion conceptualization. These four
components are as follows:

 Inclusion is a process. The point is that inclusion is a journey of continuous search for
better ways to address diversity. It is about learning how to accept and work with
differences.
 Involves removing barriers and identifying barriers. The purpose of inclusion is to
gather, collate, and analyze information from various sources so as to develop better
policies and practices. These different types of evidence can stimulate creativity and
problem-solving.
 Participation, attendance, and achievement of all students are important aspects of
inclusion. In "presence" we mean the place where children attend school, as well as their
regularity and punctuality; “Participation” refers to the qualities of learning that take
place while the learners are enrolled; and individual's "achievement" is the result of
learning across the curriculum, not the result of examinations or tests. So by inclusion,
we refer to the process of working with learners who may face marginalization,
exclusion, or underachievement.
Objectives of Inclusive Education
Inclusive education has the following objectives.

 The objective of inclusive education is to assure that all children have access to a quality,
free and obligatory primary education.
 It provides a gateway to programs that cater to the learning needs of all young people.
 The purpose of inclusive education is to ensure excellence in education at all levels.
 It provides individualized educational support so that children with disabilities can also
achieve their full potential.
 The goal is to expand and improve early childhood care and education, especially for the
most vulnerable and disadvantaged children.
 The inclusive approach responds to the diversity of needs and developmental pace of
students by using a wide range of options and strategies.
Importance of Inclusive Education
 The learning process is more effective for both students with and without disabilities.
Over the past three decades, studies have found that inclusive education encourages
children with disabilities to achieve more and have better skills.
 The pupils with disabilities who take part in inclusive classrooms tend to show more
positive attitudes in academic area. The academic achievement of these students is
greater in math and reading.
 We know that Diverse experiences lead to creative thinking. So, classroom diversity is
the only way to foster creativity. Hence Diversity is a key element of inclusive education.
 Parents and educators are not sure what to think about Inclusive Education. However,
“Inclusive Education” implies a change in philosophical framework, curriculum, teaching
strategy, and organizational structure.
 Societies that practice inclusive education adapt their structures so that children,
regardless of age, gender, or condition, are able to enjoy their basic rights without
discrimination of any kind.

44
  According to Inclusive education the school has an obligation to accept every child who
wants an education. In this way disable student and their families must be educated in
order to break the cycle of poverty and discrimination.
Scope of Inclusive Education

 The recognition of the fact that inclusion in education contributes to inclusion in society.
 It emphasizes the importance of schools in the development of values, community
building, and achievement.
 Inclusion establishes the relationships between schools and their communities that are
mutually beneficial.
 Full education in the local area should be accessible to all students in Inclusive education.
 One of the most important steps is to reduce barriers to participation and learning for
every student.
 Inclusion Understand the differences between students that can be used to enhance
learning rather than as a struggle to overcome.
 The program gives all children the chance to develop friendships. Having a friend is a
great way to learn and grow.
Factors affecting Inclusive Education
There are a few factors that affect the inclusion process.
Students are diverse: The characteristics of children differ for a number of reasons, including
their family backgrounds, motivation levels, ability to learn, habits of study, and interests. So, it
is challenging to address such a wide range of interests as a group for instruction.
Teacher’s Readiness: It is the requirement of certain specific training for teachers in order to
deal with diversity in the classroom. Rather than this, our India fails to meet this requirement. It
may pose a threat to the implementation of inclusive education.
Infrastructure: An inclusive classroom needs to be well arranged, with an appropriate location
and space. But we lack basic learning facilities in most schools in our country. So, it is essential
to provide quiet and ventilated classrooms, free movement inside and outside the classroom,
playgrounds and other co-curricular activities in order to promote inclusive education.
Resource accessibility: We have not yet explored how to use resources to help children learn.
Moreover, teachers are not able to guide students through a variety of learning materials. Schools
aren't well equipped for obtaining expertise, especially if schools are located in a rural area. So it
is extremely important to have professional assistance when dealing with diverse group of
children.
Evaluation system: Our assessment system is so rigid and children are assessed incorrectly. The
evaluation system needs to be flexible to meet the needs of diverse learners. There are not other
kinds of evaluations that children can choose from besides reading and writing. Due to this,
students lose motivation and drop out of school. This is a major hindrance towards inclusive
education.

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Conclusion
Special education has transitioned from being segregated into being inclusive in the past 30
years. The children in a segregated setting feel excluded and their development is held back. In
segregation educational system school administration creates a 'special' or 'different' classroom,
excluding ‘non-normal’ students from regular classes. Integrated education includes students
with differing abilities, disabilities, handicaps, and problematic behaviours within regular
classrooms, rather than having them in separate settings. Integrated education is similar to
inclusive education, but it is not ideologically committed to equity and diversity. It involves
placing students in mainstream classes with a few adaptations and resources. However By
inclusion, “All Students” should be included in general education with dedicated special
education support within that classroom. A class that focuses on inclusion which includes
children from disadvantaged and marginalized backgrounds, such as those with disabilities,
children from disadvantaged neighbourhoods, children who work on the street, children from
rural areas, children from minority groups, and so on. So, Inclusive education is a system of
learning that accommodates all children no matter what their physical, intellectual, social,
emotional, or linguistic capabilities.

Key Points
 In segregated schools, special needs of children with disabilities were not met. Due to
their individual needs, they go to be a separate school.
 The separate school is also called Special schools that are found in every country. It can
be a day or residential school, or an institution attached to a mainstream institution.
 There are generally different categories of special schools according to the type of
disability.
 The integration process prepared us well to introduce inclusion and goal of inclusion is to
change the system and not the child directly.
 The concept of inclusive education is a holistic approach to addressing the needs of all
children in the education system, particularly those who are more at risk of neglect.
 The inclusive school is not a "general education" program or a "special education"
program. In fact, it is designed specifically to give every student the best opportunity to
succeed.
 Inclusion involves finding different ways to teach so that children participate actively in
classroom activities.
 Inclusion is creating ways for children as well as between students and teachers in the
school to build friendships, relationships, and mutual respect.
 In an inclusive education system, students are appreciated and accepted throughout their
lives.

Do and Learn
 Discuss the differences between segregated, integrated, and inclusive education in the
classroom.
 Explain how Integrated and Inclusive Education differs with suitable examples.
 Describe four factors that have an impact on inclusive education.

46
  The current schooling system requires inclusive education. Describe why inclusive
education is important.

Self-Assessment
1. Describe the characteristics of Special Education?
2. Explain the difference between Segregation, Integration and Inclusion in your words?
3. What are three types of Special Education with suitable examples?
4. Discuss the disadvantages of segregation and integration system of education?
5. What kinds of Facilities are required in inclusive schools?
6. What are the principles of integrated education?
7. What do you understand by the concept of inclusive education?
8. Describe the difference between integrated education and inclusive education?
9. Discuss some factors causing problems in the way of inclusive education?

References and Suggested Readings

 Barik, N. (2018). ‘Special Education’, [Online] Available
athttps://ddceutkal.ac.in/Syllabus/MA_Education/Paper_18.pdf
 Dixon, S. (2005). Inclusion—Not segregation or integration is where a student with
special needs belongs. The Journal of Educational Thought (JET)/Revue de La Pensée
Éducative, 33-53.
 FERNANDES, A. C. (2010). A critical study of inclusive education in the state of
Goa (Doctoral dissertation, Department of Education, Shivaji University,
Kolhapur).
 Madhya Pradesh Bhoj (Open) University (2020). ‘SECD 01 Inclusive education’ [Online]
Available at http://mpbou.edu.in/slm/bedsede/secd01.pdf
 Miles S and Singal N (2009). The Education for All and inclusive education debate:
conflict, contradiction or opportunity? International Journal of Inclusive Education.
 Ministry of Human Resource Development (MHRD) (2006). Inclusive Education- Draft
Action Plan for Inclusive Education of Children and Youth with Disabilities, New Delhi:
MHRD.
 National Department of Education (1997). Curriculum 2005. Lifelong learning for the
21st century. South Africa: CTB Books.
 NCERT (2000). Assessment of Needs for Inclusive Education: Report of the First
Regional Workshop for SAARC Countries. New Delhi: NCERT.
 Pandey, S. (2018). ‘Course-11 Inclusive Education Block 1 and 2’ [Online] Available
athttps://mangaloreuniversity.ac.in/sites/default/files/2019/Course%20-
%2011%20%20Inclusive%20Education%20%20(English%20Version)...pdf
 Sharma Prem Lata and et.al (2012). ‘Inclusive Education: What, Why and How’, RIE
(NCERT) Mysore, A.G. Suvratheendra Vani press, Geetha Road, Chamarajapuram
Mysore 570 005.
 UNESCO (1990). World Declaration on Education for All and Framework for Action to
Meet Basic Learning Needs. International Consultative Forum on Education for All.
Paris: UNESCO.

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 Lesson-5
INTERNATIONAL FRAMEWORK ON INCLUSION
Suman Sharma

Learning Objectives
On the completion of this lesson, learners will be able to:

 Understand the meaning and importance of 'Education for all'

 Express the importance of the process of inclusion in education.
 Understand the fundamental changes in the process of education.
 Aware about the main provisions of the Salamanca Convention and the Dakar
Convention.
 Understand the importance of development of education at national and international
levels.

Introduction
Education is a lifelong activity, in which a person learns himself and teaches to others according
to time, age, place and need. The history of learning and teaching is as old as human history. For
a person, journey of learning is started since birth. With the development of human civilization,
forms of learning process have been changing continually. For example – In earlier times
education was completely informal but now the process of giving and receiving education has
been divided into formal, informal and non-formal forms etc. Later formal education system
came into existence but getting formal education was not mandatory for all. With the
development of civilization and culture need was felt to bring all children, youth and adults
under the ambit of formal education system for better and effective development of human
society. To get all children, youth and adult involved in formal education system many efforts
have been made at national and international levels.
In this chapter, we will start our learning with the discussion of Inclusion. Basically, inclusion is
a process which include each and every person of society in mainstream. It means an
environment of family in society where every person gets opportunities to participate in various
activities of society according to his abilities, abilities and needs and get suitable and adequate
conditions for development. There should not be any discrimination on the basis of place of
birth, color, physical and mental abilities or language etc. Everyone should be treated equally.
After studying the many conventions and treaties organized worldwide on the subject of
inclusion, the following facts revealed regarding the framework of inclusion:
• All people in the world are equal.
• Human rights must be ensured for all persons.
• There should not be any discrimination with any person in any situation.
• Education is a fundamental right for all.
• Persons with physical and mental disabilities have the right to have an environment with
suitable and adequate infrastructure and essential facilities.

48
Global organizations like UNO, UNICEF etc. have taken initiative to establish inclusion in the
world on priority bases. This inclusion can be established by creating inclusive environment.
National and international efforts have given an empowerment to the voice of marginalized
people. Generally, people segregate from the mainstream of society on the basis of disability,
place of birth, color and language etc. This segregation can be stopped by establishing inclusive
society. Education will play an important role in this process.
Revolutionary efforts are being made at the world level for spreading the education. International
organizations work with the cooperation and coordination of government and non-governmental
organizations. They have made the people aware about the meaning and importance of inclusion.
The positive effect of these efforts has been seen in most of the countries of the world. In the
world community, consciousness of people has emerged on a revolutionary level. All participate
in the processes of achieving education for all through the conventions and treaties being created
at the national and international level. In the present chapter, we will discuss in depth and in
detail about the international conferences which held to ensure ‘access to education’ for each and
every person. This new system exists as an effort to include each and every person in the
mainstream of education and society. We will begin our discussion with Salamanca Conference.
In this conference, the concept of inclusion was included in the topic 'Education for all'.

Salamanca Conference - 1994

In June 1994, representatives of 92 governments and 28 international organizations organized a
world conference on the theme of ‘Education of Special Needs’. It was held in Salamanca in
Spain, so it is known as Salamanca Conference.
Globally this was a next effective step to arrange quality education for children with special
needs, after the International Conference on ‘Education for All’ held in 1990. In the UNESCO
Salamanca Declaration, the United Nations Committee on Education call international
community to make all schools inclusive at the practical and strategic level. This committee
statement talked to ensure the adaptation and inclusion of children with disabilities in ordinary
schools. Every school should give admission to each and every student irrespective of social,
emotional, linguistic and physical condition of student.
All education policies framed at the regional and world level have declared that admission of
children with disabilities should be ensured in their neighboring (closest to home) school (CSI,
2020).
The following impacts of these efforts will be seen in society -

 It will be easier for person with disabilities to avoid favoritism and discriminatory
policies.
 It will be easy to build a society where equal participation can be ensured on the basis of
the strength and capabilities of each and every person.
 A society with equality of opportunities and participation is become the base of a strong
nation.
In the world conference, it was called upon the governments of all the nations to – that all nation
must emphasize on improving the system of education in their territories in budgetary allocations

49
and policies. So that all the children can come to school without any discrimination and
arrangements can be made for their quality education. School should ensure the admission of all
students without considering their physical, mental or social condition. The curriculum of teacher
training programmes should include information regarding person with disabilities. As
identification of student with disability, their special conditions and needs and possible efforts to
fulfil the needs etc. With all these facts special teaching methods for various types of disabilities
should be explored through minor and major projects. It should also be ensured that these
methods will use in daily classroom practices. Education department should take help from govt
organisation, NGO’s and all possible national and international institutes for making the schools
inclusive.
It is necessary to include the person with disability and people who are working for them in all
the committees of prepare acts and plans for people with disability. In all the committees which
have responsibility to implement the acts and plans.
The teachers working in the schools should also be given extensive and intensive training to
address various types of disabilities and to practice the methods of classroom teaching methods
In this conference, international organizations such as UNESCO, UNDP, UNICEF, and the
World Bank were called upon by the world community to establish inclusion.
• All these institutions should provide financial and technical support and resources to
establish inclusion.
• Whenever be a talk on ‘education for all’, will be initiated then there should be a
discussion about education of children with special needs. Time to time teaching-training
programs will be enriched with discussions of inclusion.
• Research work should be encouraged on a large scale on the subject of ‘Inclusion’, so
that accurate and true information can be obtained about the people with disability.
Inclusion and participation in the society play an important role in the chain of living and
developing with human dignity. It is known that inclusion does not mean the establishment of
special schools, but it means the establishment of normal schools according to the special needs
of students with disability as - level of infrastructure and development of other basic facilities. At
the same time, it should be ensured that the school makes itself fit according to the needs of the
children. A child should not need to make any effort to be fit according to the school. School fit
for student and student fit for school, both the facts are fundamentally different.
In order to implement the action plans accepted in the Salamanca Conference at the regional,
national and international level, disability acts and various programmes were created in almost
all countries of the world. Efforts were made to develop accessibility in schools and society. As
accessibility is the fundamental feature of inclusion.
Provisions were made in respect of disability in each area of human development. Various
efforts have launched at different levels for establishing the inclusion by which all people can
equally participate in the activities of society, especially in the field of education.

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Education for All
In the history of world there was a requirement of strong foundation to formulate action plans to
eliminate poverty, eliminate inequality, create new opportunities, and meet the learning needs of
children, youth, and adults. This strong base was created in the ‘World Education Conference’
held in Thailand). This world conference was a historical representation of strong will power of
nations for an educative society.
One of those programs had started at the international level in 1990. This work was launched
with the cooperation between intergovernmental organizations. On the occasion of International
Education Day representatives of 5 international institute 150 nations and other members of
government and non-government organizations were invited for the World Conference on
Education in Jametin, Thailand in 1990. At the World Education Forum conference all nations
unanimously accepted a World Declaration on the subject of 'Education for All' and its action
plan in the year of 2000.
This declaration began with the statement that the learning needs of each and every child, youth
and adults should be addressed. These needs should be addressed in such a way that everyone get
benefit from the educational opportunities created through this proposed action plan. Thus, it is a
comprehensive vision to meet the learning needs of students studying in and out of school. To
ensure the success of this program cooperation will have been taken by the government and non-
government organization in form of possible services, programs and activities etc.
Addressing the basic learning needs means that –
• Availability of opportunities and resources for care and development in early childhood.
• Provision of relevant and quality primary school education for students within and
outside the school system.
• Equal education process, literacy, basic knowledge and life skills training for youth and
adults.
In the preface of this document 'Education for All’ was stated that – we respect the statement of
Universal Declaration of Human Rights that "everyone has the right to education". Great efforts
were made to ensure this right for all. Despite many efforts, a large number of children are out of
school. They were deprived of their right to get quality education. People deprived of education
lacked technical skills and quality in their lives. They were victims of social, cultural and
economic backwardness. In this background, all the nations required a coordinated and organized
effort to ensure access to education to each and every individual.
The coordinated tone of this conference was that –
 We say that - education is the fundamental right of women and men of all ages in all
over the world.
 We understand - that education helps in international cooperation, tolerance,
cooperation in social and economic progress and in creating a safe and healthy
environment for human development.
 We know that- education is absolutely essential for personal and social progress.

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  We recognize that - primary education is the basis of higher education (scientific and
technical literacy). It is a strong base for defining and promoting the development of
traditional knowledge and indigenous cultural heritage.

Objectives of Dakar World Education Conference:

In the conference “Education for All – 2000” (Dakar, Senegal) the following main objectives
were unanimously accepted -
1. Fulfillment of Basic Needs: Every person - children, youth and adults should get a chance to
benefit from educational opportunities. It is the right of each and every child to get proper
environment and facilities for his life and development. The government of the nation should
formulate policies in this regard. Small and large level programs should be organized
especially for underprivileged children. There should be regularity in organizing of these
schemes and programs.
2. Broad Vision and Innovative Resolution: In the 'Education for All 2000' convention, it has
been accepted with great force that by the year 2015, all children, especially all girls, children
from disadvantaged groups and children suffering from any kind of disability, will be able to
get completely free and compulsory education. It should also be ensured that the education
given to the children would be quality education. It has also been emphasized here that the
school, school management committee and all the constituent members associated with
education will also ensure the increasement in total number of enrollment of children in
schools. It must be done in the specified period of time. It also be ensured by the school
system. The children who would get admission in the school should come to the school
throughout the year and do quality learning, The action plan of the schools should also be
effective in the regard of providing quality education.
3. Universal Access and Expansion of Equity: All children, youth and adults must be
provided with suitable and adequate opportunities to learn vocational skills, develop
behavioral attitudes and meet their learning needs to commensurate with their ability. The
student who leaves the school or college by any reason, their learning needs remain
unfulfilled, so some special provisions should be made for such students. It should also be
ensured that all children get education according to their ability. Opportunity should be
available on the basis of equality and equity.
4. Learning Centers: The centers of learning should be expanded. It has been told in the report
of this conference that by the time of preparation of this report, 880 million people all over
the world are still illiterate. In order to reduce this number quickly efforts will be made to
improve the adult literacy rate by up to 50 percent by 2015. It was also determined that all
adults should have equal access to education and there should be continuity in their learning
process. Simultaneously, programs for literacy as curriculum, text content will be prepared.
Trained teachers will be included in the education process and innovations in education will
be encouraged to ensure satisfaction of learning needs.
5. Meaning and Scope of Primary Education: Measures will be taken to minimize gender
discrimination in education by the year 2005 and it has been decided to achieve the objective
of complete gender equality in education by 2015. Along with this, it has also been decided

52
 to prepare various program for increasement in enrollment of girls in schools. Objective
action plans will be prepared to make the enrolment 100 percent, and to give them quality
education. It is important to understand here that it is not necessary only to ensure admissions
of girls in school but also remove barriers (unsafe environment, lack of basic facilities) in the
education of girls. Efforts will have to be made to eliminate the partial behavior of teachers.
Only then the education of girls will be improved and completed.
6. Creating and Expanding the Environment for Learning: All possible measures will be
taken to ensure the quality of education. For this, all possible cooperation will be taken from
the near community of school. To meet the learning needs, it will be ensured at three levels –
at the level of literacy, mathematics level of education and other life skills. Cooperation will
be taken from all possible areas to ensure the quality of education. The education process will
be made so attractive at each level that the student is eager to come to school without any
effort. Students want to study without any pressure.
7. Empowerment of Participation: Measures will be taken to build effective coordination and
cooperation between important pillars of education such as teacher, student, school
management committee, parents and rest of the society. This will develop the relevance and
significance of education process for the benefit of society and community.
Along with this, an action plan will be made to take cooperation from national and
international educational institutions. Efforts will be made to achieve the learning approaches
of education by all possible measures.
8. Mobility of Resources: The financial and human resources should be, whether it available in
the private sector or in the public sector. Redistribution of available resources should be
ensured on an equitable basis of use and need.
Plans should also be made to get cooperation of possible resources and facilities in all areas
from all government and non-government organizations related to human development.
9. Empowerment of International Solidarity: Fulfillment of basic learning needs forms the
base of universal and human development. The spirit of international solidarity has great
importance to remove the present economic inequalities and to build better equality-based
relationships.
Strategies Discussed in the Dakar World Education Conference for Achieving Objectives
The following strategies were discussed in the Dakar World Education Conference to achieve the
set objectives –

 Strong national and international commitment should be followed on ‘Education for all’.
A national level action plan should be prepared for the strengthening of primary
education and investment should also be ensured in it.
 To create a prescribed framework in which, linked to poverty alleviation and
development strategy
 To promote and disseminate the policies of ‘Education for All’ with sustainable and
effective coordination.

53
  To ensure the involvement and participation of civil society in the formulation,
implementation and effective monitoring of strategies for educational development.
 To develop a participatory and accountable system for the governance and management
of education.
 Create a system to address the needs of the education system when it affected by
instability, natural disaster and conflict. Along with this, organizing educational programs
to develop peace, tolerance, non-violence and mutual understanding.
 Use of coordinated strategies for gender establishment in education, which will address
the need for changes in values, attitudes and practices at the level of the whole society.
 To prepare educational programs and action plans to be implemented to address the needs
of the education sector in situations of disaster such as - HIV / AIDS, Corona.
 To create safe, healthy, equitable, inclusive, resource-rich educational environments that
lead to the highest learning for all (learning is clear to all levels of achievement
standards).
 To determine the behavior, trends etc. of levels of standard for occupations of teachers.
 To use new information and communication technologies to achieve the objectives of
‘education for all’.
 To organize systematic monitoring of the objectives and strategies of ‘Education for All’
at the national, regional and international levels.
 To develop and implement techniques seriously to advance the program of education for
all at a rapid pace.
In this way, at the Dakar Education Conference, an accurate and effective program of providing
quality education for all was presented with a commitment, which also got the approval of the
majority of the nations of the world.
The Plan Working Framework, designed to meet the basic needs of children, youth and
adults globally, accepts action plans at three levels –
1. Preparation of individual level action plans in the nations.
2. Preparation of an action plan to cooperate in discussing and working with each other
about issues and resources in the group of nations.
3. Preparation of action plan for taking and giving bilateral and multilateral cooperation in
the community of world.
Improvement in managerial, analytical and technical: There should be an effective
improvement at the level of each nation in the use of technical services and techniques, data
collection, and data analysis capabilities. This will lead to the attainment of truthful and authentic
information at national and international levels. This information will be helpful in making
accurate policies according to the conditions and needs of each region (nation).
Two functions are important for creating an effective action plan and creating a conducive
environment for implementing policies:
 There should be numerical and qualitative improvement in primary education.
 Effective use of the dynamism of the media information and communication to take
maximum advantage of the available opportunities.

54
Cooperation between government and allies can be expanded for effective coordination in the
context of education process and training related work. Continuous analysis of the distribution of
resources among government organizations, NGOs and other partners and their meaningful use
should be arranged.
Sectoral level improvement action plan on priority basis: Each region and nation have its
different needs. And the resources available in each region and the methods and techniques of
using these resources are also different. To satisfy these needs - education should be according to
the needs of individual, time and region and needs of a nation. This will be helping in all-round
development of individuals and the region.
For this, the methods of obtaining, storing and analyzing information will have to be changed
simultaneously. For this each nation will have to be ensured the services of people who have
experience and expertise in a particular area. Opportunities have to be provided to the youth to
gain experience and expertise. Opportunities have to be provided to the youth to gain experience
and expertise.
All regions and states must make efforts to establish and develop linguistic and cultural
prosperity and socio-economic equality through exchange of ideas, resources, messages and
products with each other.
For the quality development and expansion of primary education, it is necessary to organize
possible joint activities among nations. It will get through creating opportunities for exchange of
socio-cultural ideas, sharing of teaching materials and new teaching methods through organizing
joint activities.
The following 6 areas have been identified for cooperation among nations with each other –
1. Personal training point – plan builders, managers, teacher-training researchers etc. are
involved in this.
2. Efforts to improve the collection and analysis of actual and legal information.
3. It is important to have possible qualitative researches in subjects related to education and
human development.
4. Creation, production and publication of teaching materials.
5. Widespread use of various forms of media to meet basic learning needs.
6. Greater use and management of distance education services and facilities.
Global level improvement action plan on priority basis -

 It is a common and universal human duty to ensure the fulfillment of basic needs at the
regional levels by obtaining voluntary cooperation from international sphere.
 To implement measures to enhance national capabilities.
 Provide long-term cooperation for regional and national works.

World Education Forum (Dakar, Senegal, Africa Conference)

The Dakar Conference was held in Senegal, (Africa) in April 2000 with the participation of 1100
delegates. It reiterated once again that ‘education for all is a global effort’. The plan was based
on a review of the level to which the nations were actually able to fulfill the objectives. It seeks

55
to provide quality learning to all children, youth and adults. UNDP, UNFPA, UNICEF, and the
World Bank and other participating nations adopted a comprehensive approach to the subject of
learning and took a pledge to end universal primary education and illiteracy in the period from
2005-2015.
10 years later, in April 2000, in Dakar (Senegal, Africa Conference), it was found that a large
number of nations could not achieve this objective.
UNESCO launched this program till 2015 to meet the learning needs of children.
In April 2000, the Dakar Framework reaffirmed the accepted facts in ‘Education for All’.
UNESCO has made this movement mandatory, as well as coordinating efforts being made in
education. The conference was held in Dakar with 1100 attendees.
Many nations could not achieve the objective of ‘education for all’ which was set in the year
1990. Each nation had different problems for it. Ensure quality of learning for children, youth
and adults.
All the participating nations in the Dakar Convention, along with their government and non-
governmental organizations, pledged to fulfill the objectives of "Education for All - 1990". With
a pledge to meet the learning needs of children. The Forum identified 6 measurable educational
objectives at the Dakar Conference, saying that UNESCO would primarily be responsible for
better coordination and coordination among various institutions and organizations to achieve
these objectives. These 6 objectives are as follows –

 Right to early childhood care and education.

 To provide free and compulsory education.
 Extending life learning skills to youth and adults.
 Raising adult literacy upto 50 percent.
 Achieving gender equality and equality by 2015.
 Improving the quality of education.
To evaluate the progress of each nation in terms of achieving the above objectives, UNESCO
created the EDI (Education Development Index for All). Each objective is rated on a certain
scale. The EDI value is a numerical average of four indicators (above given four objectives are
the four indicators. The EDI (Education Development Index for All) values are expressed in
percentages.
International Framework on Action Plan
Convention on the Rights of Persons with Disabilities and Alternative Protocol CRPD is a
modern instrument in the context of rights of persons with disabilities. CRPD protects economic,
social, political, cultural and civil rights of persons with disabilities on the basis of equality,
inclusion and non-discrimination.
Guidelines for International and Regional Levels

 International cooperation between government and non-governmental regional and inter-

regional organizations can play an important role in making schools inclusive.

56
  International cooperation will be effective for creating new projects and capacity
building.
 It is very important to understand here that only by organizing national or international
conferences or making a legal act, the attainment of education or inclusion for all in the
society will not be established. For this, we will have to be done the work at the level of
revolution. In the society the public will have to be informed about the new provisions;
with it the affected people will have to be involved in the decision-making process.
 There should be proper and adequate management of finance at every level for the
creation of infrastructure and other facilities. For this, coordinated cooperation of
government and non-governmental organizations should be ensured.
 The dream of building an inclusive society will come true only with the concerted efforts
of everyone.

Conclusion
It is clear from the above study that inclusion refers to the creation of such an environment in the
society in which every person has opportunities to participate actively in all the activities of the
society (national, international all) without any discrimination. It plays an important role in
creating such an inclusive environment. Therefore, it is necessary that effective efforts should be
made to ensure that everyone has access to education. It is true that the community of world has
not yet been able to achieve their set goals and objectives, however, through these programs, we
understand the importance of education for the entire human society and keep moving forward
on the path of attaining quality education. The new education policy (NEP) 2020 is a great effort
in this direction.

Key Points
 Inclusion is the process of accepting all individuals in the society on the basis of equality,
in which each person gets opportunities to work and get rewarded according to his
abilities and abilities.
 The Salamanca Conference was organized in 1994. In this conference, the focus was
given on the following points:
 It is the right of all persons to get education.
 In this, it was talked about providing quality education to the marginalized people
in the society.
 No child can be denied admission to school on the ground of his physical, mental,
linguistic or cultural disabilities.
 All children (regardless of their disabilities) will be admitted to their
neighborhood school.
 There is no talk of opening a special school here, but all the children will be given
admission in normal schools only.
 The children will not be ready for school, but the school will have to prepare itself
for the children at the level of resources and infrastructure.
 The Dakar Conference focus on the following points:
 Right to early childhood care and education
 To provide free and compulsory education

57
  Extending life and learning skills to youth and adults
 Raising adult literacy to 50 percent
 Achieving gender equality and equality by 2015
 Improving the quality of education

Do and Learn
 Visit any school near you and try to get information about what efforts have been made
for the inclusion of children in this school? Compare the inclusion efforts made in this
school with the provisions laid down for inclusion in the Salamanca and Dakar
conventions.
 Visit your nearby school and observe. What difference do you find between the facilities
available in the school when you used to go to school and the facilities available in the
school in today's time? Explain in detail why you find this difference in features.

Self-Assessment
1. Explain the importance of inclusion in education by giving the meaning of education.
2. Write an essay on the provisions made for inclusion in education in the Salamanca
Convention.
3. Discuss in detail any five objectives set for education at the World Education Conference,
Dakar.
4. What education strategies were discussed at the Dakar Education Conference? analyze
them critically.
5. On what points do you find similarities between the Salamanca Conference and the
Dakar Conference? write in your own words

References and Suggested Readings

 “EFA Development Index”. United Nations Educational, Scientific and Cultural

Organization. Retrieved 11 Sep 2010.
 United Nations Educational, Scientific and Cultural Organization (2002), EFA global
monitoring report, UNESCO Pub, retrieved 19 October 2015
 United Nations Educational, Scientific and Cultural Organization (issuing body)
(2015), Education for all 2000-2015 : achievements and challenges, Paris UNESCO
Publishing, ISBN 978-92-3-100085-0
 Ainscow, Mel; Miles, Susie (2008-03-01). “Making Education for All inclusive: where
next?”. Prospects. 38 (1): 15–34. doi:10.1007/s11125-008-9055-0. ISSN 0033-1538.
 Jump up to:a b Peters, Susan (September 1, 2007). “Education for All?” A Historical
Analysis of International Inclusive Education Policy and Individuals With
Disabilities”. Journal of Disability Policy Studies. 18(2): 98–
108. doi:10.1177/10442073070180020601.
 Jump up to:a b Sommers, Marc (June 2002). Children, Education and War: Reaching
Education for All (EFA) Objectives in Countries Affected by Conflict. Conflict Prevention
and Reconstruction Unit Working Paper. ERIC. The World Bank, 1818 H Street, N.
Retrieved March 1, 2018.

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 Goldstein, Harvey (February 2004). “Education For All: the globalization of learning
targets”. Comparative
Education. 40:4. doi:10.1080/0305006042000184854. S2CID 14670085.
 (www.dw.com), Deutsche Welle. "UNESCO: 264 million children don't go to school |
DW | 24.10.2017". DW.COM. Retrieved 2018-08-02.
 “Don't just blame the teacher when the system is at fault, says UNESCO”. UNESCO.
2017-10-24. Retrieved 2018-08-02.
 “World Bank warns of ‘learning crisis’ in global education”. World Bank.
Retrieved 2018-08-02.
 Jump up to:a b UNESCO (2019). Global education monitoring report 2019: gender
report: Building bridges for gender equality. UNESCO. ISBN 978-92-3-100329-5.
 UNESCO. 2009. Policy guidelines on inclusion in education. Annex 3 pp. 29-32.
Paris:UNESCO. Retrieved
from: http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.
 https://www.ohchr.org/EN/Issues/Disability/Pages/SDG-CRPDindicators.aspx
 http://humanitariandisabilitycharter.org/the-charter/
 http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
 International Covenant on Civil and Political Rights;
 International Covenant on Economic, Social and Cultural Rights;
 Convention on the Elimination of All Forms of Racial Discrimination;
 Convention on the Elimination of All Forms of Discrimination against Women
 Convention against Torture and other Cruel, Inhuman and Degrading Treatment or
Punishment ;
 Convention on the Rights of the Child;
 International Convention on the Protection of the Rights of All Migrant Workers and
Members of their Families

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 Lesson-6
PERSONS WITH DISABILITY ACT 1995 & 2016
Heena Chaudhary
Learning Objectives
On the completion of this lesson, learners will be able:
● To understand the various provisions of the Persons with Disabilities (PWD) Act 1995
and the Rights of Persons with Disabilities (RPWD) Act 2016.
● To comprehend the role of UNCRPD in promotion of disability rights in India.
● To explain some of the most important aspects of disability rights in India.
● To compare between the Persons with disabilities Act 1995 and the Rights of Persons
with Disabilities Act 2016.
● To describe the importance of both the legislature for the development of People with
disabilities.
● To critically analyse both the Acts from social justice perspective.

Introduction
People with disabilities are vulnerable because of the many barriers they face be it attitudinal,
physical, or financial. Addressing these barriers is within our reach and we have a moral duty to
do so...... However, most importantly, addressing these barriers will unlock the potential of so
many people with so much to contribute to the world. Governments out there can no longer
overlook the hundreds of millions of people with disabilities who are denied access to health,
rehabilitation, support, education, and employment—and never get the chance to shine.
-Stephen Hawking
The Constitution of India ensures equality, freedom, justice and dignity of all individuals and
implicitly mandates an inclusive society for all. Ensuring and promoting social justice to all the
citizens is a primary aim of democratic India. One of the means of achieving this aim is making
the society a platform of equity and justice through inclusive philosophy and practice (Ghai, A.
2015). Inclusion is a way of thinking and practising the democratic principles so that every
individual of the group feels accepted, valued, and safe. A community that adheres to the
philosophy of inclusiveness consciously evolves to meet the changing needs of its members. An
inclusive community respects differences among its members and also contributes in enhancing
the well-being of every member of the community. Our Indian society is immensely rich in
diversity and ‘Disability’ is a fundamental facet of human diversity. Generally, people
understand ‘Disability’ just as a health-related problem rather than socially constructed
phenomenon. In reality it is much more complex than just a health-related issues or body
deformities. Disability is an evolving concept, and it results from interaction between persons
with impairments with the attitudinal and environmental barriers that hinders their full and

60
effective participation in the society (Addlakha, R. 2013). Among the various sections of our
society people with disabilities are the most marginalised group in the world. According to WHO
Report 2013, they have poorer health outcomes, lower education achievements, less economic
participation and higher rates of poverty than people without disabilities. Hence there is a strong
need of a mechanism which will work on all the above stated issues and do serious interventions
to eradicate or eliminate different barriers faced by the persons with disabilities.
A human rights approach to disability acknowledges the rights of people with disabilities and
views social structures and policies restricting or ignoring the rights of people with disabilities as
often leading to the discrimination and exclusion of disabled people. This perspective urges
society, particularly governments, to actively promote the necessary conditions for all
individuals to fully realise their rights (The United Nation, 2006). The earlier emphasis on
medical rehabilitation has now been replaced by an emphasis on social rehabilitation. There has
been an increasing recognition of abilities of persons with disabilities and emphasis on
mainstreaming them in the society based on their capabilities. As each and every person is
significant for ensuring Nation’s Development and people with disability also form an important
part of nation building. According to the Census 2011, in India, out of the 121 Crore population,
about 26.8 million people are disabled which is 2.21% of the total population. Approx 62.32
crore male and 58.76 crore female Indian citizens. Around 79 per cent of the disabled population
lives in rural India, 49 per cent of disabled population is literate and only 34 percent are
employed. Nowadays, when ‘inclusive development’ is being focused on as the suitable path
towards sustainable development, an attentive initiatives are essential for the welfare of person
with disability.
In order to cater the needs of this section, the Government of India has enacted two major
legislations for persons with disabilities viz. (i) Persons with Disability (Equal Opportunities,
Protection of Rights and Full Participation) Act, 1995 (ii) The Rights of a Person with Disability
Act 2016 (RPWD Act, 2016).

The Evolution of the Disability Rights in India

The voices for the rights of person with disability started around 1970s. These demands were
raised by various disability group and individuals. Before any legislation took place, Non-
Government Organisation played a crucial role for the protection of the rights and entitlements of
people with disability, and this provided momentum to disability rights. After huge struggle a
series of protests and petitions the government passed the Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full Participation) Act, 1995 (or PWD Act). It is the first
time that their rights are set comprehensively in a binding force. The evolution of right based
approach reflects the shift that has taken place in the way disability and Persons with disabilities
are seen in past (Addlakha, R. 2013).
Historically, disability has been considered to be a personal condition residing in the individual.
As an individual deficit, the status of “being disabled” has been viewed as the natural cause for
some People being unable to attend a regular school, get a job or participate in social life. When
disability is perceived in this way, society’s responses are restricted to only one of two paths:
individuals can be treated through medicine or rehabilitation (medical approach); or they can be
cared for through charity or welfare programmes (charity approach). According to this old

61
model, the problem lies within the person and people had this perspective that ‘Medical care’ is
the only solution to the disability related condition.
Over the past few decades, there has been an important change in the way disability is
understood. The focus is no longer on what is wrong with the Person. Instead, disability is
recognized as the consequence of the interaction of the individual with an environment that does
not accommodate that individual’s differences and limits or impedes the individual’s
participation in society. This approach is referred as the social model of disability. It believes
that problem lies outside the individual (Alur, M. 2001). Basically, social model holds this idea
disability is a social construct and if a person with disability not able to perform any task then it
is only because of the barriers created by society.
Originally The UN Convention on the Rights of Persons with Disabilities endorses this model
and takes it forward by explicitly recognizing disability as a human rights issue. From this
perspective, the social, legal, economic, political and environmental conditions that act as
barriers to the full exercise of rights by persons with disabilities need to be identified and
overcome. For example, their marginalization and their exclusion from education are not the
result of their inability to learn, but of insufficient teacher training or inaccessible classrooms. A
rights-based approach seeks ways to respect, support and celebrate human diversity by creating
the conditions that allow meaningful participation by a wide range of persons, including ones
with disabilities. Protecting and promoting their rights is not only about providing disability-
related services. It is about adopting measures to change attitudes and behaviours that stigmatize
and marginalize persons with disabilities. It is also about putting in place the policies, laws and
programmes that remove barriers and guarantee the exercise of civil, cultural, economic, political
and social rights by persons with disabilities.

United Nations Convention on the Rights of Persons with Disabilities

(UNCRPD)
The role of UN is crucial in establishing worldwide right based approach for the development of
Person with disabilities. For the first time in the history of Human Rights, a convention is
specifically enacted for the Rights of the most vulnerable section of the society which is known
as ‘United Nation Convention on the Rights of Persons with Disabilities’. It was adopted on
13thDecember 2006 which entered into force on 3rd May 2008. It became the fastest negotiated
human rights treaty which saw a record number of signatures on the opening day itself. It was
indeed the first human rights treaty of the twenty-first century, which represents a major step
towards realising the right of people with different disabilities, to be treated as full and equal
citizens. It stands for promoting and protecting the full enjoyment of all the rights by people with
disabilities and ensuring they have full equality under the law (The United Nation, 2006).
It came like a blessing for millions of people around the world living with disabilities. The major
aim of this Convention is to promote, protect and ensure the full and equal enjoyment of all
human rights by all persons with disabilities. Thus, UNCRPD, 2006 provides us with a
progressive perspective by establishing disability as a major human rights issue. It affirms the
urgent need to look at the human rights of disabled persons who have been neglected by society.
The Convention on the Rights of Persons with Disabilities marks the end of a long struggle by
persons with disabilities and their representative organizations to have disability fully recognized

62
as a human rights issue, which began back in 1981, with the international Year of Disabled
Persons and the World Programme of Action. Another important aspect of this convention is, it
covers a wide range of areas directly related to the lives of People with disability including
health, education, employment, access to justice, personal security, independent living, access to
information, etc. UNCRPD, 2006 is indeed a milestone for setting out right based approach for
people with disabilities and showing the path to other nations for creation of barrier free
environment and respect of the dignity of People with disability.
India showed its immense believe in UN convention and signed it on the same day it was
adopted and ratified it in October 2007. The Government of India stated that, ‘India being a
signatory of UNCRPD, it is now obligatory upon us to incorporate the essence of the Convention
in our planning, implementation, monitoring, and review processes.’ It also mentioned the
General Principles of CRPD and stated, ‘There is an urgent need to review all the four disability
legislations and to amend them suitably to bring them in consonance with UNCRPD, 2006.’(The
United Nation, 2006).
The UN Convention strongly speaks for the education for children with disability and ensures
that these children ‘can access an inclusive, quality, primary and secondary education on an
equal basis with others in the communities in which they live’. As a signatory to the Convention,
India is duty-bound to bring the domestic legislation relating to the persons with disabilities in
accordance with the provisions of the Convention. However, before the adoption of this
convention, India already had four major legislations (The Persons with Disabilities Act 1995,
The Mental health Act 1987, The Rehabilitation Council of India Act1992, The National trust
Act 1999) related to disability. But these instruments have failed on the ground level to protect
the fundamental rights of the persons with disability.
With the help of UNCRPD recommendations we can make a difference to the lives of children
with disabilities by -
❖ Developing the abilities of person with disability and empowering them so that they can
stand up when they experience or witness discrimination.
❖ Building on their understanding of ‘Justice’ as fairness and unfairness so that they can
appreciate that name calling, teasing, exclusion from play and treating other people
unfairly causes pain and unhappiness.
❖ Encouraging them to unlearn any prejudices and discriminatory behaviour they may have
absorbed from the world around them, we can help them grow up to respect and accept
people different from themselves.

PWD (Equal Opportunities, Protection of Rights, and full participations) Act,

1995
The PWD (Equal Opportunities, Protection of Rights, and full participations) Act, 1995 was
enacted to give an effect to the ‘Proclamation on the Full Participation and Equality of the People
with Disabilities in the Asian and Pacific Region.’ The Proclamation was issued in a meeting of
the Economic and Social Commission for Asia and the Pacific Region in December 1992 at
Beijing, to launch the ‘Asian and Pacific Decade of Disabled Persons 1993–2002.’The
government of India has enacted this act for the disabled to take care of the fact that disabled
63
people form inseparable part in nation-building. The Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full Participation) Act, 1995 came into force on
February 7, 1996. It is a major step which ensures equal opportunities for the people with
disabilities. The Act provides preventive and promotional aspects of rehabilitation, like
education, employment, and vocational training, reservation, research and manpower
development, creation of barrier free environment, unemployment allowance, and special
insurance scheme for the disabled employees and establishment of homes for person with severe
disabilities. Basically, this Act consists of 14 major chapters focusing on specific demands made
by the disabled people in order to ensure that the promise made in this Act are honored by the
government.

Key Provisions of PWD Act, 1995

Prevention and Early Detection of Disabilities- The PWD 1995 legislation strongly
emphasized on conducting researches and investigations to ascertain the cause of disabilities. It
also ensures that various measures shall be taken to prevent disabilities. Staff at the Primary
Health Centre shall be trained to assist in this work. It clearly spells out that all the Children shall
be screened once in a year for identifying ‘at-risk’ cases and to spread information among
people, awareness campaigns shall be launched and sponsored extensively. For early detection of
any sort of disability effective measures shall be taken for pre and postnatal care of the mother
and child.
Education-The PWD law conceptualized education as an important tool for the empowerment of
persons with disabilities. It strongly describes that every child with disability shall have the
rights to free education till the age of 18 years in integrated schools or special schools. For the
benefits of children with disability, Act ensures barrier free access, appropriate transportation,
removal of architectural barriers, restructuring of modifications in the examination system, free
books, scholarships, uniform and other learning material. Non-formal education shall also be
promoted for children with disabilities.
Endeavour to promote the integration of students with disabilities in the normal schools; promote
setting up of special schools in Government and private sector for those in need of special
education, in such a manner that children with disabilities living in any part of the country have
access to such schools; Endeavour to equip the special schools for children with disabilities with
vocational training facilities (Sharma, U. and Desai, I. 2002).With regard to teachers it says that
Teacher training Institutions shall be established to develop requisite manpower and well
qualified teachers. Act also clearly spell out that the removal of architectural barriers from
schools, colleges or other institutions imparting vocational and professional training is inevitable.
Employment- This legislation ensures the employment opportunity to all people with disability
for better standards of life. It promises 3% of vacancies in government employment shall be
reserved for people with disabilities, 1% each for the persons suffering from-blindness or Low
Vision, Hearing Impairment, Locomotors Disabilities and Cerebral Palsy. In other words, in all
the government funded educational Institutes and other educational Institutes receiving grants
from the Government shall reserve at least 3% seats for persons with disabilities.
The Act also mentioned that suitable scheme shall be formulated for the training and welfare of
persons with disabilities. It also stressed on creation of non- handicapping, environment in places

64
where persons with disabilities are employed. This landmark act also clarifies that neither
promotion can be denied because of impairment nor employee can be expel or demoted if s/he
become disabled during service. Although they can be moved to another post with the same pay
and condition but cannot be terminated from his/her job.
Affirmative Action- The PWD Act 1995, assures that aids and appliances shall be made
available to the people with disabilities. For building of house, special schools, opening of
business or special recreational centres distribution of land shall be made at concessional rates to
the people with disabilities. For many competitions and job-related things the relaxation of upper
age limit also given to people with disabilities.
Non-Discrimination- This legislation prohibits discrimination in any form and guarantees non-
discrimination. It says that access to all the places of public utility shall be made barrier- free. In
order to eradicate discrimination PWD act stressed that on public building, rail compartments,
buses, ships and aircrafts will be designed to give easy access to the persons with disabilities. In
all public places and in waiting rooms, the toilets shall be wheelchair accessible. Braille and
sound symbols are also to be provided in all elevators (lifts).
Research and Manpower Development- The act strongly promotes research and development
in the area of early detection and prevention of disability, community-based rehabilitation,
advanced assistive devices and on site modifications of offices and factories etc. PWD Act also
provides financial assistance to the universities, other institutions of higher learning, and
professional bodies for initiating research in the field of special education, rehabilitation and
manpower development of Persons with disabilities.
Social Security- Special security is important in terms of providing extra assistance to persons
with disabilities. This Act also sensitive towards creating social security for this target
population. It says that Insurance coverage should be provided for the benefit of the government
employees with disabilities along with unemployment allowance to the people with disabilities
who are registered with the special employment exchange for more than a year and could not
find any gainful occupation. It ensures financial assistance to non-government organizations also
for the rehabilitation of people with disability.
Grievance Redressal-Grievance Redressal system opens a way to justice in case of violation of
any of the rights mentioned in the PWD Act, 1995. If persons with disability came across any
sort of discrimination or violation of their right, in that case they can directly go to the chief
commissioner for people with disabilities at central level and for state level person can approach
to commissioner for persons with disabilities.

Right of Persons with Disabilities Act (RPWD, 2016)

The Right of Persons with Disabilities bill was drafted under the Ministry of Social Justice and
Empowerment in 2014. The Bill was passed by a voice vote after rare unanimity which was
witnessed among the Opposition and Treasury benches in the House. The bill was moved in the
Upper House earlier in December by Social Justice Minister Thaawar Chand Gehlot. The bill
also considers the United Nations Convention on the Rights of Persons with Disabilities (2006)
and related matters. The Indian Prime Minister termed the passage of ‘Rights of Persons with

65
Disabilities Bill-2016’ as a 'landmark Moment’ and said it will add tremendous strength to the
Accessible India movement.
Rights of Persons with Disabilities Act 2016 (RPWD Act, 2016) came into effect by the Gazette
Notification from the Ministry of Law and Justice, the Government of India on December 28,
2016. It received the presidential assent on 27th December and has replaced the Persons with
Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 and
became the law of the land. It took more than 2 decades for the Government of India to finally
enact a law i.e., Rights of Persons with Disabilities Act, 2016.The PWD, 1995 Law aims to
facilitate greater access to public spaces, education, employment, and healthcare, and the
integration and protection of rights, particularly of persons with mental illness or disability. The
good intention behind the passing of this act can be seen from the change in the terminology of
the disability from viklangjan (disabled people) to that of divyangjan (divine gifted). Though
these terminologies have initiated lot of debates regarding calling person with disability, divinely
people.
The new thing in RPWD 2016, Act is, it has recognized intellectual disability and disability-
related to speech and language as a disability which did not have this status in the earlier Act.
This Act is quite comprehensive in terms of including vast variety of disabilities in it. It has
acknowledged new categories of disabilities such as Dwarfism, a muscular dystrophy and blood
related diseases like Thalassemia, Hemophilia and Sickle Cell disease. In collaboration with the
UN Convention on the Rights of Persons with Disabilities 2006, RPWD Act lays down the
following principles for the empowerment of persons with disabilities:
 Creating an environment which help person with disability in nurturing their capabilities
so that they can contribute to the society and in nation’ development at large in a
meaningful way.
 Accepting people with disability as part of human diversity and humanity. Respecting the
difference.
 Equal respect for inborn dignity, autonomy and freedom to make one’s own opinion, and
preferences.
 Ensuring full and effective participation and inclusion in society, letting them their own
decision makers.
 Non-Discrimination on the basis of their inability to participate or performing any task.
 Creation of equal opportunities for all including people with disability to grow and
develop.
 Partnership between various actors, stakeholders and institutions (Civil society, NGO’s
and International Organisations) in order to create a strong collaboration to solve any
issue.

66
Key Provisions RPWD, 2016
Various provision of RPWD Act 2016, are as follow:
Recognised 21 Disabilities- This legislation increased from the existing number of 7 to 21 with
the residuary power of the central government to add more types of disabilities as and when
required. The disabilities recognised by this Act are Blindness, Low-vision, Leprosy Cured
persons, Hearing Impairment (deaf and hard of hearing), Locomotor Disability, Dwarfism,
Intellectual Disability, Mental Illness, Autism Spectrum Disorder, Cerebral Palsy, Muscular
Dystrophy, Chronic Neurological conditions, Specific Learning Disabilities, Multiple Sclerosis,
Speech and Language disability, Thalassemia, Hemophilia, Sickle Cell disease, Multiple
Disabilities including deaf-blindness, Acid Attack victim and Parkinson’s disease.
Reservation-The 1995 law had only 3 percent reservation for the disabled in education
institutions and government while the 2016Act increased the reservation to 4 per cent. Also,
Government funded educational institutions, as well as the government, recognised institutions
will have to provide inclusive education to the children with disabilities. Every child with a
benchmark disability between the age group of 6 to 18 is entitled to have free education.
Percentage of Disability- The Act also clarifies that individuals with at least 40 percent of a
disability are entitled for benefits like reservations in education and employment.
Other Rights and Entitlements- This act provides several rights and entitlements which include
disabled friendly access to all public buildings and establishments. The amendments were made
to include private firms in the definition of ‘establishments’, which was previously referred to
only government bodies. All such establishments have to make sure that persons with disabilities
are supported with barrier-free access in buildings, transport systems and all kinds of public
infrastructure.
Penalty Provision- One of the most significant provision of this Act is the addition of a penalty
for violating the rules of the Act. The 1995 Act itself did not have penal provision. The 2016 act
had maintained that violation of any provision of the Act would be punishable with fine of Rs
10,000. It also maintained that subsequent violations could attract a fine of Rs 50,000 to Rs 5
lakh. Although the bill had the provision for a jail term of 6 months which may be extended to 2
years on subsequent violations, but this idea was dropped during finalizing the Bill.
Guardianship of Mentally ill Persons- The 2016 act has laid down provisions for guardianship
of mentally ill persons. The district courts may award two types of guardianship. First is a
limited guardian who is to take joint decisions with the mentally ill person. The second is the
plenary guardian who is to take decisions on behalf of the mentally ill person, without consulting
them.
RPWD, 2016 legislation casts a responsibility upon the authorities and appropriate
government to take effective measures ensuring the rights and benefits bestowed upon the
person with disabilities. It mandates the government to make arrangements for the person with
disabilities to enjoy their rights equally with others.
Indeed, the Rights of Persons with Disabilities Act 2016 is a fresh breeze for which we have
been waited since 1995 but yes it would not be an exaggeration in saying that though 2016

67
enactment is a fresh start and has answered a few queries but there is a long way to go. To make
it more effective the implementation and executive planning has to be done in a way so that it
will ensure proper development of Persons with disability. The real benefit of the Act would be
possible only if this Act could be implemented in its true spirit.

Limitation of RPWD Act, 2016

The RPWD, 2016 legislation is quite comprehensive and progressive as compared to the
previous legislation, but it also has some limitation in it. The Act is still inadequate in addressing
some of the major problems of person with disabilities. Moreover, at this point it is also
important to mention that the Government of India has not signed the optional protocol of the
Convention. According to which the person who believes their rights as per the UN convention
have been violated can bring their complaints to the UN Disability Committee after they have
exhausted the option of seeking redress from their respective country. This act of not signing the
optional protocol makes the convention weaker as it deprived persons with disability from
seeking legal remedy at international level for the violation of their rights (Ghai, A. (2015).
⮚ The Act has some weak points which will not serve the purpose of the Act, especially in
the case of persons with disabilities suffering from neuro developmental disorders such as
ID, ASD, and SLD.
⮚ The Act did not through any light on the issues of how to assess the severity of Special
Learning disabilities (SLD). This becomes a limitation of this act because courts and
educational institutions requires SLD certificates on various occasions with proper
percentage of disability .It seems that policymakers and expert committee members for
the guidelines overlooked the fact that SLD is also a disorder under neurodevelopmental
disorders.
⮚ Although this legislation includes specific learning disability (SLD) in it but, the
objective quantification of SLD is not devised. The psychiatrists who are key persons in
the diagnosis and management of behavioural problems in children and adolescents are
not included in the certification board (medical authority) for SLD. Instead, paediatrician
is made primarily responsible for certification purpose. This will have far-reaching
consequences on assessment and certification work. Therefore, necessary modification is
required in the Act as far as SLD is concerned.
⮚ The enrolment rate for children with Disabilities is just about 5 percent compared to the
national average of 90 percent. Some of the main challenges which came in the way of
inclusive education in India are no disabled-friendly infrastructure, families are not
supportive, teachers lack training, leadership, knowledge relating to special needs, poor
quality education, lack of proper policies, financing and implementation, lack of public
support for inclusion, and lack of accountability and monitoring mechanisms etc. There is
a need to ensure educational access to unreached children/persons with special diverse
needs.
There is an urgent need to work towards an inclusive education system which shows the path for
all people with special needs to study in a friendly environment. The disabled-friendly education
system, e-learning facilities, special inclusive training for teachers, up-gradation programs for
existing teachers and other measures would make education for all a reality in India.
68
Conclusion
India recognizes the need to take special measures to ensure that persons with disability enjoy
the full range of human rights and fundamental freedoms, live a life of dignity, free from
violence, harassment, discrimination and marginalization. In recent years, there have been vast
and positive changes in the perception of the society towards persons with disabilities. It has
been realized that a majority of persons with disabilities can lead a better’ quality of life if they
have equal opportunities and effective access and rehabilitation measures. Various legislation of
our country are committed to prioritizing efforts to ensure equal access to education,
employment and social security for persons with disabilities.
Although persons with disabilities have always been entitled to the same rights as everyone else,
it is the first time that their rights are set comprehensively through binding force of law. The
development of both the acts reflects the shift that has taken place in the way disability and
Persons with disabilities are evolved and recognized in India. Moreover, programmes,
awareness-raising and social support are necessary to change the way society operates and to
dismantle the barriers that prevent persons with disabilities from participating fully in society
(Addlakha, R. 2013). Furthermore, Recognition should be done to ensure that persons with
disabilities should be treated equal as others on the aspect of human rights and fundamental
freedoms. Persons with disabilities need to be provided with the opportunities to participate fully
in society and with the adequate means to claim their rights.
Embracing diversity and inclusion of PWD in society at large will helps to support other areas
like multi-culturalism and non-discrimination and creation of socially just society. India has a
long way ahead for inclusion therefore, the educational institutions must inspire a vision of a
society that respects every section of the community without any discrimination. On the part of
the judiciary, in the case of Disabled Right Group and ANR. V. Union of India and Ors 80, the
Supreme Court of India had stated that ‘to deconstruct the barriers and oppressive structures
which impede the capacities of persons with disabilities, level playing field is important. To
ensure the level playing field, it is not only essential to give necessary education to the persons
suffering from the disability, but it is also imperative to see that such education is imparted to
them in a fruitful manner. That can be achieved only if there is proper accessibility to schools
and employment where the educational institution is housed as well as to other facilities in the
said building, namely, classrooms, library, bathrooms etc. Without that, physically handicapped
persons would not be able to avail and utilise the educational opportunity in full measure’ (Alur,
M. 2001).

Key Points
 A human rights perspective urges society, particularly governments, to actively promote
the necessary conditions for all individuals to fully realise their rights.
 According to the Census 2011, in India, out of the 121 Cr population, about 26.8 million
persons are ‘disabled’ which is 2.21% of the total population.
 The Government of India has enacted two major legislations for persons with disabilities
viz. (i) Persons with Disability (Equal Opportunities, Protection of Rights and Full
Participation) Act, 1995, which provides for education, employment, creation of barrier

69
 free environment, social security, etc. (ii) The Rights of a Person with Disability Act
2016 (RPWD Act, 2016).
 India has signed and ratified the United Nations Convention on the Rights of Persons
with Disabilities in (UNCRPD) 2007.
 PWD 1995 Act listed out 7 disabilities which are blindness, leprosy-cured, low vision,
hearing impairment, mental retardation, locomotor disability, and mental illness.
 The prevention and early detection, access to education, opportunities for employment,
affirmative action, social security etc. are the main provision of PWD Act, 1995.
 The Rights of Persons with Disabilities Act 2016 (RPWD Act, 2016) is based on the
principles of UNCRPD.
 After passing from parliament RPWD Act, 2016 has replaced PWD 1995 Act.
 Total 21 disabilities are covered under RPWD 2016 Act which are listed out as follow-
Blindness, Low-vision, Leprosy Cured persons, Hearing Impairment (deaf and hard of
hearing), Locomotor Disability, Dwarfism, Intellectual Disability, Mental Illness,
Autism Spectrum Disorder, Cerebral Palsy, Muscular Dystrophy, Chronic Neurological
conditions, Specific Learning Disabilities, Multiple Sclerosis, Speech and Language
disability, Thalassemia, Hemophilia, Sickle Cell disease, Acid Attack victim, Parkinson's
disease.
 Embracing diversity and inclusion of People with Disabilities in society at large will help
to establish a socially just society.

Do and Learn
 Develop school rules for creation of an inclusive environment.
 Make a small video for creation of awareness, sensitivity and empathetic behaviour of
society towards people with disabilities.
 Talk to a few children with disabilities of your locality/ school and discuss the challenges
and difficulties they face in everyday life and also find out their perception of ‘Just
Society/School’.
 Discuss how community service can help children with disabilities to learn barrier free
education.

Self-Assessment
1. What are the main provisions of PWD, 1995 Act?
2. Explain the evolution of disabilities rights in India.
3. Discuss the role of UNCRPD in development of human rights approach in the realm of
disability rights in India.
4. Discuss the salient features of RPWD 2016 Act?
5. Draw a difference between PWD, 1995 and RPWD Act 2016.

References and Suggested Readings

 Alur, M. (2001). Inclusion in the Indian Context. Humanscape, 8(6), 1-8.

70
 Azad, Y.A. (1996). Integration of Disabled in Common Schools: A survey study of IEDC
in the country. New Delhi: National Council of Educational Research and Training.
 Baquer, A. and Sharma, A. (1997). Disability: Challenges vs. Responses. New Delhi:
Concerned Action Now.
 Census, 2011. Government of India.
 Disabled Persons in India – A Statistical Profile 2016, Social Statistics Division, Ministry
of Statistics and Programme Implementation, Government of India.
 Gender, Disability, and Society (Conference), In Addlakha, R., Centre for Women's
Development Studies (New Delhi, India), & University of Delhi. (2013). Disability
studies in India: Global discourses, local realities.
 Ghai, A. (2015). Rethinking Disability in India (1st ed.). Routledge India.
 Karna, G.N. (1999). United Nations and Rights of Disabled Persons: A Study in Indian
Perspective. New Delhi: A.P.H. Publishing Corporation.
 Mastropierl, M.A. and Scruggs, T.E. (2004). The Inclusive Classroom: Strategies for
Effective Instruction. NY: Pearson.
 Ministry of Information and Broadcasting. (2000). India 2000: A Reference Annual. New
Delhi: Publication Division.
 Pandey, R.S. and Advani, L. (1997). Perspectives in Disability and Rehabilitation. New
Delhi: Vikas Publishing House Pvt. Ltd.
 Rao GP, Ramya VS, Bada MS. (2016), ‘The rights of persons with Disability Bill, 2014:
How “enabling” is it for persons with mental illness?’, Indian J Psychiatry, 2016;58:121–
8.
 Sharma, U. and Desai, I. (2002). Measuring Concerns about Integrated Education in
India. Asia and Pacific Journal on Disability, 5(1), 2-14.
 The Gazette of India. No-489, Rules for RPWD Act 2016. New Delhi: Ministry of Social
Justice and Empowerment, Department of Empowerment of Persons with Disabilities.
 The Gazette of India. No-59, The Rights of Persons with Disabilities Act, 2016. New
Delhi: Ministry of Law and Justice; 2016.
 The United Nation. (2006). Convention on the Rights of Person with Disabilities. Treaty
Series, 2515,3.
 UNICEF (2011) The Situation of Children in India: A profile UNCIEF, New Delhi.

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 Lesson-7
REHABILITATION COUNCIL OF INDIA ACT, 1992 AND NATIONAL
POLICY ON PERSONS WITH DISABILITY, 2006
Heena Chaudhary
Learning Objectives
On the completion of this lesson, learners will be able:
● To explain the aims and purpose of the Rehabilitation Council of India (RCI) Act, 1992.
● To describe various functions of Rehabilitation Council of India.
● To understand the different provisions of National Policy for Persons with Disability,
2006.
● To comprehend the role of UNCRPD in promotion of legislation for person with
disability in India.
● To explain the significance of both the legislation for the development of People with
disabilities.

Introduction
Inclusion is a philosophy built on the belief that all people are equal and should be respected
and valued, as an issue of basic human rights. An “unending set of process” in which children
and adult with disabilities have the opportunity to participate fully in ALL community activities
offered to people, who do not have disabilities. (UNESCO—at the committee on rights of the
child, October 6, 1997—Centre for Human Rights, Geneva).
India has a long experience of policy and practice with respect to disability, when the
Constitution of India was framed in 1950, “right to education and work’ was mentioned in
Article 41 and ‘free compulsory education for all children up to the age of 14 years was quoted
in Article 15. However, there were little efforts geared in this direction. The Constitution of India
also acknowledged general state obligations towards Person with disabilities in Article 41, and
the State List under ‘Relief of the disabled and unemployable’ (Basu, 2021). The census of India
2011 depicts that 2.2% of the total population of our country belong to persons with disability
category which accounts for approximately 21.9 million. Out of which 12.6 million are males
and 9.3 million are females. The number of disabled is more in rural areas as compared to urban
areas. In order to cater to this large number of populations, specific measures, such as
employment concessions were introduced from the 1960s. However, it was not until the 1980s
that policy commitment to full participation of PWD in Indian society evolved. Gradually Indian
society realized the need of some substantial legislation for the inclusion and betterment of
people with disabilities. Several key pieces of legislation are: (i) the Mental Health Act, 1987;
(ii) the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full
Participation) Act, 1995 (PWD Act): (iii) the Rehabilitation Council of India Act, 1992 and

72
amended in 2000 (RCI Act); and (iv) the National Trust for Welfare of Persons. With Autism,
Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999 (National Trust Act). In
this chapter we will discuss the two important legislations for the development of Persons with
disability. The very first substantial legislation for persons with disability which is known as The
Rehabilitation Council of India (RCI), Act 1992 and second one is, National Policy on Persons
with Disability, 2006.

The Rehabilitation Council of India Act (RCI), 1992

The Rehabilitation Council of India (RCI) is a statutory body under the Ministry of Social Justice
and Empowerment. It was set up under the Societies Registration Act XXI of 1860 dated on 31st
January 1986 to regulate and introduce uniformity, minimum standards and quality of education
& training in the field of special education and disability rehabilitation. The Rehabilitation
Council of India Act was given statutory status by Parliament on 1st September 1992, and it
came into effect from 22nd June, 1993. The RCI Act is a major move by the Government of
India for quality assurance in the education, training and management of persons with
disabilities. The fundamental aim of this Act is to create an environment which facilitates the
highest standards in human resource development in the realm of disability based on principles
of social justice, human rights and inclusion. It also promises to ensure advancement in the
quality of existing and emerging human resource development programmes in the area of
disability rehabilitation and to address the needs of People with Disabilities across the country.
Under this Act, every rehabilitation practitioner including special educators are expected to
register with RCI after qualifying from Training Institutes recognized by RCI to ensure
maintenance of standards. It also prescribes strict actions against the unqualified people who
were offering services to disabled persons. It provides constitution of the Rehabilitation Council
of India for regulating and monitoring the training of rehabilitation professionals and personnel,
promotion of research in the sector of disability and maintenance of a Central Rehabilitation
Register.
The Ministry of Social Justice and Empowerment, (MSJ&E) which is the nodal ministry for
disability rehabilitation in the country. The Rehabilitation Council of India is the apex body to
regulate training programs and courses focused on persons with disabilities and special education
area. RCI is the only statutory council in India that is required to maintain the Central
Rehabilitation Register which mainly documents the details of all qualified professional who
provide training and run educational programmes for targeted section. It works on identifying
gap in the process of meaningfully rehabilitating persons with disabilities (Kuyini & Desai,
2013). Furthermore, a list of recognized rehabilitation qualifications granted by universities or
institutions in India is also approved by the Rehabilitation Council of India Act. The
Rehabilitation Council of India (RCI) functions under the administrative control of the
Department of Empowerment of Persons with Disabilities, Ministry of Social Justice &

73
Empowerment, Govt. of India. RCI is headed by the Chairperson, who is also the Chairperson of
the General Council and Executive Committee.
Role of United Nation Convention for Rights of Persons with Disabilities
The United Nation Convention on the Rights of Persons with Disabilities widely known as
UNCRPD, 2006 is a largest milestone in the discourse of Rights of Persons with disability. The
Convention has brought the inclusion of Persons with Disabilities to the centre stage for
implementing the provisions of the Convention in its true spirit (UNCRPD, 2006). India has
shown its complete belief in the UN convention and signed it on October 2007. Soon after
signing and ratifying UNCRPD, India has committed itself to harmonize all the domestic laws
including the RCI Act. One of its obligations is to align its legislation, policies and programmes
with the Convention’s provisions. The more comprehensive Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full Participation) Act, 1995 has now been replaced by
the CRPD consistent Rights of Persons with Disabilities Act, 2016 and the RCI has been
attempting to harmonies its law with the 2016 Act. In the year 2000, the Rehabilitation Council
of India (Amendment) Act was introduced and notified consequently by the government of India.
This Act was amended by Parliament in 2000 to make it more broad based. The mandate given
to RCI is to regulate and monitor services given to persons with disability. Accordingly, the
syllabi and curricula of the various rehabilitation courses developed and standardized by RCI are
being continuously revised in order to meet the requirements of the relevant provisions in the
UNCRPD.
With the notification of the Rights of Persons with Disabilities Act, 2016 by the Government of
India, the categories of disabilities have been increased from 07 to 21, thus, enhancing the
responsibility of the Council to make provision for human resource development for all
categories of disabilities notified in the Act. The Council has initiated appropriate action for
including disability specific contents in syllabi of different courses and development of new
courses.
Objectives of Rehabilitation Council of India
1. To regulate and monitor the training programmes in the field of rehabilitation of Persons
with Disabilities.
2. To prescribe minimum standards of education and training for various categories of
professionals dealing with Persons with Disabilities.
3. To regulate these standards in all training institutions to bring about uniformity
throughout the country.
4. To make recommendations to the Ministry regarding recognition of qualifications granted
by universities, etc., in India for rehabilitation professionals/personnel.
5. To make recommendations to the Ministry regarding recognition of qualification by
institutions outside India.
6. To maintain Central Rehabilitation Register (CRR) of persons possessing the
recognized rehabilitation qualification.

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 7. To encourage Continuing Rehabilitation Education (CRE) programme at approved
institutions.
8. To promote research in rehabilitation and special education.
Purpose of the Rehabilitation Council of India
The Purpose of the Rehabilitation Council of India are as follow:
1. The main purpose of RCI is to regulate the training policies and programs in the field of
rehabilitation of people with disabilities. It also intends to ensure standardization of
various training courses for professionals dealing with persons with disabilities.
2. Its motive is to prescribe minimum standards of education and training of various
categories of professionals dealing with people with disabilities and to regulate these
standards in all training institutions uniformly throughout the country.
3. RCI recognize and affiliate the institutions offers various courses in the field of
rehabilitation of persons with disabilities. It also recognizes the national institutes and
apex institutions on disability as manpower development centers.
4. RCI recognize a degree or certificate awarded by foreign institutions regarding disability
rehabilitation.
5. Another major aim of RCI is to promote research and development in the area of
Rehabilitation of persons with disability and Special Education.
6. It aims to maintain a Central Rehabilitation Register for registration of personnel and to
collect information on a regular basis on education and training in the field of
rehabilitation of people with disabilities from institutions in India and abroad.
7. It's intending is to encourage continuing education in the field of rehabilitation and
special education by way of collaboration with organizations working in the field of
disability.
8. It recognizes the vocational rehabilitation Centre as a manpower development centre.
9. RCI is another major propose is to register personnel working in the vocational
rehabilitation centers, national institutes and apex institutions on disability under the
Ministry of Social Justice & Empowerment.
Types of Courses offered by Rehabilitation Council of India
The RCI has recognized about 250 human resource development centers and 56 long-term
professional courses where the special education programmes and other professional courses are
conducted. Until now, RCI has registered more than 30,000 professionals. Followings are the list
of various courses offered by RCI affiliated training institutions and centers-
 Short term Courses
 Certificate Courses
 Diploma Courses
 Degree Courses
 PG Diploma Courses
 Post Graduate Degree Courses

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List of Rehabilitation Professionals
According to RCI Act following categories of Professionals are considered
as rehabilitation professionals.
i. Clinical Psychologists
ii. Rehabilitation Engineers and Technicians
iii. Special Educator
iv. Rehabilitation Therapists and Technicians
v. Rehabilitation Psychologists
vi. Community Based Rehabilitation Professionals
vii. Rehabilitation Practitioners in Intellectual Disability
viii. Hearing and Ear Mould Technicians
ix. Prosthetics and Orthotics
x. Speech Pathologists
xi. Rehabilitation Social Workers
xii. Any other category of Professionals included from time to time
Functions of Rehabilitation Council of India
The rehabilitation council of India performs various functions in order to ensure optimum level
of rehabilitation of persons with disabilities in our nation.
1. RCI recognize the qualifications granted by university and other intuitions in India and
outside India for Rehabilitation Professionals.
2. RCI has power to seek information as to courses of study, syllabi and examination.
3. It has a power to appoint inspectors and visitors in examination to ensure free and fair
functioning of examination.
4. RCI assess and grant approval to different institutions for the training of professionals in
the field of rehabilitation and also facilitate their recognition and its withdrawal in case of
any negligence and non-compliance of duty.
5. RCI ensures minimum standards of education for better learning outcomes for children
with disability.
6. It works for Professional Conduct, time to time edition and removal of names from
Register
7. RCI also performs a responsibility of gathering information, compilation and publication
regarding its working and recent development in Council.
8. It also takes cognizance of offenses and take serious actions against it
9. RCI has a power to make rules and regulations for effective rehabilitation of Persons with
disabilities.
10. It also prescribes the standards of professionals, conduct and etiquette & code of ethics
for rehabilitation professionals
11. Another major aim of RCI is to maintain a Central Rehabilitation Register of all qualified
professionals and personnel working in the field of Rehabilitation and Special Education.
The Rehabilitation Council of India Act, 1992is importantly the first law on disability in the
country. This act came into being to regulate the training of rehabilitation professionals and to
maintain a Central Rehabilitation Register to certify rehabilitation professionals. Thus by this act,

76
the Rehabilitation Council of India has become the apex body to further professional
development of those in the field of disability rehabilitation. This legislation was basically for
regulation, standardization and recognition of training programme in the field of rehabilitation of
person with disabilities.

National Policy on Persons with Disability, 2006

The most broad and comprehensive policy related to persons with disability was brought in by
the Government of India in the year 2006 wherein all kinds of disabilities and its severity is
encompassed along with the mention of role and responsibilities of various agencies. The
opening statement of the policy reiterated, ‘The Constitution of India ensures equality, freedom,
justice and dignity of all individuals and implicitly mandates an inclusive society for all
including persons with disabilities. In the recent years, there have been vast and positive changes
in the perception of the society towards persons with disabilities. It has been realized that a
majority of persons with disabilities can lead a better quality of life if they have equal
opportunities and effective access to rehabilitation measures’ (Alur, 2001). Government also
contributes in this direction by creating necessary policy and other legislation to strengthen the
position of people with disability in society and National Policy on Persons with Disabilities is
one of the example of it. The national policy for people with disabilities, 2006 is a step towards
ensuring a better life to people with disabilities. The initiative by the ministry of social justice
and empowerment, Government of India, came as a welcome change. The main aim of this
policy was to ensure barrier free environment and improvement of rehabilitation services.
The national policy (2006) for persons with disability recognizes that the disables are a valuable
human resource, and they can lead a good quality life if given with equal opportunities. This
policy mainly focuses on rehabilitation of women and children with disabilities, ensuring good
quality inclusive education, providing barrier free access, full participation in society, social
security and advanced research. It also emphasized on prevention of disabilities, improving
rehabilitation services, issue of disability certificates, promoting NGO’s, enhancing the
opportunities for disables in the field of sports, recreation and cultural life, and making
amendments to the existing acts dealing with the persons with disability.
Major provision of National policy on Person with disabilities
Following are the major provisions for the betterment of persons with disability discussed by the
National policy.
Prevention, Early Detection, and Intervention: National policy focuses on early detection and
prevention of disability because in a large number of cases its preventable. Policy calls for
programme for prevention of diseases and the creation of awareness regarding measures to be
taken for prevention of disabilities during the period of pregnancy and afterwards.
Barrier-free Environment: In order to ensure full participation of people with disability in
society National Policy emphasize on creating barrier-free environment. Which enables people

77
with disabilities to move safely and freely and follow their will. The goal of barrier free design is
to provide an environment that supports the independent functioning of person so that they can
participate without hindrance and assistance, in everyday activities. Therefore, public places,
buildings, parks, transportation systems for public use will be made barrier free.
Children with Disabilities: Children with disabilities are the most vulnerable group of our
society and need utter care and special attention. The policy promises to ensure inclusion and
effective access to education, health, vocational training along with specialized rehabilitation
services to children with disabilities. As well as proper right to care, protection and security for
children with disabilities.
Women with Disabilities: The policy lays a strong emphasis on protection against exploitation
for Women with disabilities. It runs special programmes for education, employment and
providing of other rehabilitation services to women with disabilities keeping in view their special
needs. Special educational and vocation training facilities will be setup to generate employability
for women with disability. Programmes will be undertaken to rehabilitate abandoned women
with disabilities by encouraging their education and full, participation in society. The
Government will encourage the projects where representation of women with disabilities is
ensured at least to the extent of twenty five percent of total beneficiaries.
Certification: The Government of India has notified guidelines for evaluation of the disabilities
and procedure for certification. This policy will ensure that the people with disabilities obtain the
disability certificates without any difficulty in the shortest span of time by following simple,
accessible, transparent and disabled friendly procedures.
Research and Development: There is a huge scope of research and development in the area of
disability to ensure increased and active participation of persons of disabilities. Researches will
be supported on their socio-economic and cultural context, cause of disabilities, early childhood
education methodologies, development of user-friendly aids and appliances and other matters
connected with disabilities which will significantly alter the quality of their life along with
society's and govt’s ability to respond to their concerns. National Policy aims to initiate
meaningful research in order to create more inclusive society.
Social Security: The Family of persons with disability bear substantial amount of money for
facilitating activities of daily living, medical care, transportation, assistive devices, etc.
Therefore, this legislation provides them social security by various means. Central Government
has been providing tax relief to persons with disabilities and their guardians. The State
Governments / U.T. Administrations have been providing unemployment allowance or disability
pension. The State Governments will be encouraged to develop a comprehensive social security
policy for persons with disabilities.
Role of Non-Governmental Organizations (NGOs): The NGOs are very important
institutional mechanism to provide affordable services to complement the endeavors of the
Government. The National Policy recognizes this sector as a vibrant and growing one. It has

78
played a significant role in the provisions of services for persons with disabilities. Some of the
NGOs are also undertaking human resource development and research activities. Government
has also been actively involving them in policy formulation, planning, implementation,
monitoring and has been seeking their advice on various issues relating to persons with
disabilities. Interaction with NGOs will be enhanced on various disability issues regarding
planning, policy formulation and implementation.
Sports, Recreation and Cultural Activities: Sports, recreation and cultural activities has a very
positive impact in development of holistic life and sound mental health. Like any other
individual Persons with disabilities also have right to access such activities and facilities. The
policy has taken necessary steps to provide them opportunity for participation of persons with
disabilities in various sports, recreation and cultural activities.

National Policy on Persons with Disability, 2006 and Education

Education is the most effective vehicle of social and economic empowerment. In keeping with
the spirit of Article 21A of the Constitution guaranteeing education as a fundamental right and
Section 26 of the Persons with Disabilities Act, 1995, free and compulsory education has to be
provided to all children with disabilities up to the minimum age of 18 years. According to the
Census, 2011, fifty-one per cent persons with disabilities are illiterate. This is a very large
percentage. As per the National Policy, the Government of India envisages that every child with
disability has access to appropriate preschool, primary and secondary level education by
2020.There is a need for mainstreaming of persons with disabilities in the general education
system through Inclusive education (Ghai, 2015).
Inclusive education happens when children with and without special educational needs
participate and learn together in the same classes. Research shows that when a child with special
educational needs attends classes alongside peers, who do not have disabilities, good things
happen. For a long time, children with special educational needs were educated in separate
classes or in separate schools (Kuyini & Desai, 2013). People got used to the idea that special
education meant separate education. But we now know that when children are educated together,
positive academic and social outcomes occur for all the children involved. We also know that
simply placing children with and without disabilities together does not produce positive
outcomes. Inclusive education occurs when there is on-going advocacy, planning, support and
commitment.
Sarva Shiksha Abhiyan (SSA) launched by the Government has the goal of eight years of
elementary schooling for all children including children with disabilities in the age group of 6-14
years by 2010. Children with disabilities in the age group of 15-18 years are provided free
education under Integrated Education for Disabled Children (IEDC) Scheme. IEDC Scheme
implemented through the State Governments, Autonomous Bodies and Voluntary Organizations
provides hundred per cent financial assistance for various facilities, like special teachers, books
and stationery, uniform, transport, readers allowance for the visually handicapped, hostel

79
allowance, equipment cost, removal/ modification of architectural barriers, financial assistance
for the purchase/production of instructional material, training of general teachers and equipment
for resource rooms.
Under SSA, a continuum of educational options, learning aids and tools, mobility assistance,
support services, etc. are being made available to students with disabilities. This includes
education through an open learning system and open schools, alternative schooling, distance
education, special schools, wherever necessary home-based education, itinerant teacher model,
remedial teaching, part time - classes, Community Based Rehabilitation (CBR) and vocational
education. There will be concerted effort on the part of the Government to improve identification
of children with disabilities through regular surveys, their enrolment in appropriate schools and
their continuation till they successfully complete their education. The Government will
endeavour to provide right kind of learning material and books to the children with disabilities,
suitably trained and sensitized teachers and schools, which are accessible and disabled friendly.
 Make barrier free schools (by including ramp, lifts, toilets, playgrounds, laboratories,
libraries etc.) which will be accessible for all types of disabilities. In other words,
Schools will be made geographically more accessible and disabled friendly services
should be provided in it to ensure barrier free access.
 Children up to six years of age with disabilities will be identified by school system and
necessary interventions made so that they can become capable of joining
inclusive education.
 The medium and method of teaching will be suitably adapted to the requirements of most
disability conditions for that matter a technical and specialized system of teaching
learning process will be made available within the school or to a cluster of schools.
 Sign language, Alternative and Augmentative Communications (AAC) and other
modes as a viable medium in interpersonal communication will be recognized,
standardized and promoted.
 Teaching learning tools and aids such as educational material, Braille, talking books,
appropriate software etc. will be made available. Incentives will be given to expand
facilities for setting up of general libraries, e-libraries, Braille libraries, talking book
libraries, resource rooms etc.
 Course curriculum and the evaluation system for children with various disabilities shall
be developed keeping in view their capabilities. The examination system will be
modified to make it disabled friendly by exemptions such as learning mathematics,
learning only one language, etc. Further, facilities like extra time, use of calculators,
scribes, etc. would be provided based on the requirement.
 There will be a separate mechanism to review annually the enrolment and retention of
the children with disability more specifically girls with disabilities at various level of
school education and higher education.

80
  Various Programmes will be implemented for awareness and sensitization of teachers,
principals and other staff members in all schools in order to create more inclusive
teaching learning ethos in school.
 Parent-Teacher counselling and a grievance redressal system will be set up in the
schools.
 Many children with disabilities, who cannot join the inclusive education system, would
continue to get educational services from special schools. Special schools shall be
appropriately re-modelled and re-oriented based on technological development. These
schools will also help prepare children with disabilities to join mainstream inclusive
education.
 Special Schools presently being supported by the Ministry of Social Justice &
Empowerment will incrementally become resource centers for inclusive education. The
Ministry of Human Resource Development shall open new special schools depending
upon the requirement.
 National open school and distance learning programmes will be promoted to increase
literacy rate among persons with disabilities.
 Model Schools of Inclusive Education will be set up in each State/ Union Territory to
promote education of persons with disabilities.
 In the era of the knowledge society, computers play a very important role. Efforts will be
made so that every child with disability is suitably exposed to the use of computers.
 Adult learning/ leisure centers for adults with severe learning difficulties will be
promoted.
 Three percent reservation for persons with disabilities in admission to higher educational
institutions will be enforced strictly. Universities, colleges and professional institutions
will be also provided financial support to establish a Disability Centre to take care of
educational needs of students with disabilities. They will also be encouraged to make
classrooms, hostels, cafeterias and other facilities in the campus accessible to students
with disabilities.
 Time to time induction programmes and in-service training programmes should be
organised for teachers on issues relating to management of children with disabilities.
Limitation of National Policy on Persons with Disabilities
It has been more than one decade of the drafting and implementation of the policy but this policy
keg behind in many areas. Certain strategies need to be taken for improving the implementation
of the policy as well as increase its coverage.
 The people are unaware, the process of availing the services is too tedious and time
consuming. Primary requirement for availing the services is possessing a disability
certificate which in itself a tedious process. The persons have to travel either to the
medical colleges or to district rehabilitation centers only on the specified dates to get a
certificate issued. This process tends to be highly corrupted thus leaving the poor and

81
 unarmed persons unsuccessful.
 One of the major concerns of this policy was to create awareness among the vulnerable
groups particularly of rural areas regarding the benefits extended to them. The
rehabilitation care is mainly available in urban areas only (Karna, 199). The measures
planned in rural areas need to be strengthened and properly re implemented. ASHAs are
being given the responsibility to ensure that the disabled person gets a comprehensive
care but then it is side-lined by them because of their heavy work burden.
 Inclusive education as mentioned in the document is not enough; we need proper access
to educational institutes as well govt buildings. In many institutes there is neither a ramp
at the entrance nor wheelchair or differently abled friendly toilets. It shows a ground
reality of the provision of ensuring barrier free access (Addlakha, 2013).
 Skill development and vocational training are imparted but it is in doubt that the training
provided will create an opportunity to have a sustainable income. The wage amount is
not defined, and the amount being given in some cases is very less to meet all their basic
requirements.
 The official website gives address to only a few and exact number of available centers is
not mentioned which create lot of trouble for access to information or solving any query
without wasting time in visiting main centers.
The obstacles and backdrops associated with the implementation adversely affect the concerned
agency. Thus, in order to establish sync between policy and the needs of the persons with
disability, implementation strategy needs to be carefully looked at for future planning and future
amendments thereof.

Key Points
 The very first substantial legislation for persons with disability which is known as The
Rehabilitation Council of India (RCI), Act 1992. It’s a statutory body under the Ministry
of Social Justice and Empowerment. It was set up under the Societies Registration Act
XXI of 1860 dated on 31st January 1986.
 The fundamental aim of this Act is to create an environment which facilitates the highest
standards in human resource development in the realm of disability based on principles of
social justice, human rights and inclusion.
 In the year 2000, the Rehabilitation Council of India (Amendment) Act, was introduced
by the government of India to make it more broad-based and comprehensive.
 The United Nation Convention on Persons with disabilities, 2006 has brought the
inclusion of Persons with Disabilities to the centre stage. India is also a signatory country
of it.
 RCI regulate and monitor the training programmes in the field of rehabilitation of
Persons with Disabilities. It prescribes minimum standards of education and training for
various categories of professionals dealing with Persons with Disabilities.
 RCI maintain Central Rehabilitation Register (CRR) of persons possessing the
recognized rehabilitation qualification and promote research in rehabilitation and special
education.
 The national policy (2006) for persons with disability recognizes that the disables are a
valuable human resource, and they can lead a good quality life if given with equal
opportunities.
82
  This policy mainly focuses on rehabilitation of women and children with disabilities,
ensuring good quality inclusive education, providing barrier free access, full participation
in society, social security and advanced research.
 It also emphasized on prevention of disabilities, improving rehabilitation services, issue
of disability certificates, promoting NGO’s, enhancing the opportunities for disables in
the field of sports, recreation and cultural life, and making amendments to the existing
acts dealing with the persons with disability.
 As per the National Policy, the Government of India envisages that every child with
disability has access to appropriate preschool, primary and secondary level education by
2020. There is a need for mainstreaming of persons with disabilities in the general
education system through Inclusive education

Do and Learn
 Analyse school education from the perspective of inclusion of persons with disabilities.
 Find out, what kind of difficulties faced by students with disabilities in higher education.
Also list out what type of rehabilitation they demand for themselves.
 In every five-year National Policy present a comprehensive review of its working,
analyse this review report and write your observations on the development of Person with
disability with special reference to women and children with disability.

Self-Assessment
1. Why do we call RCI a statutory body?
2. What are the main aims and purpose of RCI Act, 1992?
3. Explain the various functions of Rehabilitation Council of India.
4. Discuss the role of UNCRPD in development of human rights approach in the realm of
disability rights in India.
5. What are the main provisions of National policy for Persons with disabilities, 2006?
6. Analyze National policy for Persons with disabilities, 2006 from a human right and social
justice perspective.
7. What is the importance of both the legislature in the development of people with
disabilities?

References and Suggested Readings

 Alur, M. (2001). Inclusion in the Indian Context. Humanscape, 8(6), 1-8.
 Basu, D.D. (2021) Introduction to the Constitution of India, 25th Edition. Lexis Nexis
Publication, New Delhi
 Census of India 2011, Government of India, New Delhi.
 Das, A. K., Kuyini A. B., & Desai I. P. (2013). Inclusive Education in India: Are the
Teachers Prepared? International Journal of Special Education. 28(1).
 Disabled Persons in India – A Statistical Profile 2016, Social Statistics Division, Ministry
of Statistics and Programme Implementation, Government of India.

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 Gender, Disability, and Society (Conference), In Addlakha, R., Centre for Women's
Development Studies (New Delhi, India), & University of Delhi. (2013). Disability
studies in India: Global discourses, local realities.
 Ghai, A. (2015). Rethinking Disability in India (1st ed.). Routledge India.
 Karna, G.N. (1999). United Nations and Rights of Disabled Persons: A Study in Indian
Perspective. New Delhi: A.P.H. Publishing Corporation.
 Ministry of Human Resource Development. National Policy on Education (PoA-1992).
New Delhi: Government of India.
 National Policy for Persons with Disabilities, Government of India., 2006
 National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disabilities Act, 1999.
 NCERT (2006). Including Children and Youth with disabilities in Education, a Guide for
Practitioners. Department of Education of Groups with Special Needs. New Delhi:
National Council of Educational Research and Training.
 Persons with Disabilities (Equal Opportunities, Protection of Rights and Full
Participation) Act, 1995.
 Rehabilitation Council of India Act, 1992, Government of India, New Delhi.
 Rehabilitation Council of India Act, Amendment 2000, Government of India, New Delhi.
 Status of disability in India- 2000, Rehabilitation Council of India, Government of India,
New Delhi
 The Gazette of India. No-489, Rules for RPWD Act 2016. New Delhi: Ministry of Social
Justice and Empowerment, Department of Empowerment of Persons with Disabilities.
 The Gazette of India. No-59, The Rights of Persons with Disabilities Act, 2016. New
Delhi: Ministry of Law and Justice; 2016.
 The United Nation. (2006). Convention on the Rights of Person with Disabilities. Treaty
Series, 2515,3.
 UNICEF (2011) The Situation of Children in India: A profile UNCIEF, New Delhi.

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