Abstract
This paper is mainly to focus the problems faced by the Mentally Disabled children who are attending the normal schools, the difficulties of the teachers who manage them in normal schools, and the stress faced by the parents of those children who are forced to send their children to normal schools as there are no facilities to send them to special schools.
In a developing country like India, whom I represent the special school concept itself is a recent development. In our Block where the population is 1,050,000 the population of the physically disabled is 3,500 and of this 2% are mentally Disabled and 85% are under Educable group.
In a recent survey conducted by our centre in elementary schools in our block, we came across many problems faced by these children, the class teachers, and the parents. Facilities lack even for Normal children. Most of the Teachers have no knowledge about Mental Disability. They do not know how to manage them. The Teacher's Curriculum does not include any lessons about Mental Disability. In this paper I am trying to focus the attention of the authorities on the need for preparing the ground for implementing the new concept of including the excluded in the main stream.
My paper about listening to different voices - How do people with disabilities experience inclusion and exclusion in education in Tamil Nadu, a state in South India.
My paper is in four parts.
Historical Background
In India great importance was given to disabled people in the Ithihas (Ancient History) Persons like Dhrtrarastra, the visually handicapped king, Saguni the minister with physical disability changed the course of the great Epic. Kandari the queen of the king Dhrtrastra lived blind folding her eyes throughout her life, as she didn't want to see the world her husband could not see. The disabled person had the highest position in the society. For us in India the concept of including the excluded is not a new concept. That was in practice from epic age, that is even before Christ was born. But when we talk about inclusive education the scene is a different one. There is total confusion and doubt whether it is possible for us
Inclusive education describes the process by which a school attempts to respond to all pupils as individuals by reconsidering and structuring its curricular organisation and provision and allocating resources to enhance equality of opportunity. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend, in doing so, reduces the need to exclude pupils."
Adapted from Sebba and Ainscow (1996) Quoted by Juddy Sebba and Darshan Sachdev(1997)
India was one of the signatories of the Declaration and Plan of action in the 1990 World Summit for Children. This has resulted in the formulation of policies and strategies, which recognise the rights of children to share in the Nation's economic resources. After this some of the special issues taken were
The early childcare education plan of action included the children with disability. The National Policy of Education (1986) placed a special emphasis on the need to equalise educational opportunities. As a result in India early childcare and education is provided for children between two and a half and six years of age.
Problems of implementing inclusive education in Tamil Nadu
Now we have compulsory elementary school education for both boys and girls. Our state government encourages female education by granting Rs 10,000 (approximately £150) as fixed deposit in the savings bank on the name of the girl who is admitted in 8th standard, the girl will be of 13 years of age. This money can be withdrawn only when the girl is 18 years of age. The recent development is any girl child who is admitted in 1st grade is given Rs 1000 (£20) per year as scholarship. This provision is only for the girls coming from the lower social class whose parents are not educated. This scheme encourages many parents to send the girls to school. The working children's parents are provided with own housing facilities if they send their children to school. In our country, the five-year plan 1991-1996 increased the budget for children with impairment by more than 5 times.
"India supports a major national development programme on the integration of the disabled children in ordinary schools." Mel Ainscow (1997) True Johnson as quoted by Mel Ainscow (1997) " makes a distinction between efficiency and effectiveness. Efficiency he suggests, is to do with "doing things right" and effectiveness on the other hand is about "doing the right thing". This distinction helps us to understand some of the mistakes that have occurred in the special needs field--- as a consequence we have witnessed the development in a number of countries of policies and practices that despite good intention seems to work to the dis- advantage of the very children they set out to serve." Mel Ainscow (1997).
In India we too with good intention we have included the disabled children in the main stream. Many children are attending the regular schools sitting at the backbenches learning nothing. There is no follow-up to see whether these children are really benefiting by this integration. Though the intention is good, the implementation gives a lot of problems for the disabled children. No extra support is provided for the disabled children.
" The struggle to develop compulsory education for the majority of the children takes precedence over meeting the special educational needs of those with disabilities " N.K.Jangina and Anupam Ahuja (1996).
Except in a few states like Kerala our government is still struggling to attain 100% literacy. So the special schools are not the priority of the government. Many voluntary organisations with the help of foreign aid have established special schools. There are many special schools in India but most of them are in cities. Children from villages find it difficult to reach them due to poor transport and cost. Many parents are also not aware of the importance of special education. Since these children are not very productive parents feel it is a waste of time and energy leave alone money investing on them. Parents prefer to spend money for the other children without disability with the hope that they will be there to look after them in their old age.
Parents cannot be blamed for this attitude. Education has become very expensive and if a student has to get into any professional college the parents have to spend a lot of money. Employment is also a big problem. A person just with a degree has no value in the employment market, so every one is after professional degree for their children People fail to pay attention for the disabled child in the family. Unless the siblings are well placed they may not be in a position to spend money on the needs of the disabled child when he becomes older. It is difficult for people who are protected by social security schemes to understand our problems. Parents have to decide the priority. And they always opt for the able child, keeping in mind the benefit for the disabled child. On the other hand .in many cases when parents are willing to send the children to schools the schools have their own reservations to take the disabled children. It is a very sad state of affair that most of the schools have no special equipment to help the disabled children. The doors are so narrow that the children cannot enter the school on a wheel chair. Some argue that the classes can be held under the tree for the children to get access. What about the heat waves and the pouring rain. Some of the schools do not have even one black board for one school to think about providing special equipment for the disabled children.
Now in India most of the educated people have a positive attitude towards disability. Most of the Parents do feel that their child is different but despite economical difficulties they are always willing do the best they can for the children. Culture plays a very important factor. What the parent from the west feels is the best for the child may not be very important for the child from the majority world. We talk about the rights of the children and the freedom of expression, but in my country even today in many families the selection of the life partner is done by the parents. Adults give respect for the opinion of the parents and the parents take major decisions like higher education. People believe in traditional wisdom.
" Traditional wisdom, even though appearing to be in conflict with science may provide as good or better ways of meeting a particular need." Robert Myers (1995).
It is very unfortunate to judge by the western scale and say what is applicable here is possible in other countries without taking into consideration the educational background the policies of the government and the very important aspect the economical situation of the country and what is the priority for the country at this stage. It is a very sad state of affair that the policy makers did not give much thought to these facts before they agreed to adopt Salamanca statement.(1994).
At present I feel we in Tamil Nadu are not ready for inclusive education. We need to pave the ground for it. Many of our programmes fail miserably, not because we did not have the commitment but we do not prepare the community for it. We plan things without changing the policies. In India we do not have a national curriculum for regular school, which cater to the needs of all the children. Only Central government schools have a national curriculum, and only central government staff can send the children to such schools, as their job is transferable. If you take state government schools each state has a different set up. Kerala our neighbouring state has 10 year schooling and in Tamil Nadu we have 12 year schooling. The medium of instruction is the mother tongue and this is different in each state. A child cannot peruse regular school from one state to another. When this is the case with regular schools, what about inclusion? Some one who sees an attractive programme in the west try to bring it back to the country with all enthusiasm and fail miserably. Little attention is given to the most important fact whether it is sustainable, and where do we find the resource. Our education system itself is from the west and we find it very difficult to reform it to suit our children. Even after 50 years of independence there is no reform in education. The medium of instruction in each state is different and we are yet to translate the books in local languages. We have to think seriously about what is good in inclusive education and take only what is applicable for us, and not just imitating and implement a copy of it at home and make things miserable for the disabled children. This is what has happened with special education and also with Psychological testing for children. Now we are trying to find culturally appropriate items to test our children. Let us learn a lesson from our faults.
The real state of implementation
Many disabled children are sent to regular schools out of necessity. When both the parents go for work there is no one to look after the children at home. Employing a carer to look after the disabled child when the parents go for work is not within the reach of the middle class family and the poor can never dream of doing that. The provision of the mid day meals in the schools is another attraction for many of the parents to send the disabled children to regular schools. Usually the attendance in government school is poor, as the educational standard is very poor. These schools admit any child whether the child is able or not. They need numbers to show the officials. If the number do not exceed 100 in an elementary school they will loose the chance of getting free mid day meals. These schools also get free uniforms and slippers for the children.
These schools do not pay any attention for the curriculum to suit the disabled children, they do not pay any attention to any children attending the schools. Many of the teachers are from the local villages and they take up teaching job as a part time profession, to do something when they have nothing to do after the cultivation in their lands. . Miles (1990) quotes an Indian writer referring to his country's primary schools points out that
"Once we have registered that over 50% of the primary schools in our country do not have a concrete structure or drinking water facility or play ground. That 40% of the schools are without black boards, 70% without libraries and 85% without lavatory. All that remains is to wonder how teachers work under these conditions".
This is the condition in most part of my state even after 50 years of independence. It is a very difficult situation for a child with learning disability. If the child is passive and without any behavioural problems the child is allowed to continue in the school upto 5th grade. According to the present government rules in Tamil Nadu no child can be asked to repeat any class in elementary school up to 5th standard. The actual problem starts when she has to find admission in a high school for 6th grade. She needs to sit for an enterance exam to get into the school. Most of the children fail miserably. Many of our schools are result oriented. The better the result, the more the admission, the popular the school. Many of the schools refuse to admit the disabled children, as the teachers have to take extra effort to help these children The parents have no other choice but to admit the children in some English medium schools paying heavy donation. Many of the English medium schools do not get government grant to run the school so they need to depend on the donation collected from the parents. Many of the schools have no hesitation to admit these children but get it in writing from the parents that they will not blame the school for the poor performance of their child. Parents need a place so they agree for this. The programme is not changed for any child, the child has to fit into the programme. There is no hesitation or even a thought to find out whether the child can manage. It is better than keeping the child at home.
In the case of children with learning disability with behavioural problems attending regular schools the condition is worse. No teacher has any time to pay any attention for them in the Classroom. Many of the children mis behave, as they do not understand the programme. There is no help in the class. They start mis behaving to get the attention of the teacher and other classmates. The teachers also do not have any helpers to help the class. The parents are often called by the teachers not for counselling but to get a severe warning about the difficulty in managing the child. After two three warnings the parents are asked to look for admission in another school. Some children have to change schools 3 or 4 times a year. The question is Is it good for a child?
In India almost all the schools are result oriented. Most of the schools are not willing to admit disabled children as teachers have to take extra effort to help the children to get good marks. The government should come forward to give incentives to the teachers who handle disabled children. Even in Government schools where they used to admit the disabled children now show some resentment. As the Government is asking for an explanation from the teachers for the poor performance of the children in the public examination, they too are careful now. They do not want disabled children especially children with learning difficulty in the schools. The only way they can send them out is by marking them absent for 50 days and dismiss the child. No one pays any attention for the feeling of the child who is dismissed for no fault of hers. The teachers are also under stress. According to the Tamil Nadu Government order, The student teacher ratio is supposed to be 40: 1 but in many schools it is 50:1.When she has to manage 50 children crowded in one class where is time and energy for the teacher to mange the 5 to 10 disabled children in the class. As Miles (1985) puts it
"The regular school programme is too difficult for them and the size of the classes make it almost impossible for such children to receive the kind of individual interaction they need in order to progress at school."
The way forward.
Inclusion is the crying need of the hour. But it should be launched with caution, imagination and resourcefulness. A successful inclusion programme requires a concerted effort by teachers, schools, parents, families, and the community.
"Special needs education does not exist in isolation" States the final report of the (1994 Salamanca Conference.) " It can only be understood and developed in the context of its community".
In India we have different language in each state and we still do not have a common national language though Hindi is considered to be the National Language, the South States are still against it. Every state is ruled by a different party and they need to come together to form any national policy on education.
Disabled peoples organisation and the parents associations have high-lightened important issues in relation to inclusive education.
The UN Standard Rules on the equalisation of opportunities for persons with disabilities (1993) Education rules 6 states:
"When ordinary schools cannot yet adequately make provision, special education may be aimed at preparing the student for inclusion in the main streaming. State should aim for gradual inclusion, in some instances, special education may be appropriate for some students."
What ever be the policies of the government it is always a question whether our Government is ready for the expenditure to introduce inclusive education in the national level. Is it not time for us to think about an alternative for this. The community-based rehabilitation have been spreading through out the world since 1980's But we have not given serious thought to it. The recent definition of CBR complied by UNESCO, WHO, and ILO is.
"CBR is a strategy within community development for the rehabilitation, equalisation of opportunities and social integration of people with disabilities. CBR is implemented through the combined efforts of disabled people themselves, their families, and communities through appropriate health education, vocational and social services ". The philosophy is very much about "Supporting disabled children and adults within their own communities and promoting their inclusion and participation in the society, supporting attendance in the local schools. Inclusive education as a strategy contributing towards the ultimate goal for promoting an inclusive society."
Inclusive education is more than schooling. It in corporate a range of strategies within a community or society to ensure that all children have equal access to education. The education will equip them for life as part of that community and which will help to develop their potential. So why not we try community based rehabilitation which has the same philosophy and strategy, which is very practical for the majority world.
The child to child approach can also be of great help in preparing the community for community based rehabilitation. If children are equipped with the clear knowledge about disabilities we can be sure that they will contribute a great deal in changing the attitude of the present society and build a society with understanding where we need not talk about inclusion. There will not be any one in the future society who is not part of the society. Children are the major population of the majority world so why not approach them for help and include them in the great task of including the excluded. But for all these we need to prepare the community, and till we do that is it not advisable on our part to continue the special schools and give better service for the disabled children. I strongly feel that we need to have a strong foundation first before we build the structure. Let us not close down all the special schools and make life miserable for our children. We can think about inclusion in a phased manner.
References
Ahuja, A. Jangina,N.K,( 1989 ) Teacher Development Initiative to Meet Special needs in the Class room- Making it happen, UNESCO, Paris.
Ainscow,M. ( 1997), Special Needs in the Class room- A Teacher education Guide, Jessica Kingsley Publishers, England
Miles, M. (1985). Children with Disabilities in Ordinary schools, National council of
Miles,C.(1990). Special Education For mentally handicapped pupils, Mental Health Centre, Peshawar.
Myres, R.(1995). The Twelve Who Survive, High Scope Press, Ypsilanti, Michig
Sebba, J. and Sachdev, D. (1997). What works in inclusive education, Barnardo's, Essex.
he Convention on the rights of the child, (1989) UK committee for UNICEF, London.
TThe UN Standard Rules (1993).
The Final Report, World Conference on Special Needs: Access and Quality, Salamanca, Spain (1994.)
The Joint Declaration WHO, ILO, UNESCO (1994).
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