Structural Changes in Govt. Schools with NGOs on Board to ensure disabled children actually learn

Dear colleagues,

Please refer to my earlier post titled 'Delhi Govt. focuses on students with disabilities in Govt. Schools- thanks to Working Groups with NGOs'. Here is an updated report on the project by Shreya Roy Chowdhury of TNN, wherein the 6 working groups have moved ahead on many areas and the Delhi Govt. is hoping that through these interventions, the children with disabilities enrolled in govt. schools will actually learn:

6 new working groups for kids with spl needs (Times of India)

Shreya Roy Chowdhury | TNN | Updated: Sep 22, 2016, 12.04 AM IST

New Delhi: Through a number of interventions, Delhi government is hoping to ensure that disabled children in its schools actually learn. Taking disability-sector NGOs on board, the Directorate of Education has established six working groups to address different aspects of education for such kids—teacher training, aids and resources, even "structural changes" in the administration. "Disability mapping" is on the cards and on September 15, the government issued a list of 14 schools in different school districts where accessible "resource centres" will be built.

There are about 20,000 'children with special needs' or CWSN in Delhi government schools. The Right to Education Act's insistence on inclusivity and accessibility has increased enrollment but activists argue the system is not up to scratch. Now, even the government agrees. The minutes of a June 2016 meeting organised by the government with NGOs says, "The issue of mismatch of expertise of Special Education Teachers (SETs) and needs of CWSN was raised. Disability mapping of CWSN should be the first step." The meeting was attended by directorate officials and representatives of many organisations.

"The special educators are single-disability trained. We have offered to train in cross-disability and inclusive education so that they can help children and teachers," says G Syamala of Action for Ability Development and Inclusion.

The DoE's meeting minutes explain that each working group will include two NGOs (or institutes) and one department official. One will work exclusively on learning disabilities — help identify children who have them, "finalize...tools for assessment of learning disabilities", "provide lucid instructions for...teachers", "prepare training module for assessment of these children."

Another will develop teaching aids. There'll be a central resource library in every zone — 29 libraries distributed over 13 school districts. These will serve as repositories of resources for special educators, teachers, parents and the kids themselves. The All India Confederation of the Blind has offered to work with the Delhi Bureau of Text Books to producing Braille and large-print texts.

Members also agreed on developing "zonal resource centres" — essentially one school in a zone capable of extra support — for children "with severe disability." This, however, doesn't mean more 'special' schools — fundamentally contrary to the idea of inclusion. "Recipient[s] of these services (CWSN) will study in their schools" and the centres will offer "specialized services". Major changes to the administration are also being considered including creation of special posts to implement programmes and monitor.

The AICB president AK Mittal has sent the DoE a list of other suggestions including "orientation and mobility" training for the visually challenged, "expanded core curriculum activities" for disabled children and "school-mapping for the placement of special educators."

Goa Board to offer Custom Syllabus for Students with Disabilities

Goa Board offers custom syllabi option for special kids

Gauree Malkarnekar,TNN | Mar 6, 2014, 02.11 AM IST

PANAJI: Children with special needs will now have their syllabus from Class IX to XII modified to their individual needs if they find it difficult to cope with the curriculum in force. The academic council of the Goa Board of Secondary and Higher Secondary Education has approved an improvised scheme for special children to be implemented for 2014-15.

Under the modified scheme, once a child is certified for a disability, the institution along with the child, will have to decide if he or she is capable of taking up one of the existing courses of study offered by the board or if a new course based on the primary structure of the syllabus will have to be framed by bodies of the board to meet the individual student's need.

"If a particular student is unable to sit in the classroom because of his or her disability or there are other such issues, a separate syllabus can be framed under the new scheme to meet the child's individual needs. The benefits of this revised scheme have now also been extended to higher secondary students," Goa Board chairperson Jose Remedios Rebello said.

The Individualized Educational Plan (IEP) will include a description of the individualized curriculum for academics and skills, specific objectives, teaching learning strategies and assessment procedures.

The revised Goa Board scheme lays more stress on assimilating children with special needs with regular school students.

"High school teachers of regular schools are already being trained under the Central government's Rashtriya Madhyamik Shiksha Abhiyan (RMSA) to sensitize them to recognize the needs of special children in a regular class. Goa Board's modified scheme will require regular teacher training programmes to include at least one module on types and characteristics of disabilities and observation of these characteristics in students. Training programmes will be organized for existing teachers," Rebello said.

The revised scheme requires that special children too be assessed through continuous evaluation and the format for it will be drawn by the board of studies.

The board will also certify special children answering the Class X and XII public exams differently stating their level of disability, the subjects selected, the mode of assessment and the level of performance (preferably through grading).

Students with disabilities will be provided with some general concessions like decreasing their writing load by setting objective type questions, allowing verbal responses for children with writing difficulties, overlooking directional mistakes in maps in geography, awarding marks for the method employed in mathematics, pardoning the errors in calculation arising out of writing numbers in the wrong order, evaluating the content of answer rather than the syntax or structure and spelling errors and allowing point-form writing etc.

Source: Times of India