 Hello. I welcome you all once again to my channel Explore Education. I am Dr. Rushmi Singh, Assistant Professor, Department of Education, SS Khanna Girls, University of Allahabad and nowadays I am discussing the various topics and issues under integrated education or inclusive education. So today I am going to discuss recommendations and policies of program of action on integrated education. Okay, in the lecture will be in bilingual mode, you can get the learning material in English and its explanation in Hindi and it must be useful for various teaching examinations as well as for your general awareness and for your regular BA, B, A, D and MA Ahmed courses. Okay, so first of all, we are going to talk about the education of the time, the education of the specific, inclusive education and in this we have mentioned the NTE that the national education that came in 1986, it saw a lot of things from special schools that we have to cover so much, which is a little mild handicap, you should study it in a normal school because we don't have so much money, not so much resources that we can go to a special school, then the severely handicapped should be given to special education, special schools and then they talked about training, they talked about vocational education, rehabilitation council of India, they talked about recognition so that they can get a job and a lot of things like that. So you know that NTE 1986 came, after that a program of action also came, that how much it means on the grass root level, how much cargo it was, what is the situation like in 1986, they are celebrating in 1981, so 4-5 years have passed, so the situation has gotten so much better, is there any work or not, so in that way POA has put all the NTE points on it, so the POA program of action is telling the present situation first that what is the situation now, then it will recommend that how can you do it better, so he said that the evaluation of special schools and the scheme of IEDC has revealed some gray areas, he said that the special schools that he did, that he did, he found that this is going on a little bit wrong, it is not going on properly, what is IEDC, integrated education for disabled children, so he is saying that the general education system is not yet mobilized to a noticeable extent for education of the handicapped either at the central or the state level, he is saying that the education system is not noticeable in the state level, you can say that it is wrong to notice that it is wrong, it is not right, it is wrong. Inputs from different schemes, he said that he took a lot of schemes such as CBR, based rehabilitation, DRC, disability resource center, ECCER, you know ECCER, early childhood care and education, non-formal education, adult education, vocational and technical education etc. are not being brought together for the education of the physically handicapped, he is saying that the physical handicapped children are not working together for all these schemes, some states are still reluctant to implement IEDC while some are implementing it rather indifferently, he is saying that some states are still reluctant to implement IEDC and they are doing it in a very sad way, few NGOs are active in rural areas, he is saying that the NGOs working in rural areas, the standard of education in special schools needs improvement, he is saying that the education system in the special schools needs improvement. Facilities for the education of children with multiple handicaps are yet to be developed, he is saying that those children who have multiple handicapped, they are facing a lot of problems, facilities are still to be developed for them. The early detection and intervention programs so essential for education of these children have yet to be started, it was said that we will detect them early detection, look, as soon as you detect the handicapped, as soon as you detect the handicapped, properly under the intervention program, you can do better, you can get better results, he is saying that it has not yet started, the goal of UEE for this disadvantaged group would remain an unachievable dream unless concerted and urgent results are taken, he is saying that the universalization of elementary education, that is, your primary education, elementary level education, the goal of all the handicapped is for this group, for this group, the disabled children, they are a very distant dream, they are very appropriate dreams, we cannot reach them until we do not put a complete war footing effort, so this POA has started this from the beginning, that what is the present situation? After the present situation, now comes the review perspective of NPE, that is, what NPE had said and how POA is seeing it. As part of its concern for equalization of educational opportunities, the NPE 1986 focuses on the needs of children with disabilities, because NPE had said that we will focus on children with disabilities, we will destroy all of them, the NPE 1986 recommended an integrated education in general schools for children with locomotor handicaps and with other disabilities, it was the same that the locomotor handicaps are a little bit of a motor handicaps, mild disability, you teach it as an integrated education in general schools, and orientation and pre-service training of general teachers to meet special needs of these children, and what do you do as a general teacher, I am not talking about a special teacher, why? Because you are teaching this a little bit of handicapping in general schools, so it is said that the general teacher, give it pre-service training and orientation and then the vocational training was discussed, the establishment of special schools for severely disabled children, and the encouragement of voluntary organization in these tasks, this is what NPE had said about integrated education, but we have already said that the term of inclusive education has come in the late 1990s, so NPE is not using the term of inclusive education, which came in the literature in India's special education, then the POA suggested a pragmatic placement principle, it postulated that a child with disability who can be educated in general school should be educated in general school only and not in a special school, okay, NPE was saying that pragmatic means, what does pragmatic mean, because our goal is successful, when will the goal be successful, if it is a little bit of handicapping, don't teach it in a special school, even those children who are initially admitted to special schools for training and plus curriculum skills should be transferred to general schools once they acquire daily living skills, communication skills and basic academic skills, they are saying that those who have some severely handicappedness if they study in a special school for a few days and become like daily living, they are able to communicate and they are getting basic academic skills, then you give them general education in general schools okay, so what was the target for achieving equalization of educational opportunities i.e. to get equalization of educational opportunities children with disability should have access to quality education comparable to other children he is saying that the disabled child who has any problem he should be given quality education just like other children however considering the financial resources likely to be available during the eighth plan, the targets for education of disabled children would be as follows so we will have to see that it was going on for the eighth bunch of years so he said that according to the financial resources he set two goals first, that children who can be educated in general primary school i.e. those children who have some nominal difficulties and those who can study in general schools, he set two targets for them that we will make them universal enrollment by the end of their ninth five year plan i.e. every child's enrollment should be done and what else? Enchewing achievement of minimum level of learning through adjustment and adaptation of curriculum and teaching to special needs he is saying that we all have a minimum level of learning i.e. minimum 3 hours of reading, writing, arithmetic we will give them the minimum level of education i.e. we have to adapt and adjust the time and according to the special needs teaching so these are the targets for them that we will have to study in general primary school and those children who are required to be educated in special schools and special classes in general schools are set for them he also said that we will make them universal enrollment by the end of their ninth five year plan and enchewing achievement of level of learning commensurate with their potential i.e. as much as they have the power and the ability to reach there we will ensure their level of learning we will not talk about the minimum level of learning here because it can be more difficult for the children so these are the two targets set by P.O.A.M and what else? reduction of drop out rates at power with adult children i.e. we will try to reduce their drop out rate providing access to disabled children to secondary and senior secondary schools with resource support and making special provision for vocational training of these children he is saying that we will not only support them on primary level but also on secondary and senior secondary level and we will try to give them vocational training what else we will do? we will reorient and reorient the teacher education program so that they can deal with these special children and we will do reorienting adult and non-formal education programs to meet educational and vocational training needs of persons with disability i.e. the adults who have such problems and they are getting education from the adult education program so we will reorient the teachers to deal with them differently okay that is the target set by P.O.A.M then when we set the target, we will have to set a strategy to find the target so what did P.O.A.M say? the strategy of area specific and population specific micro planning for UEEs equally relevant for this disadvantaged group i.e. we will have to see what is the population in which area what is the type of disability what is the specificity we will plan accordingly what kind of school we want we will send the child to a general school how we will send the child to a special school then planning for UEE and adult literacy at all levels center, state, district, block and project everyone will be involved then the educational needs of these children can be done at school i.e. not only in the center but in every level and education of children with disability will be a component in the training of educational planners and administrators as well as pre-service and inter-service teachers they are saying that these disabled children they should be in the training of educational planners and administrators and the diet of your district institute of educational training which is IASC institute of advanced studies in education which have been provided facilities for this component will have to pay particular attention to this aspect of teacher training they have to make such a component which can be included in teacher training while drawing up schemes for strengthening SCRT SCRT sells for education of the handicapped may be considered as an advisory i.e. it should be done everyone should get it it should be on food and diet whether it is IASC whether it is SCRT state council of educational research and training is like NCRT NCRT is national and SCRT is state everyone should get it and what he said whatever government policies are going on he will take care of this that there are some disabled students how to cater their needs as you would know after SCRT operation blackboard means that in every primary school at least one blackboard or two teachers he said that the material that is supplying under the operation blackboard see that that special child's needs are not being fulfilled so if you have such a micro planning that in that area where you are going to supply special child's that operation blackboard material you have to take note of architectural adjustment that you have to come very slowly you have to be slippery if you have a lot of building then you have to lift it special schools need to be opened in the districts which have no special schools facilities where there are no special schools open and go and the education of the handicapped should form an essential component in all externally assisted basic education projects being implemented or proposed to be implemented everyone will have to keep the concept of special education in their minds what else did he say that your IEDC was going on Integrated Education for Disabled Children what will he say in that? that the POA 1986 target of increasing enrollment of children by 25% per year was achieved as enrollment of disabled children in general schools increased from 15,000 to 30,000 he is saying that the enrollment of them will increase every year in this way if there will be so much burden then how to get it he is saying adequate allocation of resources the resources you have allocation of them whatever you need provision for education of persons with disability should be made an integral in externally assisted basic education project the external assistance programs should also be the main then as much as your operation centrally sponsored scheme is going on whether operation blackboard is going on vocationalization of education whether NFE is going on you will keep provision of education of disabled children and what will we do? coordinated implementation of schemes i.e. whatever scheme is there it should be in a context whether it is CBR community based rehabilitation ECCE, VRC, IEDC coverage can be increased this would require coordination among ministries, departments of health, welfare, education women and child development and labour if there are so many ministries and departments they should work together health, education your three and hair development mantras and shram mantras all should work together and what should we do? the NGOs have to be encouraged implement IEDC particularly in rural areas the NGOs involved in other educational activities will be encouraged to work in this area also the NGOs working in other fields you should also motivate them to work for disabled people after that your POE should give vocational training it will not work without vocational training you should definitely teach them some courses so that they cannot accept any employment so the ministry of labour said that they will give vocational training for CTS your apprenticeship training scheme CTS, separate vocational rehabilitation centre VRCs 3% of the seats for admission to ITIs under the CTS and ATS are reserved for candidates who are handicapped but have aptitude and are otherwise fit to undergo the required training it is said that as much as your ITI is used in CTS and ATS you should give 3% reservation in admission no one will take any handicap but they have aptitude and can learn then it is said that Ministry of Welfare under NIH should give them more vocational training then it is said that the department of education will also encourage voluntary organizations working in the area of vocational education and training for the handicapped CIVE, central institute of vocational education will provide support to vocational training programs for the handicapped through teacher training it is said that as much as something is going on in the government sector take care of all these components that they have special education special child, disabled child for the handicapped child you have to keep an intent a component and all the schemes of vocational training coordinate with each other and work for their betterment that is all it is said and education and training of teachers when you train and orient all in service teachers should receive awareness input on education of children with disability orientation programs when you give them orientation then you should orient them that if your class has a child then how will you deal with them considering the large numbers to be covered the IGNU and NCRT should plan credit courses on special education for the handicapped general teachers to meet special needs it is said that the coverage is very big how should we cover it it is said that the IGNU and NCRT should make such credit courses in which sorry I am tired in which the general teacher how will he deal with special needs and special child you should make a credit course for that okay then the special teachers that the NIH National Institute of Handicapness and its regional training centers have built up capacity to train single disability teachers for special schools they will deal with single disability for that you should train them efforts will be made to promote special education units in university department of education special education unit should be so that the teachers can deal with multi category disabilities and content and process how will you do it content and process means what will be your priority what will you say what will you say what will you say what is your target what you have to go to the grassroots level it is said that child centered education including special needs in the classroom being developed at the NCRT will be made available by May 1990 in 1912 it is said that take half of it in 1913 but NCRT says that you have made a guideline for child centered education and what you have to do curriculum and instructional material adjustment for guideline and what you have to do achievement of minimum levels of learning by children with my disability should be so that you can ensure it and what is said that board of examinations will have to provide adjustment and adaptation of flexibility to the children who have handicap and what you have to do you have to do adjustment and adaptation and what is said that NICRT learning aid equipment like braille audio visual material development and after doing so much it is said that how it will be monitoring how it will be evaluated that an inter departmental committee should be set up at the state and central levels for monitoring it is said that inter departmental i.e. after meeting many departments make inter departmental committee like Rajji and Kendra in training centers vocational training, curriculum, guideline everything is going well and in addition, regular visits by the officers of the MHRD, NCRT, RIE and field officers should lead to status report in the highest positions in NCRT we should also visit regular visits and evaluation studies by external agencies, universities conducting courses on education and rehabilitation of persons in specific areas, will be commissioned by MHRD in the Ministry of Welfare MHRD and Ministry of Welfare will work on monitoring and evaluation so much planning is so successful where are the problems how can they be removed because this is part of your birth part of your population so they have the right to provide facilities so in 1901 POA has been supported okay this way I have covered the recommendations and policies of program of action 1992 on integrated education and I have covered almost all points only few points have been left because it has become already very lengthy so it will serve your purpose and thank you and don't forget to like and subscribe my channel Explore Education done from my side