 Hello, I welcome you all once again to my channel explore education. I am Dr. Rashmi Singh Assistant Professor Department of Education is this kind of girls to be college University of Allahabad and it is my email ID. It is not showing properly here. It is rashmissing23.lucknow at the rate gmail.com. And today I am going to discuss the topic under the main headings of you can say special education or integrated education or inclusive education. The term inclusive education has been evolved from special education through integrated education and nowadays it is called as inclusive education. And the topic of today's discussion is NPE 1986 and integrated education. Okay. And the lecture will be useful certainly. Look, we are talking about this special education, the same education, the same time education, right? You call it inclusive education. So we have already talked to you that this term was first called special education. It was integrated from special education and now it is known as inclusive education after integrated education. So when this and a lot of our national education policies continue to be made, commissions continue to be given, recommendations continue to be given. So everyone has said somewhere that it is acceptable that these types of children also get education. This is their right. So we have to keep this in mind that when NPE 1986 came, that means when the national education policies came in 1986, then the usage of inclusive education was not there. The term of inclusive education came after that. That is why integrated education has been used. Okay, this is what you have to take care of. So we, which is in your course, in your syllabus, you have to study in such a way that all the commissions committees are still sitting. What kind of institutions, special education or diversity of education or diverse learners' needs are given according to them. So generally, national education started in 1986. Then you have to study what POA 1992 said, that is the program of action, the follow-up program of NPE. Then we have to study PWD Act which is Persons with Disabilities. What did he say in 1995? Then I came to the National Curricular Framework in 2005. How did he take steps to cater to diversity? So we are starting with NPE 1986, then POA 1992, PWD Act 1995, National Curricular Framework in 2005. Okay, so we should always keep in mind that in 1986, when the national education policy was made, how did he see the issue of special education? And did he keep in mind that in the next 10-15 years, how will we educate these children? So you should keep this in mind in the background. So what did NPE say? NPE stipulates that wherever possible, education of children with locomotor handicap and other mild handicaps will be common with that of others. They are saying that it is logic behind this, because our country doesn't have so much money that we can spend so much on education. Then it is more expensive to open a special school, because you need a complete building, infrastructure, special teacher, etc. So he said that wherever possible, if there is a small handicap, it is difficult to walk around. If there is a mild handicap, then you should teach it with normal children. The children with severe handicaps are proposed to be enrolled in special schools. They are saying that if there is a problem, you should enroll them in a special school, with hostels and district headquarters. Appropriate arrangements for pre-school preparation for the handicapped children and vocational preparation in common with others as well as in special vocational centres have also been advised. They thought that pre-school preparation will be done for them and for them, vocational preparation will be done for them. Then what did they say? The implication is that there will be a system for identification, diagnosis and assessment of the handicapped for placement in schools. So we have to decide that they will go to a normal school, special school or any school. So what should we do first? Identify them, diagnose them, what is the problem with them, what is the handicap with them. And then we have to place them in which schools they have to go to. The handicap children will be prepared for education under the ECCE. It involves definition of the degree of handicap under different degrees. They are saying that the children who are like this, they have to be educated under the ECCE, which means Early Childhood and Care for Education. They are saying that you should diagnose them and tell them what degree of handicap they have and define them. This is what NPE 1986 is saying to us. Then it is saying process formulation. This process will be carried out in such a way that there are so many children with such a mild and severe handicap. At that time, the handicapped or handicapped are not being used anymore. You can call them Debyeang or Debyeang Jan. You cannot call anyone handicapped or mentally retarded because it does not seem good. But this is being used because it is written in the policy. Assuming that about 2 million disabled children will require education in special institutions and with the improvement of health services, nutrition standards, mother care and effective measures to prevent disability. They are saying that about 2 crore disabled children are not being used anymore. They will require special education in special institutions. They need to improve their health services, their nutrition standards and mother care. So that we can stop disability. The ideal scenario for education of the handicapped is universalization of primary education along with other children. They are saying that universalization of primary education is the goal of UPE. They are saying that you have to give primary education to the handicapped. They are saying that you can make 6 to 11 years old children up to 1990. Everyone will get primary education and 6 to 14 years old children will get primary education in 1950. They are saying that it was a vision of this policy. In the next 4 years we will give 6 to 11 years old children including handicapped. They will get primary education and in the next 5 to 4 years we will teach all children up to 6 to 14 years old. It will however require a war footing effort. They are saying that you will have to join the youth this way. Why? Because the coverage at present is not more than 5%. At present, when in 1986 the National Education Agency was formed, it would have done a survey. It would have done a data analysis. It saw that there was not more coverage than 5% and we are saying that we need to achieve this much. And the process of providing educational facilities, particularly in special schools, required large resources. There will be a lot of resources and it will take more time to consume because of the requirements of special educators and other specialists. Because you need special educators to teach these special children in special schools. You will also need a lot of special skills. The alternative scenario refers to universalization of primary education. For children with severe handicaps, synchronized with the goal of health for all by 2020-2080. In the UPE for the LH and other mildly handicapped children to be covered by 1995-1995. They are saying that in case of learning handicaps, mildly handicaps, you should give them primary education by 1990-1995. But for those who have severe handicaps, you should give them 2000. They have taken over 5 years that we will give primary education to everyone by the next 5 years. This was said by NPE in 1986. They are saying that the enrollment of LH and other mildly handicapped children in their retention in common schools will be increased by 25% each year during the current plan. They are saying that in the current plan, we will increase 25% every year so that we can retain these children in the common school. So, what will they do for that? They will organize an advocacy program for administrators and teachers in the common school system. Because common schools generally wanted to give admission to these children. They wanted to give admission so that they could get educated. We don't have such a facility. We don't have special teachers. So, they said that you should run an advocacy program in which administrators and teachers should give admission to these children who only have learning handicaps and a mildly handicapped child. Then, including training component on the management of this group of children in the massive in-service training program of teachers. The in-service training of all the teachers is going on. When they are serving, their training is going on. Your beard is pre-service training. You are already given education before going to the service. In-service means that you have gone to the service and then you are being educated. So, they are saying that we should get such a training component in their in-service training for their teachers. Then, they are saying orientation program for the administrators and supplementing the same through distance learning channel. They are saying that you should orient the teachers. Why? Because the LH and mildly handicapped children can be a part of the common school system. This was the vision of NPE 1986. So, what else can we do? Development of expertise at the SERT diet, sub-divisional and block levels for providing supervisory services to the teachers managing this group of children. They are saying that the SERT and district Institute of Educational Training is going on. You should develop such expertise so that they can go and supervise the teachers who deal with these kinds of children. Then, development of alternative learning material. If you have a severe handicap, you cannot teach the same learning material to the normal students. So, what will you have to do? You will have to develop alternative learning material. You will have to sensitize the teacher as well. You will also need a teacher's handbook to understand how to manage these students. Then, supply of additional equipment or adaptation for pre-vocational and vocational courses in the common schools. They are saying that if you have vocational courses and pre-vocational courses in your schools, you will need additional equipment because these students will not go to vocation. If they go to any other vocation, then there should be equipment for that as well. Or, how to adapt to the normal equipment so that these students can do it as well. Then, development of psychological services at the district level for the assessment of disability. Who is the person who will tell us about the degree of handicapped children? We will also need psychological services for that. Mobilization of support from the Health and Welfare Ministry wherever necessary. That is, we will also need help from the Health and Welfare Ministry at times. Then, what did they say? They said that all this is under the process formulation. What they are saying is that they believe that by 1990, by 6th to 11th, by 95th, by 6th to 14th, by 2000, how to provide universalization of primary education to everyone? For that, all this is going on that they will do this, they will do this, they will do this. This was a thought in the policy in 1986. They said that it is suggested that there is a team of at least 3% there. The CRT level 3 at the diet level and at least one each at the sub-divisional and block levels will be provided adequate training. They said that they will supervise people. So, they are saying that at the CRT level, at least 3 people on the diet, 3 people on the diet, and at the sub-divisional and block level, at least one person is adequate. That means, you should provide education. It involves training of about 6000 education officers at the sub-district. So, they took out the data of the sub-district. So, they said that at least at least at the sub-district level, we will need 6000 education officers who have been trained. An outreach program covering all the teachers during the remaining 3 years as a part of the massive teacher training program will be undertaken. MHRD through its agencies like NCRT, NEPA, Regional Colleges of Education may undertake addition and modification of facilities for the personnel training. They are saying that what should we do with MHRD? Now, you must know that MHRD is called Ministry of Education. Earlier, Ministry of Education was called MHRD. Earlier, Ministry of Education was called Ministry of Education. You must know that. So, when the MHRD came in 1986, they said that all the facilities such as NCRT, NEPA, RIEs, Regional Colleges of Education should be modified so that you can train the teachers. The welfare ministry and health department are to provide prosthetics and the services for the diagnosis and assessment along with the district rehabilitation centers. DRC means District Rehabilitation Center. So, you should provide the health services to those who have been trained in the district. So that they can diagnose and assess. Okay. Then, the revision of IEDS team. NPU1960 said that the integrated education development scheme needs to be revised. The current IEDS team needs revision even in view of the NPU1960. Last year, when we saw the education, we saw that the integrated education development scheme needs to be revised. The Ministry of Human Resource Development immediately appointed a committee to review the scheme and revise the scheme. They are saying that MHRD needs a committee to be revised. So, what should be revised? The provision for vocational education of these children may be made along with the Dars in the common school with the plus two stage. It is additional machines with modifications and safety system wherever necessary will have to be provided for this purpose. They are saying that vocational education needs to be provided to the children. So that they can engage in vocational education after 10 plus 2 education. If they can do that, then what should be done? Documentation of innovative and successful experiments relating to educational provision for these children should be undertaken by the NCRT. NCRT should also disseminate these innovative practices to the educational institutions. They are saying that if you have brought a new chart in your institution or experimented it successfully, then a lot of children will be able to do well after doing it. They are saying that NCRT should document such experiments. NCRT should also document. NCRT should be kept safe. NCRT should also be kept safe. In fact, it should be provided to other educational institutions. They are saying that if you are successful in doing such experiments, then you can also do it. What can be done? In the revision of the IED scheme, the tools for the psycho-educational assessment and diagnostic tools for identification of learning problems are conspicuously missing. They are saying that there is no psycho-educational assessment or diagnostic tool. The learning problem of other children is being identified. Nothing is happening. NPE has said that NCRT should do this work on a priority basis. Why is NCRT being said again and again? Because this is the National Council for Educational Research Training. This is why it is being said again and again that NCRT should do this work. It should not only develop such tools, but should also encourage other organizations to translate and end up in regional languages. They are saying that NCRT should not make such tools. All the institutions should also predict that they should make it, translate it, translate it, implement it. Whatever regional languages we should implement in our language, it will be a worthwhile to develop psycho-educational resource center at NCRT. Why is NCRT not being made a psycho-educational resource center that should work in this way? This should procure the available tests, identify areas in which new tests are required and promote development. The National Institutes for Handicap may also be associated with this work. NICH is writing about this. National Institutes for Handicap is saying that it should also help to diagnose what kind of disability it is. Education of children with motor handicaps and other mild handicaps in common schools needs to be augmented. It is already said that the more people absorb motor handicaps and mild handicaps in common schools, then they talked about education in special schools. If we are talking about learning handicaps and mild handicaps, you should absorb them in common schools. But those who have severe handicaps and have such problems that they cannot study in normal schools, they will not be able to study in special schools according to that. Now what we are talking about is that they will not have to study in a normal school. That is why they are saying that special schools will be established at the district and sub-district levels. So until they are worthy to study, they will not be able to study in normal schools. Special schools will be established at the district and sub-district levels. It was felt that composite special schools may be established to start with. This decision is based on the geo-scatter of the population of disabled children, reluctance of the parents to send children to schools located at distant places. Sharing of specialist staff like like therapists and psychologists to support the educational efforts, utilization of vocational centres for pre-vocational and vocational courses of the children in school as well as for pre-habilitation courses meeting the needs of multiple students. They are saying that you will open a special school according to that. You should have some data. They are saying that the data will be based on the distribution of disabled children. Reluctance of parents to send children to schools located at distant places. They do not want to send their children there. They should ask themselves if there is a special school to become a special school or if there is no school to become a special school. They will be asked to create a special school to create analysis and research for special school in any area or any kind of need. They will be asked to be made a special school and then spending lakhs of rupees will be wasted. He says, wherever you open a special school, you must open vocational training centers. Because you know that you can't excel in your studies. At least teach them a course. The rehabilitation council should be requested to give recognition to this training program so that the incumbents can get jobs throughout the country. Not only do you give them vocational training, but they are also saying that the rehabilitation council should give recognition to these courses. So that when they graduate from that school, they can get a certificate and get a job as well. Wherever necessary, recognition from the NCTVT and NCT may be obtained. Okay? They should recognize all the special schoolings that are going on in this institution. Then, assuming that each special school will require 8 to 10 special teachers, about 3,500 to 4,000 special teachers will be required during the current print. They are saying that they will need so many teachers. So, who will do this work? They will do MHRD, Ministry of Welfare, UGC, NCRT, RIEs, National Institutes of Handicap, Selected University Departments of Special Education. See, there will be many departments in the university where there will be a special education department. They will do it. So many people will train together. They are saying that the in-service training courses may be organized by the National Institute through its regional centers and the regional colleges of education in collaboration with the SCRTs. They are saying that all the in-service training programs are running for special education. Apart from this, you will only need teachers. You will need psychologists. They said that they will do 4,000 psychologists. At least two doctors in each district need to be specially oriented to the task of assessment and re-adaptation of the handicapped children. And that is their orientation in such a way that they can do research, study, and make the children understand what kind of research they have. In addition, you also need other staff. Who needs physiotherapists? You need occupational therapists? You need speech therapists. It is difficult to speak to a child. So, you need to study. And the Health Ministry and the Welfare Ministry should coordinate with each other and organize the training of professionals in such a way. The efforts may be coordinated through the Rehabilitation Council of India. And they are saying that all the efforts will be coordinated with the Rehabilitation Council of India. Okay. Then, what will you study in a special school? You will also think about who will make the curriculum. The curriculum of these schools should be modified taking into account the specific learning problems around the particular handicapped. You will have to see how the children are going to make the curriculum. So, according to the learning problems that are arising from the particular handicapped, you will have to make the curriculum. For example, the limitation of the blind child for science practicals, the limitation of the deaf child to study more than one language needs to be adjusted in the curriculum. These are two. Okay. They are saying that if it is difficult to see the child, then how will you do the practical of science? You will have to limit it somewhere. Similarly, if it is difficult to hear the child, then you cannot give the knowledge of more than one language. Caution should however be exercised that these students should not miss the curriculum component that they can. The National Institutes of Handicap and NCRT should develop the curriculum and make available curriculum guides and teachers handed to special schools. Okay. So, in this curriculum, NCRT and NIH should be created and a guidebook should also be made for the teachers who are teaching them for their guidance on how to teach them. Okay. Then what you will have to do? Flexibility in examinations is a must for severely disabled children. There are many children with disabilities. So, you cannot say that you will have to come on a date or date. You will have to provide flexibility. Evaluation guides and tools for educational assessment should be made available to the schools. NCRT, which has the expertise in the technology development of such tools and the National Institutes, which have the expertise in disability, will collaborate to produce this material. And who will make this evaluation guide? Who made it? NCRT and NIH made it together with their expertise. This is all written in NPE 1986 in its policy document. This is the policy document of NPE that I am sharing with you. There is no other word in it. The use of technology in special education should receive attention. Okay. See, you did not pay attention to this. It is time of 1986. Technology has arrived. So, they are saying that how can you improve your special education with technology? How can you make it better for learners? It involves modification, adjustment, and adaptation of the equipment and material in the Learning Resource Center. All the LRCs that are going on, Learning Resource Center, you can modify it, adjust it, adapt it, adapt your equipment with whom? With technology. The Department of Electronics, MHRD, and Ministry of Healthcare may collaborate to produce such material for improving learning opportunity for the handicapped. For example, if there is blind handicapped, then there is a braille, there is advanced version of it. If there is deaf, then what can be used? You can use all these things with technology. For example, adaptation and add-on in the computer, scripted TV and video for the deaf, etc. needs to be taken up so that the handicapped persons also utilize the opportunities available for each student. The weakest link in education of the handicapped in special schools at present refers to the lack of supervision due to the absence of infrastructure for maintenance of standards of special education in the institutions. They are saying that the weakest link is the education of handicapped children. They are saying that lack of supervision is not to supervise the infrastructure or absence of the handicapped. Who will set the standards? Who will see all this? They said who can do this? The Ministry of Welfare and M.H.R.D. co-operatively can do this. And research in education of the handicapped in the Indian socio-cultural milieu should be taken up immediately. We should also do research on how these children's education should be established. Who will do this research? NCRT, ICSSR, UGC, NIH. We should promote this kind of research. And what is said about monitoring and evaluation of the data-based regarding education of the handicapped is very big. There is no data at all. No one is going to tell us what kind of disability is there in this area. What is the demand of the children? What is the need? So these steps will be taken for strengthening the information system. First, what is the right information? Who will do this? The Ministry of Welfare, the Ministry of H.R.D. should do this. They should monitor the progress of education of the handicapped in special schools and in common schools respectively. Those who will make special schools for handicapped are doing this work. And those who are studying in special schools and are studying the handicapped children, what kind of research is going on with them. So an integrated information system will be located in the MHRD. Further, the periodical educational survey carried out with the NCRT will improve data on education of the handicapped also. They are saying that the educational survey from NCRT should have this kind of data of the handicapped children's education. MHRD and the Ministry of Welfare should provide evaluative studies. As well as NCRT, NEPA, University Departments of Education and University Departments of Special Education through qualitative studies should be done. NCRT and NIH should develop an evaluation design in which the quantity as well as the qualitative aspect can be incorporated. So many things NPE has taken integrated education because there are many materials so I have read it a little early. You can take a pause and read it by reading it. So you have to see that since 1986 the term of inclusive education has not been used anywhere. Is it used for integration or is it used for special education or is it used for special school or is it used for handicapped. Then they took the vision that they have to do this so they made a plan for that. What to do, give vocational training for M.H.R.D. and Ministry of Welfare should be trained together to make NCRT curriculum be flexible, be a psychologist, be a therapist, be a speech therapist, be an occupational therapist then you say that you should become a vocational centre so you can recognize Rehabilitation Council of India. So many things were thought but you will know that if everything was done on the grass root level then it becomes a very good situation. But the sad thing was that it was not possible because it is a very big country and there are many organizations in the system, not just in the person so things are not possible but the work was good and there was no shortage. So this is your history of NPE 1986 in the year 2020 but you should know what NPE 1986 said with special education So thank you and don't forget to like and subscribe my channel Explore Education Done from my side