 Hello, I welcome you all once again to my channel Explore Education. I'm Dr. Rishmi Singh, Assistant Professor of the Department of Education at Suskanna Girls to the College, University of Allahabad. And this time, I'm going to discuss with you all a very important topic that is education for the disabled or disadvantaged exceptions. You can say this topic is the extension of the previous topic that is the equality of educational opportunities. When it comes to the equality of the disabled and the disabled, you will have to do some special provision for those who have a problem. That's why we have to provide them with a special provision. Why? Because they are disabled and they have to be brought together. That's why we have to provide them with a special provision. So this is what we have to talk about. The background of this is that no thought was given to the education of children with disability. A group that went by default and did not receive explicit attention even in the Constitution, that is Article 5. That is, when the constitution was written, then this group was left out. It was not thought about the disability of the disabled. What will happen to their education? It has taken us 50 years to realize that all children up to the age of 14 should be educated regardless of the disability of any type. So, as you can say, in 2009 or 2010, when the RTE came, when they said that they have to take everyone, no one has to be left out. When this law became a law, then we can say that it took us about 50 years to realize that all the children up to the age of 14 should be educated regardless of their disability. The first prominent reference was made by the First Ever Comprehensive Education Commission, recommended placement of the disability children as far as possible in ordinary schools. That is, if we look at the reports of our commissions, then we get this for the first time in the Education Commission where it says that the disabled children, look, now that they are called Divyaan, but this is an old document, old literature, then you will get a disabled handicap. Even the National Policy of Education in 1986 had an education of the handicapped. So, you will have to see what time it is written so that you can use this word. So, the Education Commission said that the disabled children should also be placed as far as possible in ordinary schools. Why is all this happening? Because even in the International Policy, everything is going on. We are working on the rules. So, we have to change our policies accordingly. The international community woke up to its responsibility and the period 1983 to 1992 was declared as the UN Decade of the Disabled. Meaning that the international community understood their responsibility. And the period 1983 to 1982 they called it the UN Decade of the Disabled. Meaning that the United Nations will work for the disabled in this period. The World Conference on Education for All EFA that how many times we have talked about this. I mean, I think this is being quoted 50 times. World Conference on Education for All EFA. Which happened in 1990 because when we were talking about inclusive education, when we were talking about special education, when we were talking about integrated education, we talked about this all the time. So, the UN Decade of the Disabled for All EFA set that learning needs to be provided for disabled people and they have to reach equal access to education. We talked about the equality of education and opportunity. What did we talk about? That we have to provide the equipment of the disabled. We have to provide the equipment of the disabled. We have to provide the equipment of the disabled. So, for those who don't have the opportunity to do something for them, they will be able to reach them. So, all this is happening because the equality of educational opportunities can be achieved. Then, there was another Salamankar declaration in 1984 and the World Summit for Social Development in 1995 which told us to make this strategy that you are universalization of primary education in the case of disabled ones. For disabled people, you have to make all of them universalization of primary education. This is the Salamankar declaration of World Summit of Social Development. It proclaims that every child has a fundamental right to receive education and therefore he or she must be allowed to achieve and maintain an acceptable level of learning. That is, all these declaration say that every child's fundamental, basic right has the right to get education so that they can achieve and maintain learning. Inclusion is anchored on the fundamental human right to education for all. Now, you should also remember UDHR in 1948. What is UDHR? Universal Declaration of Human Rights. Now, I am talking about human rights in the United States. So, they have opened an inclusion that we all have to do something and no one has to leave it. The United Nations Convention of the United States, Article 24 has said that it has strengthened the global shift, that is, the whole world to think in a different direction, to be aggressive, to think in a different direction. Inclusion, that is, you have to include all of them as well as disadvantaged, disabled by mandating. He has made this decision, you cannot deny it. He has made it mandatory for state parties to improve their education system and they will have to follow some measures to fulfill the rights of the youth from disability and to provide quality, inclusive education. India had expressed. What did India do? It was an international background. It is a national background. India had expressed her commitment by including a full chapter on the education of the handicapped in the national policy of education in 1986. She wrote a full chapter on education of the handicapped and said that for the children with disabilities she had made a lot of announcements and the focus was that you have to include them in the general schools. She said that you should train the ordinary teachers so that they can handle the special children with different kinds of disabilities, impairments and normal classrooms. She said that you should teach them in normal schools. Who teaches in a normal school? What are you going to do? You will not have so many disabled children in your class. So you should train them so that they can tackle any disability or impairment. NCRT has also trained on special education. The enactment of the Rehabitation Council of India came to India in 1905 and the persons with disabilities came to the act in 1905 and she also said that disabled children should be educated which was already neglected. Let's talk about milestones. In 1905 the persons with disabilities act has equal opportunities, protection of rights and full participation. It's one of the key acts which provides for education, employment, creation of barrier-free environments, social security etc. She said that the social security and barrier-free environment has equal opportunities for education. In 1999 she enacted the National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act. The victims of autism who are suffering from Cerebral Palsy and who are retired and who have a lot of problems have created this act for them. In 2005 I have discussed the NCF 2005 and you can read it how to tackle learnings, diversity and disability. In 2006 she adopted the National Policy for Persons with Disabilities and she published the opposition paper by the National Focus Group on the Education of Children with Special Needs. In 2008 she introduced the RTE Act in 2009. She said that she would include children of 6-14 years up to 14 years in any form. In 2016 she introduced the RPWD Act in 2005 and the RPWD Act in 2016 extended the Act and she introduced recommendations. In 2018 she introduced the Samagra Shiksha in which she covered the criteria in which she taught that we will try to give universalization in totality. In 2020 she introduced the NEP IE Act. In 2020 she introduced the RPWD Act. In 2016 she introduced the RPWD Act. And she said that she will participate in the regular schooling process. That she will also participate in the regular schooling process. For that she will go from the foundational state to higher education. She said that you should create the school's cluster leadership government's commitment bridge equity and participation gaps in education especially for socio-economically disadvantaged groups RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act RTE Act