1. Add a new post for each significant policy, act, or event in inclusive education in India

2. For each post:

   • Enter the year in the designated field

   • Provide the policy/act name

   • Skim read the relevant document uploaded on Moodle and describe the key provisions and impact of the policy or legislation

   • Add any relevant image or links or data from which you gathered the information

Note : Please ensure accuracy of dates and information. Each entry should focus on one specific policy or act.

• Elementary education as a fundamental right in terms of access, enrolment and retention

• Monetary support of Rs. 1,200 child/ year (calculated according to the number of CWSN in the district)

• Zero rejection policy

• Bridge gender and social gaps; but the focus is on CWSN (maybe because there’s relatively more need for training and skill development)

• At a school level, we need to showcase the reality of what it is to live in society. 

• 3% vacancy should be reserved for CWSN - grants provided by the govt.

• Prioritises teacher’s orientation to work with children, parents and community (pre-service and in-service)

• Inclusive education should be included as a topic in education courses in all degrees and diplomas 

• Braille equipment and training workshops are provided

•Key Provisions –

a. Expanded definition - The Act increased the number of recognized disabilities from 7 to 21. It included conditions such as ASD, SLD, and acid attack survivors.

b. Inclusive education - It emphasizes IE for children with disabilities at all levels. It mandates the provision of reasonable accommodation, individualized support and teacher training.

c. Social Participation - Includes the right to vote for persons with disabilities.

d. Reservation in education and jobs - increased reservation in higher education from 3% to 5% and in government jobs from 3% to 4% for persons with benchmark disabilities.

e. Accessibility and Opportunity - Strengthens the rights of persons with disabilities related to accessibility, transportation, building and public spaces -protection from discrimination and equal opportunity.

f. Regulatory body - Established advisory boards (State commission and Central commission) to oversee implementation.

g. Penalties- Discrimination against persons with disabilities can face a fine and failure to comply can attract civil and criminal liability

h. Skill development and employment - Vocational training and skill development, public and private sector participation in training programs and promotes self employment through access to loans, financial support and entrepreneurship development schemes.

•Impact –

a. Inclusion in some depth – heavy on RIGHTS (voice to people with disabilities) – more social and legal autonomy.

b. Reservation in education and employment – support and service aids – penalties and offences

c. Barrier free infrastructure, transportation, public places – unique

d. Strong accountability structures being set through commissions, statutory bodies – but it is tedious process (missing private accountability)

e. Financial assistance for resource, social and economic mobility

1. Free and Compulsory Education for age 6-14

2. Age Appropriate classroom

3. Enroll in neighbourhood school

4. Transfer to school of choice, giving child the choice

5. No discrimination of disadvantaged

6. 25% reservation defined

7. No rejection policy

8. No detention policy

9. Teaching in the mother tongue

10. Min qualification of teacher can be relaxed

11. Infrastructure for govt. school

12. Proposal of SMC for better running of the school

13. Child centric curriculum

RTE Amendment (2012)

1. Children with disability included under "all kinds of children"

2. Early childhood education missing in 2009

3. Teacher training focus on disability as well

Potential gaps

1. Silent on other gender children

2. Infrastructure support for disabled

3. Two different departments (education and social welfare) - potentially poor co-ordination ?

4. Monitoring, implementation

Early History (Before 1947)

-1887-Established in Amritsar, this was the beginning of organized education for visually impaired children in India.

- 1951: Bharati Braille introduced as a common Braille code.A standardized Braille code was developed to be used across different Indian languages, promoting consistency in education

- 1952: Braille Press and equipment workshop set up in Dehradun.A Braille printing press and an equipment workshop were set up in Dehradun, helping produce learning materials and tools for blind students.

- 1960: First teacher training academy in Kerala ,India’s first teacher training institute for the blind was opened in Palayamkottai, Kerala, but it closed soon due to operational issues.

- 1963: Government started regional teacher training.The Government of India began offering regional-level training for teachers to enhance teaching methods for children with visual impairments.

- 1950s–60s: Maharashtra & Gujarat began including blind children in regular schools with special teachers.

-Indian teachers trained at the Perkins School for the Blind (USA) brought back inclusive education ideas. Many visually impaired individuals, who succeeded in regular schools, began working in the field of education.

- 1974: The Integrated Education for Disabled Children (IEDC) scheme was launched by the Government of India, marking the first formal step toward inclusive education.