A solution-based review paper on special needs/special education for schools in India

Education is a powerful instrument of social change, and often initiates upward movement in the social structure. In the 1970s, the government launched the Centrally Sponsored Scheme of Integrated Education for Disabled Children (IEDC, 1974). The scheme aimed at providing educational opportunities to learners with disabilities in regular schools, and to facilitate their achievement and retention. A cardinal feature of the scheme was the liaison between regular and special schools to reinforce the integration process. The enrolment ratio per 1000 disabled persons between the ages of 5 to18 years in ordinary schools is higher in the rural areas (475) than it is in the urban areas (444), (National Sample Survey Organisation (NSSO), 2002). The Office of the Chief Commissioner of Persons with Disabilities (NHRC, 2021) stated that not more than 4% of children with disabilities have access to education. A discussion on what can we do to help these children throws some light on some helpful factors. All students would gain if this led to smaller classes and better instruction. To ensure inclusiveness, all programs - regardless of level of education - must make appropriate teacher preparation, awareness of and attitudes towards disabilities, retention of exceptional children, etc. mandatory. For inclusive education programmes to be successful, the problems discussed need to be addressed. It is only by listening, observation, and clear action to resolve these challenges that we can move forward in truly achieving the inclusion of all learners, particularly those with disabilities.