Indian Journal of Public Health Research & Development
Year : 2018, Volume : 9, Issue : 12
First page : ( 1685) Last page : ( 1692)
Print ISSN : 0976-0245. Online ISSN : 0976-5506.
Article DOI : 10.5958/0976-5506.2018.02233.7

Challenging Issues for Educating the Disabled Children in Inclusive Education System

Jha Arsi Prasad

Research Associate (Psychology), Anthropological Survey of India, WRC, Pratap Nagar, Udaipur-313001 (Raj)

Online published on 2 February, 2019.

Abstract

The aim of this study is to fnd out the academic problems and challenging issues i.e. ratio of disabled and non-disabled student in inclusive educationsystem/school, type (nature) of enrolled disabled student, age of disabled student at school enrolment's time, academic achievement of disabled student, facilities for disabled children in school andattendance ratio in school among disabled student (now divyang) in inclusive education set-up. Thirtyone disabled and thirty one normal (non-disabled) students were selected from eight rural government secondary/senior secondary schools of Udaipur district of Rajasthan which run under inclusive education system. Both disabled and non-disabled students were studied. They were enrolled in class 8^th to 12^thstd. and age range from 14 to 18 years. Purposive sampling method was a criterion of samples ’selection. Results showed that disabled personnel were weak in their own academic achievement. They enrolledin later age at school level than normal student. Disabled student participation ratio was lesser (0–3% disabled children in total enrolled student) but their absence ratio (averagely 10-12presence days out of working days of 1 month) was higherthan non-disabled children in their school. Majority of disabled were found either physically challenged (n= 29) or dead and dumb (n= 2). Blind and any other such specifc disabled student were not found in these schools. No special teacher and professional rehabilitation worker found in these schools. Sometimes, block coordinator providesrehabilitation program through special education or any such activities. Foundation course and in-service program for disability education is not good in Rajasthan and few teachers (almost 10percent) were trained through this program. ICT and facilities for disabled children in school were found negligible in the schools of rural area. All students (included disabled personnel) were getting the free education under different government schemes but, their progress rate and academic record was unsatisfactory. Overall, disabled student were psychologically and academically week due to Lack of special educator/teacher, rehabilitation workerand psychologist.

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Keywords

Academic, Achievement, Disabled, Enrolment, Inclusive, School.

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