Study of Support Services For Divyang Children In Primary Schools

Abstract

Sikkim, one of the States of India, which lies in Northeast region bounded by Nepal to the West and Bhutan to the East; by the Tibet Autonomous Regions of China to the North and Northeast and by the West Bengal to the South. Although the population of the State is less in comparison with other States but the value of education is increasing day by day and it is becoming more competitive. Although the population is less but it consists of different kinds of people – disabled as well as non-disabled. Therefore, in the year 2003, Human Resource Development Department (HRDD) has adopted integrated education through helping hand organization Gangtok (NGO) to make all disabled children educated in regular schools without any discrimination. Sarva Shiksha Abhiyan (SSA) is also making progress towards integrated education. Millions of the people have some type of physical, mental or emotional condition that significantly limits their ability to function successfully in our society. All children weather they are divyang or not, have the right to education in an appropriate way as they are the future citizens of the country. All children have the right to learn together and deserve the best in life. They have the right to live in a world where they have hope and opportunity. They need special care and assistance without which they cannot fully develop their potential. Children should not be declared or discriminated against by being excluded or sent away because of their disability. There is no legitimate reason to separate children for their education. Children belong together with advantages and benefits for everyone. Therefore, it is necessary to provide special supports services for divyang children to reach their full potential in school, and can make a successful transaction to adulthood and the world of further and higher education. The constitution provides the right to education to all citizens including the disabled. Every child has right to receive education in an educational institutional of his choice which is preferably the neighborhood school. This also implies that every child with a disability has the right to receive education in inclusive setting and the authority concerned cannot deprive the child of his right unless there are compelling results to do so. Of course, parents of disabled children may like to send their children either to special schools or to inclusive schools depending upon the facilities provided to the children. Therefore, it is very important to study divyang children and their support services and provide them education according to their needs so that they can fully develop their potential. Hence, the current work is an endeavor in this direction. The investigators tried to explore the support services in primary schools for divyang children. The findings of the study are: no instructional materials are provided for the education of divyang children, none of divyang children get specialized help through the resource rooms, teachers modify the curriculum to suit the needs of divyang children, teachers do not take personal care of special needs children, and teachers collaborate and consult with each other. It is found that teachers are of the opinion that school inspectors visit their schools only once in a year. None of the school inspectors gave any feedback to the schools. Teachers found involvement of the community and parents in the education of divyang children through participating in awareness programme.