Integrated Education Scheme for Disabled Children in India

The Integrated Education for Disabled Children (IEDC) scheme is one of the most pivotal schemes from the Government of India for addressing the educational needs of disabled children. Initiated in 1974 and revised in 1992, the scheme of IEDC covers the area within which children with physical and mental disabilities can receive education within the mainstream school system. This project essentially reflects the commitment of the government toward disabled children and their development into as much integration as possible within the whole education system, thus, in effect, promoting equality and trying to reduce the social stigma related to a disability.

However, education remains one of the big hurdles for disabled children in India. Challenges differ for children suffering from physical, sensory, or cognitive impairments. According to them, serious barriers include underdeveloped infrastructure, a paucity of trained teachers, a scarcity of specialized educational materials, and societal and community attitudes that foster exclusion and discrimination. Logistical issues such as transport and lack of support services further compound the problem for children and their families.

Type of Integrated Education Scheme for Disabled Children in India 

The IEDC is a comprehensive scheme meticulously designed, structurally and operationally, to ensure that children with disabilities can avail themselves of quality education within the ordinary school system.

Structural Dimensions

The structural dimensions of the IEDC scheme render it a supportive and adaptive learning environment to the children with disabilities. The scheme compounds on an integrated approach to the disable children within the regular school system as opposed to specialized schools. The principal structural components of the scheme include:

• Financial Support- monetary assistance in the form of books, stationery, uniforms, transportation, special equipment, and aids.
• Inclusive School Infrastructure- alterations in the existing infrastructures of the schools to make it barrier-free for orthopedically disabled children.
• Resource Allocation- allocation of resource centers and the requirement of educational materials and assistive devices.
• Residential Facilities- facilities of boarding and lodging to the children requiring it so that no child is deprived of education due to transport constraints.

Operational Dimensions

Operational dimensions imply a definite administrative framework for the implementation, monitoring, and evaluation of the program. The principal operational dimensions include:

• Administrative Cells- cells operating in the State Education Departments with the charge of the IEDC scheme and comprises personnel who should be officers trained in special education.
• Teacher Training Programs- at different levels to enable regular school teachers to develop requisite competencies in teaching children with disabilities: a) orientation courses, b) short-term intensive training, and c) multi-category training.
• Assessment and Placement – A thorough procedure for general assessment to identify disability of a child and to place the child appropriately in a defined need-based educational plan.
• NGO Collaboration- Support of the NGOs as strategic collaborators to extend the benefits and delivery of the scheme.

Policy Dimensions

The IEDC scheme is harbored upon and directed devolved from the national policies and international conventions on education for people with disabilities. Some of the copybook policy dimensions that are incorporated into the scheme include

The IEDC scheme has to be in synchronization of:

• Legislative Backing: The scheme is supported at the center level by a number of national policies like Kothari Commission (1964), National Policy on Education (1968, 1986), and Programme of Action (1992), emphasizing the significance of inclusive education.
• Entirely Funded Scheme: The revised scheme of 1992 offers 100% financial assistance to states and union territories for the implementation of the program and thus ensures that due to funding constraints, the execution of the same is not hindered.
• Mandating Inclusive Education Inclusive education mandates placing children with mild to moderate disabilities into regular schools and having special schools as an option for children with severe disabilities.
• Impact Study and Revision An impact study of the new scheme, with provision for continuous revision and strengthening based on feedback and findings.

The Role and Importance

The IEDC scheme has a crucial role in changing the educational scenario for children with disabilities in India. By propagating inclusive education, the scheme tries to lead to a fair and just society, much like our policymakers envision—an equitable society where every child, whether physically abled or differently abled, gets access to quality education. It aids in empowering disabled children and ensuring they are self-sufficient and can live meaningful lives. The scheme also changes society by making people more understanding and including, leading to the attenuation of age-old prejudices and the barriers that humbled the disabled into believing they were less. 

Objectives and goals of the Integrated Education Scheme for Disabled Children

The IEDC scheme is based on a visionary commitment to constructing an inclusive educational environment for children with disabilities, leading them to be equal members in society. The larger vision and scope of the IEDC scheme can be succinctly expressed in its major objectives and goals:

The Broad Vision

The IEDC scheme foresees a society where children with disabilities would not be marginalized or isolated from regular educational venues; it manifests an inclusive system that includes children with all kinds of physical and intellectual capacities in schooling. This vision is predicated on the belief that education is a right of all children and that inclusive settings are viewed as critical to constructing an equitable society.

Major Objectives

• To integrate the disabled children into mainstream schools for learning with the rest of their non-disabled peers in regular school settings.
• To assist the children with disabilities in availing themselves of their right to education by removing all kinds of barriers and providing the necessary supportive learning environment and services.
• To bring down the dropout rate of the disabled children by adopting appropriate pedagogical strategies and supportive learning environment.
• To empower the children with disabilities by enhancing their self-confidence, to bring them out of their isolated life and enable them to lead a self-reliant life by providing education.
• To enhance the teacher skills of regular teachers to enable them to teach children with disabilities through focused training programs.
• To provide linkage between special schools and regular schools in a manner that it can ensure the comprehensive and coherent growth of the children with disabilities.

Major Goals

• Admission: To ensure admission of as many disabled children, including those with a severe disability, as possible in mainstream education schools, leveraged on the already existing facilities and human resources.
• Customizing Teaching Methods: Adoption and implementation of appropriate teaching methods that are suitable for the unique needs of disabled children, thus enhancing their learning experience.
• Financial and Logistical Support: Provision of financial support for education materials, transportation, and other services in order to support a child to get an education.
• Improvement of School Infrastructure: To modify and improve school infrastructure into a design that caters to the needs of children with disabilities for better access and a conducive learning environment.
• Monitoring and Evaluation: To assess the impact of the scheme, identify issues, expand information, and ensure that the program remains responsive to the needs of children with disabilities.
• Collaborating with NGOs: To strengthen the scheme through coordinating with various non-governmental organizations  and other stakeholders to improve the reach and effectiveness of the functions so that all disabled children in every school receive holistic support according to their special needs.

Key Components of the Integrated Education for Disabled Children Scheme

Financial Assistance

• Books and Stationery: The grant in aid towards books and stationery is provided to an extent of Rs 400 per annum for every disabled child.
• School Uniforms: Financial support for uniforms is provided up to Rs. 200 per annum for all children, which will help them to wear proper and neat attire to school.
• Transport Allowance: Allowance towards transport is provided to the extent of Rs. 50 per month for children needing the same to reach school. The children in the school hostels are relieved from this aspect.
• Reader Allowance: A reader allowance of Rs 50 per month is provided to a blind child studying from class V onwards to undertake studies with the help of a reader.
• Escort Allowance: Severely handicapped children with lower extremity disabilities are given an escort allowance of Rs 75 per month to facilitate in commuting to school.
• Equipment Costs: Actual costs incurred for the purchase of special equipment needed by disabled children, at a maximum of Rs 2000 per child for five years period.
• Boarding and Lodging: Disabled children that need to stay in school hostels are provided the boarding and lodging charges if the family income is below Rs 5000 per month in an amount not exceeding Rs 200 per month.

Teacher Training Programs

• Orientation Courses: A five-day orientation course is being provided for all regular school teachers that will help to understand the need of disabled children and inclusive education practices.
• Intensive Training: A six-week intensive training course is being provided to 10% of the teachers helping to understand the concept of teaching and supporting the children with disabilities with knowledge and skills needed to implement the same.
• Multi-category Training: Eight to ten regular school teachers can undertake a multi-category training course for one year to understand various types of disabilities and effective teaching methodologies.
• In-service Program: Continuous re-orientation and in-service training programs are being conducted to keep the teachers updated with the latest educational strategies and tools for adopting in the process of inclusive education.
• Inclusive Education Approach
• Integration into Regular Classes: The plan focuses on integrating children with mild to moderate disabilities into regular classrooms. This means that disabled children are able to study with their non-disabled peers, providing an inclusive environment for all students.
• Personalized Learning: Implementing appropriate and responsive methods of instruction that meet the needs of students. This includes differentiated instruction, use of assistive technologies, and individualized education plans (IEPs).
• Support Services: Deployment of professionals like special educators, psychologists, and counselors in the mainstream schools for helping both their pupils and the teachers at every stage of inclusive education.
• Collaboration with Special Schools: The linkage of special schools with mainstream schools to ensure the sharing of knowledge, best practices, and resources to maintain a coherent approach for the education of children with disabilities.

Types of Disabilities Covered in Integrated Education for Disabled Children Scheme

The IEDC scheme is designed to address a wide spectrum of educational needs of children with disabilities and ensures that those children with numerous physical, sensory, and mental defects acquire the appropriate care and region in mainstream education. The main disabilities the IEDC scheme caters for are:

Physical Disabilities

Orthopedic Impairments: Children with these impairments are those with a substantial defect in their ability to move around, acquired right from birth, or due to injury or disease. Such students will need a physical structure such as ramps, handrails, and accessible classrooms, not to mention aid devices like wheelchairs and crutches in school settings.

Cerebral Palsy: These children typically have varying degrees of motor impairments and might need equipment and instruction strategies customized to help them participate effectively in classrooms;.

Sensory Disabilities

Visual Impairments: These are the children who are partially sighted or blind. Such children need to get education materials either in Braille, large print, or as audio files and also use technology-specific software and hardware that support their learning, like screen readers and magnifiers.

Hearing Impairments: This category includes children who are generally deaf or find it very difficult to hear. Some may need hearing aids, interpreters using sign languages to cater to their needs, captioned information and communication media, and other ways technology can help them in the classroom.

Cognitive Disabilities

Multiple Disabilities: This involves the integration of children with two or more disabling conditions (Intellectual Disabilities, Autism, Cerebral Palsy) and whose impairment is severe, thus affecting learning in different environments.

Autism Spectrum Disorders: These are disabilities characterized by impairment in communication, social interaction, and repetitive behaviors; children with such disabilities benefit from a structured environment with visual aids and learning strategies customized for their unique needs.

Learning Disabilities

Dyslexia: This is explained as a specific learning disability in reading and related issues dealing with language processing. Students with dyslexia benefit greatly from multiple instructional approaches using multisensory reading materials and additional time during their reading tasks.

Dyscalculia: This learning disability affects the mathematical skills and concepts needed for learning. In essence, great concern is required for students with this disability, thereby necessitating methods of teaching that are specialized for the condition, as well as visual aids and tools that ease mathematical operations and problem-solving processes.

Dysgraphia: This affects writing skills by causing students to write illegibly and incoherently. Computer use, occupational support, and other assessment methods are the available supportive measures under this condition.

Emotional and Behavioral Disorders

Attention Deficit Hyperactivity Disorder (ADHD): Children with this disorder have problems with inattention, impulse control, and are sometimes hyperactive. These children can be assisted with classroom strategic accommodations and positive-reinforcement principles that promote order, for example.

Emotional Disturbances: This refers to one of the different categories of emotional disorders involving behaviors that are often seen as being off-track and can become a problem to the child's learning. Counseling, behavior-management plans, and a supportive, structured learning environment are supportive measures under this condition.

Multiple Disabilities: Some children have more than one form of disability, for instance, an intellectual disability and a related physical disability. Such children require all-inclusive coordinated services to be able to handle their multiple and diverse needs.

Initiatives and Innovations

The IEDC scheme, along with many other initiatives and innovations, promotes the concept of inclusive education and fulfills the requirements of children with some disability or other. These are designed to develop a supportive and adaptive educational environment that can promote the growth and mainstreaming of Disabled Children. Here are some prominent innovative initiatives and programs.

Technological Innovations

Assistive Technology Devices: Schools and institutions are increasingly using assistive technologies in the form of screen readers, Braille embossers, hearing aids, and speech-to-text software. Utilization of these assistive devices helps bridge the gap in students with visual, auditory, and learning disabilities, affording them a greater level of participation in classroom activities.

Digital Learning Platforms: These are online learning platforms and educational apps customized for disabled students to access interactive and engaging content. These learning platforms often have text-to-speech, customizable text sizes, and interactive lessons for diverse learning requirements.

Curriculum and Pedagogical Innovations

UDL: UDL principles are instilled by all students, regardless of their abilities, through the curriculum to provide an equal opportunity for them to learn. These concepts are achieved by giving multiple means of representation, expression, and engagement to meet students' diverse learning styles and needs.

IEPs: Schools devise IEPs for students with disabilities by formulating learning goals, along with support services and instructional strategies. IEPs ensure that the curriculum is customized according to the need and ability of the student.

Teacher Training and Professional Development

Specialized Training Programs: Training programs for teachers are very comprehensive on such inclusive education approaches, strategies, behavior management, and assistive technologies that can be utilized. The teachers are, therefore, equipped with necessary skills to be able to support the learners with disabilities.

Continuous Professional Development: Workshops, seminars, and online courses ensure that teachers receive the latest information and knowledge on inclusive education best practices. Such continuous learning ensures that teachers are capable of meeting the varied and changing needs of a learner.

Community and Parental Involvement

Parent Training and Support: Programs to build capacity in parents concerning disability management, inclusive education practices, and how to support their children at home. This is very important in the delivering of the learning at home and to ensure the optimal development of disabled children; thus, they are well-rounded in all spheres.

Community Awareness Campaigns: Awareness campaigns sensitize the community about the importance of inclusive education and the potential that children with disabilities have. This makes the community less judgmental, accepting, and supporting.

Policy and Administrative Innovations

Inclusive Education Policies: Policies that have been implemented and strategies that try to enforce them are intended to make it mandatory for schools and education service providers to be answerable and accountable for supporting the needs of the learners with disabilities.

Resource Allocation: Resources and funding are adequately shared to support the infrastructure and operation of the inclusive education in direct and indirect service delivery. This is inclusive of finances to offer assistance in special modifications, special equipment, and extra manpower, among other things.

Collaborative Initiatives

Partnerships with NGOs: This will involve any collaborative efforts that an NGO brings to the table in terms of expertise, resources, or general support services. Mostly, what NGOs would bring in this sense would be specialized training for teachers and guidance and counseling services for students and advocacy for inclusive education.

International Collaboration: Engagement with international organizations and participation in international programs usually aids members in adopting global best practices and innovative solutions. It increases countries' effectiveness in implementing programs.

Pilot Projects and Research

Pilot Programs: Innovative pilot programs test new strategies and technologies for inclusive education. Such programs can produce valuable experience and data for further scaling up successful initiatives to broader regions.

Evaluation Studies and Research: Continuous research as well as impact studies done to ascertain the efficiency level of programs for inclusive education. The findings of these studies are used for modification of policies, and in the establishment of more effective programs and strategies.

How Disabled Children can be Benefited by the Scheme

Financial Assistance for Education

Books and Stationary: There is provision for financial help to be given to meet the cost of various items of educational material. For books and stationery, the amount of such allowances shall be Rs. 400 per annum. This will make it to see that children have all the essential learning materials.

Uniform: It accords a school uniform grant to disabled children. For the uniform, the amount of such allowances shall be Rs 200 per annum. This will reduce the level of support from the family and also bring about equity at school.

Transport Allowance: This scheme provides transport allowance of not more than Rs 50/- per month per child for attending school. This provision increases accessibility to schools. It specifically helps in cases where the school is situated far from the residence of the child. There will be no transportation charges where the CWSN is admitted in a school hostel within the school premises.

Aids and Appliances: Under the IEDC scheme, provision for financial help has been made on a reimbursement basis for the purchase of aids and appliances by children. For special equipment and aids, the amount of such allowance shall be the actual subject to the maximum of Rs 2000 per child for a block of 5 years.

Allowances

Allowance for Readers for the blind: Blind learners are paid a reader allowance of Rs 50 per month especially for learners in class V and above. This helps in hiring readers or buying audio cassettes and discs to facilitate their studies.

Escort Allowance for Severely Handicapped: For children with severe physical handicaps such as a physical deterioration involving the lower extremities, there is an escort or vehicle allowance amounting to Rs 75 per month. This allowance helps in arranging someone to accompany or assist a child in finding their way to school.

Helper Allowance for Orthopedically Handicapped Children: Severely orthopedically handicapped children residing in school hostels may need assistance with daily activities. The scheme ensures the provision of a helper or "ayah" for every 10 children, with a special pay of Rs 50 per month for the helper.

Boarding and Lodging Charges: Disabled children residing in school hostels within the same institution where they are studying are eligible for boarding and lodging charges. These charges are paid up to a maximum of Rs 200 per month for children whose parental income does not exceed Rs 5000 per month. This support ensures that students have a stable living environment conducive to learning.

Infrastructure and Accessibility

Architectural Modifications: Schools are provided with grants to remove architectural barriers or modify existing facilities to ensure easy access for orthopedically disabled children. This includes the construction of ramps, accessible restrooms, and other necessary adjustments to the school infrastructure.

Holistic Educational Support

Individualized Education Plans (IEPs): Tailored educational plans ensure that each child's unique needs are addressed, promoting effective learning outcomes and reducing dropout rates.

Teacher Training Programs: Through specialized training, teachers are equipped to support disabled students effectively, fostering an inclusive and supportive learning environment.

Inclusive Education Approach: The scheme promotes an inclusive education approach, integrating disabled children into mainstream schools. This fosters a sense of belonging and normalcy, allowing children to develop social skills and confidence alongside their peers.

Positive Impacts on Lives of Disabled Children

Enhanced Academic Achievement: With the support of the IEDC scheme, disabled children can access quality education, which enhances their academic performance and opens up further educational and career opportunities.

Improved Social Integration: Inclusion in mainstream schools helps disabled children develop social skills and build relationships with their peers, reducing the sense of isolation and promoting a more inclusive society.

More Self-Confidence and Independent Living: With the availability of the required tools and help, the children living with disability feel more confident and gain independence in a given situation.

Economic Relief to Families: The financial support from the IEDC scheme comes as a great relief and time of economic hardship for a family to assist them to support and concentrate on the whole development and growth of their child.

Implementing Authorities:

State Governments

State governments are the implementing bodies of the IEDC scheme in their respective states. Rigorous monitoring of scheme implementation, resource outlay, and ensuring national policy and guidelines flow down to basic levels are primary duties of the state governments. The state governments also have a collaborative approach with local bodies, educational departments, technical, and other relevant agencies involved in complementary or support functionaries to run the scheme fruitfully.

Union Territory Administrations

Union Territory administrations play the role of implementing the IEDC scheme within the Union Territory. While the Union Territories are smaller, both in size and administration, the role they play in ensuring proper quality education and support to disabled children remains significant. They collaborate with relevant stakeholders in designing answers to the unique needs and challenges children with disabilities face in their respective territories.

Autonomous Organizations

The IEDC scheme is also implemented by autonomous organizations which are creditworthy and have experience in the field of education and disability rehabilitation. Such organizations have gained the expertise, resources, and infrastructure to support disabled children's educational needs. Broadly, these organizations include:

• Non-Governmental Organizations (NGOs): NGOs have been playing a crucial role in the provision of advocacy programs, support services, and community-based programs directed at the disabled children population. Many have also established programs on inclusive education and liaise with schools, families, and government agencies to enhance the rights and well-being of disabled children.
• Specialized Education and Rehabilitation Centers: Education and rehabilitation institutions for disabled offer a valuable service to the state in the implementation of the scheme. They bring essential attributes such as special education, vocational training, and assistive technology to the table—thus, enrichment of the implementation of this scheme.
• Research Institutes and Academic Institutions: Research institutes and academic institutions participate in the implementation of the IEDC scheme through research, training, and policy development. They frequently carry out studies on the evaluation of the impact of inclusive education initiatives, trigger the development of innovative teaching methods, and provide opportunities for professional growth for educators and administrators.

Responsibilities of Implementing Authorities:

Implementation of Scheme in Schools

Implementing authorities shall ensure proper implementation of the scheme for IEDC in schools operating under their jurisdiction. This involves:

• Identification of schools for the scheme and preparation of their accessibility to include children with disabilities.
• Assist the admission of children with disability by schools and in availing the necessary auxiliary aids.
• Track children with disabilities throughout the educational process ensuring an environment free of discrimination and providing the needed educational support.
• Ensuring that schools follow the principle of inclusive education and provide the best possible environment for their education, irrespective of their abilities.

Coordination with the Education Department

There shall be close coordination between the implementing authorities and the Education Department at the State/UT level for:

• Cooperating on the education directorates for formulating policies, procedures, and norms on issues relating to inclusive education and the IEDSS.
• Regularly updated and report the status of implementation of the scheme in terms of these rules, including progress in enrolments, distribution of resources, and educational achievement for children with disabilities.
• To receive counseling and guidance regarding attempting to resolve systemic problems and challenges arising during the course of implementation of the Scheme.
• Utilization of Resources Effectively
• Implementing authorities to ensure effective utilization of resources committed for the IEDC scheme as follows:

Effective management of financial resources to support requirements, including the conduct of teachers' training programs, procurement of assistive devices, or even for making accessibility improvements of schools and household.

Breaking Barriers:

The essence of inclusive education is to ensure that obstacles that deny or limit the access and involvement of disabled children within mainstream schools are removed. Implementing authorities and other relevant stakeholders have the sole responsibility of achieving this. Some of the major provisions, which have been rolled out in the idea of driving accessibility and inclusion of the education system, are articulated below:

Mandate for Removing Architectural Barriers

Implementation bodies have the power to direct that all architectural obstacles are withdrawn to enable smooth access to the school physical environment, as follows:

• The infrastructure of schools should be assessed in its current form to identify poor access, which probably includes steps, narrow doorways, and toilet facilities that are not accessible, among others.
• Perform adaptation and renovation in the school environment to make the school buildings and facilities accessible to the disabled, such as ramps, elevators, and accessible restroom facilities.
• Provide grants and funds to schools for making architectural changes that will enhance access and reduce exclusion.
• Relaxation of Rules in Admissions and Promotions

Implementation bodies propose the relaxation of entry or promotion rules to improve the participation of disabled children. This will involve

• Review and revision of admission policies to accommodate disabled children, including an age waiver and relaxing on eligibility.
• Relaxing promotion criteria, providing supports or accommodations in the examination and assessment process, to ensure that disabled children are not disadvantaged.
• To advocate for and propose the introduction of alternative methods that are inclusive for all children, handling the competence and outcome of the promotion process in terms of utilization of the strengths and capacities of children.

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