EDUCATIONAL POLICIES FOR CHILDREN WITH SPECIAL NEEDS

K.S. Srinivasa,
Research scholar, D.O.S. in Education, University of Mysore, Mysore

ROLE OF SSA
SSA provides integrated and inclusive education to all children with special needs. This includes education through Schools, open Schools, non formal and alternative Schools, distance education and learning, special Schools. Wherever necessary, home based education, remedial teaching, part time classes, community based rehabilitation (CBR) and vocational educations are also provided.

 SSA provides financial support up to Rs.1, 200/- per child for integration of disabled children, as per specific proposals, per year.

Interventions under SSA for inclusive education are identification, functional and formal assessment, appropriate educational placement, preparation of Individualized Educational Plan, provision of aids and appliances, teacher training, resource

support, removal of architectural barriers, monitoring and evaluation and a special

focus on girls with special needs. Residential bridge courses are also provided with the main objective of preparing children with special needs for Schools, thereby ensuring better quality inclusion.

Home-based education is provided for children with severe profound disabilities.

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IDENTIFICATION AND ENROLMENT
Household surveys and special surveys have been conducted by all States to identify 28.52 lakh children with special needs. 23.17 lakh children with special needs (81.25% of those identified) are enrolled in schools.

. Further 91,058 children with special needs are being covered through EGS/AIE
in 19 states/ UTs and 1, 13,755 children with special needs are being provided homebased education in 25 States/ UTs. Making schools barrier free to easy access to children with special needs is

incorporated in the SSA framework. Till now 6.48 lakh schools (56.37%) have been
provided with barrier free access.

TEACHER TRAINING & RESOURCE SUPPORT

25.97 lakh teachers have been provided training through regular teacher training programmes, which include a 2-3 day capsule on inclusive education. 18.63 lakh teachers have been provided 3-5 days additional training for better

orientation to Inclusive Education.

93,470 teachers have been trained in 26 States with Rehabilitation Council of India for 90 days and act as Resource Persons in districts/blocks. 12.67 lakh (71.29%) children with special needs have been provided assistive devices.

ROLE OF DEPARTMENT OF HIGHER EDUCATION

The Department of Higher Education through various organisations, like UGC, Central Universities, AICTE have taken several initiatives to promote the higher education among the persons with disability. These initiatives can be categorized into Teacher preparation in Special Education (TEPSE) Scheme The scheme provides financial assistance to offer B.Ed and M.Ed degree courses with specialization in one of the disability area. Higher Education for persons with Special Needs (HEPSN)

Providing Special Equipment to supplement & Educational Services for Differently abled
persons

 Tuition Fee Waiver Scheme for Physically Handicapped Meritorious Students applicable for students of all AICTE approved technical institutions.

The AICTE allows 10% additional intake over and above the sanctioned intake
under this category. As per the Approval Process January, 2008 of AICTE, all institutions are required to provide a barrier free environment. Visually - Challenged Teachers. The scheme has been formulated to help visually challenged permanent teachers to pursue teaching and research with the help of a reader by using teaching and learning aids by way or providing Reader's Allowance and funds for purchase of Braille books recorded materials, etc.

GUIDELINES IN RESPECT OF PERSONS WITH DISABILITY ISSUED BY THE UGC TO UNIVERSITIES AND COLLEGES
Employment of persons with disabilities in teaching posts like - 3% reservation for the persons with disabilities in the appointment of Lecturers and in admissions of all courses. Relaxations in upper age limit up to 5 years to persons with disabilities in admissions & 5% relaxation in marks at master's level for persons with disabilities for appearing in NET examination. Relaxation in the NET Examination fee, 30 minutes extra time for Paper-I & Paper-II and 45 minutes for Paper-III, Relaxation of 5 years in age limit for Junior Research Fellowship, 3% reservation for the award of JRF, 5% relaxation in marks while deciding cut off marks & Provide the services of a writer, if they are not in a position to write the papers.

CONCLUSION
It can be seen from the foregoing that several novel initiatives have been taken up to address the divergent needs of special children. An endeavour has also been made to develop in teachers, the necessary attitude, skills and competencies required to deal effectively with children with various special educational needs.

Let us work together for the betterment of