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Home >> NPOs >> Nilam Patel Bahushrut Foundation >> Nilam Patel's Thesis


Some issues that have emerged from this study demand attention not only from the Government but all the people connected with the education of school children.

First and foremost there is an urgent need for implementation of PWD Act 1995 which provides right to education for every child. Provision of a right by mere law does not work. The people concerned need to be educated and made not only aware of the legal provision but there is also a dire need to sensitize them towards the disabled and include them in the mainstream of the society. This can be done at conferences, seminars, symposiums, debates, workshops etc that are held from time to time where all the heads of educational institutions as well as educators come together to discuss various issues. Information on provisions, rules and regulations pertaining to Inclusive education should be imparted and literature distributed. Awareness on Inclusive education should be spread through mass media like T.V., radio, news papers, bill boards etc among general public.

Some incentives in form of awards should be introduced for schools which are inclined towards inclusion and admit number of disabled children to their schools. The schools can be monitored and evaluated by school inspectors who visit the schools regularly for inspection. Thus hiring special staff for this job will become redundant. Part of the funds allocated by the Government for special schools should be diverted to such schools for providing resource teacher for such children. Regular schools then would be more open to the idea of inclusion.

In turn principals and teachers of regular schools need to be more sensitive and empathetic towards handicap children. Indifference towards such children often stems from ignorance about the disability and its consequences on the life and development of such children. Therefore Ministry of education and UGC should seriously consider including one separate subject on various disabilities in all Teachers Training Programs from Diplomas to Degrees, for pre-primary, primary and secondary level teachers.

The contents of this subject should include the following

1.         Various kinds of disabilities among children.

2.         Warning signals to detect them in classroom situation where the child’s disability may have gone undetected by parents or medical   professionals

3.         Information on resulting consequences on learning and how to deal with them in a classroom situation.

4.         Information on legal provisions made by the Govt. for such children in inclusive educational setup. E.g. exemption from learning 2nd and 3rd languages, choice of other subjects. Etc.

Teachers in regular schools need to sensitize other class children towards the disabled child. Class teacher could briefly explain to all the children in the class about the problems and difficulties faced by the child. That everyone should extend a helping hand whenever there is a need.

An excellent suggestion by one of the parents reflects this sentiment. Sensitizing could be done by forming a group of students who are good at a particular subject. The handicap child would also be a part of that group. The students in the group should be made responsible for helping out the handicap child with difficulties. Different groups for different subjects could be made.  This will not only result in sensitizing the children towards disabled child but also as they grow in to adulthood their sensitivity would flow through their lives and would be more willing to help the disadvantaged population of the society.

All the education boards controlling school education to name some SSC, ICSC, CBSC should seriously consider making Social Studies an optional subject. Social Studies has emerged as the most difficult of all subjects to be learnt by the hearing impaired child. In turn regular teachers as well as special educators have found it difficult to teach this subject to the hearing impaired child.

Many schools insist and give undue importance to oral work like recitation of poems, reading aloud, dictation etc. All these skills depend heavily on listening skills which in turn depends on hearing levels of an individual child. Hearing impaired child may not be able to perform at par with other normal children due to his hearing impairment. Teacher should be more empathetic and considerate towards such a child while evaluating him.    

Need for a counselor has been felt by regular teachers as well as special teachers. This is to enable parents to cope with a demanding situation at home as well as in school related to the child’s education. She could also be a link between regular teacher and parent and help solve their grievances arising due to lack of communication. The counselor could help those hearing impaired children who initially may have problems adjusting in inclusive setup. Again the Govt. funds diverted from special schools to regular schools can be utilized towards hiring such specialists.

To facilitate inclusive education for hearing impaired children, all the people concerned with the child’s education must be open and have a positive attitude towards inclusion. They all need to co-operate and work in co-ordination with each other. The most important and closely connected with hearing impaired child’s education are parents, regular teachers and special educators and/or speech therapists, followed by resource teachers and counselors to provide support in the regular schools.

Parents in turn need to have regular interaction with the school teachers to solve day to day problems faced by the child as well as the teacher. Parents also should function as a link between regular teacher and special educator. When all of these above recommendations are implemented, there is no reason for inclusive education for hearing impaired children not to work.


·        “The Deaf Way ”. No.7 August 1998

·        “Ability” ( Success and Ability ) April-June 2003  

·        “Project Signpost” March 2000  

·        NSSO - “Sarvekshana” 61st issue, Vol. XVIII, No.2,Oct-Dec 1994  

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