Right specialized training are unaware of specific strategies and

Right
from the difficulties in performing day to day normal activities such as
eating, bathing, going to toilet, walking, changing clothes, playing with other
kids, accessibility to public places etc. children with disability/ special
needs face other problems also. The major issue is social un-acceptance towards
people with disability. In our society disability is considered as a curse and
it is believed that disability is a result of one’s bad deeds or karmas which
create a social distance and people with disability are treated as people from
a different world. Children with disability/ special needs are at high risk as
they are dependent on adults for their needs and when adults don’t accept them
and keeps a negative approach towards them it makes them more vulnerable.

Another
big challenge is education that children with special needs/ disability
encounters because of lack of availability of special schools. Also very few
initiative have been taken to promote education of children with disability in
mainstream educational institutions. There are many issues that educational
institutions are facing and as a result children with special needs/ disability
come across challenges in attaining education which creates hurdle in the
process of mainstreaming them. These issues are lack of learning material, lack
of financial resources, unavailability of trained professionals/ educators/
teachers in dealing with children and unavailability of medical equipments. Teachers without specialized
training are unaware of specific strategies and tools developed specifically
for dealing with the challenges of teaching an inclusive classroom and can be
detrimental to children with disabilities1. The
process of including a child with a disability in society as a whole begins
with access to everyday experiences in the home setting, with parents and
caregivers playing a central role2. According
to the Sixth All India Educational Survey report, of the 6,461 town and cities,
only 334 or 5.1 percent (5.1%) towns and cities have the facility of special
schools catering to severe disabilities. The data of the survey shows that of a
total number of 586,465 villages in the country only 241 have facilities for
special education for the disabled. This result indicates the gaps in the
implementation of policies and programmes pertaining to children with special
needs/ disability.

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1
Page Hannah. Children with
Special needs: Transition to inclusive education in Armenia.  The United Nations Children’s Fund (UNICEF), 2011.

 

2
United
Nations Educational, Scientific and Cultural Organization, Open File on Inclusive
Education, op. cit.