Presentation of ICEVI WA Team in Asian Conference

The Asian Centre for Inclusive Education, Dhaka and Amar Jyoti convened an international conference on inlcusive education in New Delhi during 28-30 November, 2018 with the theme “Fostering Excellence through Inclusive Education”. The ICEVI West Asia conducted a Workshop in this conference with the following design:

Design of Workshop on Inclusive Education: Sponsored by ICEVI India

Design of Session

In this session, 3 speakers shall be making presentation on the following captioned subjects:

Nandini Rawal “Making Inclusive Education Work”

Dr. S R Mittal, “Braille Council of India – A Step in the Right Measure”

Bhushan Punani, “Legislative Measures on Ensuring Education of Children with Special Needs”

Session shall be co-chaired by Mr. Akhil Paul, Director, Sense India

Time Management:

  1. Opening remark by the Chairperson and introduction of speakers – 5 minutes
  2. Presentation of 20 minutes each by 3 speakers – 60 minutes
  3. Open Discussion: 20 minutes
  4. Summing up by Chairperson: 5 minutes

Chairperson: The session was chaired by Mr. Akhil Paul, Director, Sense India and co-chaired by Dr. Sandhya Awasthi. 

Abstracts of 3 papers are given below:

Abstract 1: Theme of Paper: Braille Council of India – A Step in the Right Direction

Presenter: Dr. S R Mittal, Member, ICEVI West Asia

Ever since, the Braille became an official script for the use of persons with blindness for reading and writing in various countries, an authority known as Braille Authorities or Braille Councils were set up in different countries, particularly, in U.K., USA, Canada, France, Australia etc. to regulate the use and teaching of Braille and production of literature in Braille. There used to be and International Authority known as International Braille Council till 1970s. This became non-functional thereafter due to some unknown reasons. The World Blind Union (WBU), actively engaged in promoting education, employment, and other related activities, set up a body known as World Braille Council (WBC) which organized an International Conference under the caption Braille 21 in 2011.  The purpose of the conference was to look in to various issues relating to the usage and production of Braille material.

The Braille Council of India (BCI): The Govt. of India through its Department of Empowerment of Persons with Disabilities (DEPWD), Ministry of Social Justice And Empowerment set up the Braille Council of India (BCI) under the auspices of National Institute for the Empowerment of Persons with Visual Disabilities (Divyangjan) (NIEPVD).  The BCI is the nodal body for setting Braille standards for India. It shall liaise internationally on Braille standards and developments with similar bodies in other countries.

The BCI shall review the present situation with regard to the existing Bharati Braille Code and its limitations. It will reconsider the existing Braille Mathematics and Music Codes in the light of the experience gained during the last about two decades. It will set out specific guidelines with regard to the use and introduction of Braille contractions and abbreviations in different Indian languages. It will suggest areas requiring immediate R&D initiatives for Braille Development in the country. It will consider ways and means for enhancing efficiency in the use of Braille by teachers as well as learners. It will consider in detail the possibility and modalities for establishing an advanced National Centre for Braille Development at a suitable location in due course.

The Author shall explain in his presentation as how setting up the Braille Council is a step in the right direction in respect of ensuring access of persons with visual impairment to educational material.

Abstract II: Theme of Presentation: MAKING INCLUSIVE EDUCATION WORK

Presenter: Ms Nandini Rawal, Treasurer, ICEVI

Berthold Lowenfeld said “Education must aim at giving the blind child knowledge of the realities around him.  The confidence to cope with these realities and feeling that he is recognized and accepted as an individual in his own right”.

Where better can this be achieved than in a general class in the mainstream?  Inclusion is no longer an enigma; it is a solution for many countries whose realities are as varied and diverse as those in India.

The following words of Bengt Lindqvist, United Nations Special Rapporteur on Disability amply clarify the concept of inclusive education (UNESCO, 1998), “It is not our education systems that have a right to certain types of children.  It is the school system of a country that must be adjusted to meet the needs of all children”.

It is not enough to admit a child with disability into a regular school.  There is more exclusion in this setting where the child is “deposited or thrown” into the class without the readiness of the system or the child or the parent.    The concerted strategy to involve all stakeholders and arrive at a mutually helpful solution is what makes inclusion work.  This results into the system changing to accommodate the needs of children with disability.  This in turn will empower children to discover himself and their true potentials exactly as Mr. Lowenfeld.   The paper will describe how simple it is to make inclusion work and will share examples of good practice which can be replicated across the country or other countries.

Abstract III: Title of Presentation: Legislative Measures on Ensuring Education of Children with Special Needs

Presenter: Dr. Bhushan Punani, Chairperson, ICEVI West Asia

In India, elementary education of each child including a child with disability is a Fundamental Right. The Rights of Persons with Disabilities Act, 2016 and Right to Education Act, 2009 further reinforce this position by ensuring free and compulsory elementary education of such children. Similarly, Scheme of Inclusive Education of Disabled at Secondary Stage, now merged with Rashtriya Madhyamik Shiksa Abhiyan ensures inclusive education of such children at secondary school level. While a few noteworthy attempts by covering these children under Sarva Shiksa Abhiyan and Rashtriya Madhyamik Shiksa Abhiyan, both flagship schemes for ensuring education at elementary and secondary levels of education respectively have been made, still majority of such children have remained bereft of such educational opportunities. A few professionals, experts and bureaucrats have argued that persons with disabilities should not be enrolled in the regular schools as they have option of attending special schools.

The Author argues that education of students with disability being a Fundamental Right as well as a legislative right and schematic entitlement they cannot be denied access to school education. The constitutional, legislative and administrative provisions have over-riding effect over any research study, expert opinion or bureaucratic outbursts. Hence, every child, including a child with disability has inalienable and unrestricted right to elementary as well as secondary level of education. The Author will present a few case studies on successful completion of inclusive education at all level of education by such children to validate this point of view.

 

 

 

 

 

 

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