Evaluation of Implementation of IEDSS in India

IEDC to IEDSS Components IEDC 1974, revised in 1992 2009 IEDSS Year of Origin 1974, revised in 1992 2009 Type of Scheme Centrally Sponsored Scheme Scope Pre- school to Secondary vocational courses at senior secondary Secondary and senior secondary Implementing Agencies Deptt. of Education & NGOs Special Teacher Pupil ratio 1:8 1:5 Facilities Actual cost for all components (ceiling) Student Components- Rs. 3000/child, Other components- Actual cost (ceiling)

Government Initiatives CABE Committee-Universal Secondary education- universal access, equality and social justice, relevance and development, and structural and curricular considerations-common school system Comprehensive Action Plan, 2005-Secondary school system would adopt structural,curricula & pedagogical reforms for extending the access RMSA-removing gender, socio-economic and disability barriers, providing universal access to secondary level education by 2017, & achieving universal retention by 2020. 12th Plan- Addressing issues of coverage & quality in holistic manner, IEDSS to be merged

Source: 7th AISES, NCERT

The Study Rationale Major Drop out Gap in Enrolment from Upper Primary to Secondary Review of Literature Ministry Concerns Voices of Activist Groups Parents' Concerns

Objectives To assess Impact of the scheme on enrolment, access, retention of students with disabilities Resource support in terms of trained (general and special) teachers, assistive devices, appropriate teaching materials and learning environment etc. Good practices of inclusive education Role of State Government in planning, implementation and monitoring of the scheme Special needs of girl students with disabilities and of students with disabilities belonging to SC,ST

Methodology Phase II Phase I -Development of the semi structured tools -Meeting of the Evaluation Committee -Studying the proposals submitted by the States to MHRD for funding. Phase II -Development of the semi structured tools -Finalization of tools with the help of experts and on the basis of feedback of the state visits Phase III Data Collection from the identified States Phase IV Quantitative and Qualitative analysis of the data Preparation of report

The States Administrative Cells Andhra Pradesh Delhi Gujarat Haryana Karnataka Kerala Madhya Pradesh Maharashtra Manipur Mizoram Odisha Rajasthan Sikkim Tamil nadu Tripura Uttarakhand West Bengal

Findings Enrolment Increase- Andaman & Nicobar Islands, Andhra Pradesh, Assam, Gujarat, Haryana, Karnataka, Kerala, Madhya Pradesh, Odisha, Rajasthan, Tamil Nadu, Uttarakhand & West Bengal Decrease- Bihar, Daman & Diu, Manipur & Tripura No Clear Trend- Delhi, Mizoram, Puducherry & Punjab

Overall decrease in enrolment of girl students with disabilities from 43.57% in 2009-10 to 43.07% in 2010-11, 41.51% in 2011-12, and 40.21% in 2012-13.

Four States Haryana, Tamil Nadu, Nagaland and Andaman & Nicobar Islands show increase in drop out rates. One State, Odisha shows decrease in drop out in the second year but again increase in drop out in the third year.

Resource Support Aids, Assisstive Devices & TLM: Kerala has given maximum variety of aids covering most of the disabilities followed by Odisha. The other States are Daman & Diu, Assam, Gujarat, Mizoram, Tamil Nadu, Tripura, Sikkim, Puducherry, Karnataka, Madhya Pradesh, Maharashtra, Nagaland, Manipur and Haryana. Remaining 11 States, have not provided any aids and assistive devices and the reason, according to them, is lack of funds. Removal of Architectural Barriers: Steps already undertaken by the States/UTs: Delhi, Haryana, Kerala, Odisha, Puducherry, Uttarakhand. Steps initiated/planned by the States/UTs: Assam, Bihar, Gujarat,Karnataka, Madhya Pradesh, Nagaland, Tripura, West Bengal Model Schools: Only two States, Haryana and Kerala reported setting up model schools under this scheme.

Twelve States have appointed special teachers (In Manipur 49 special teachers are continuing since IEDC. Major problem for appointing special teachers is lack of trained teachers & recruitment policies of the states.

General teachers trained in only 12 states Only 3 States have provided training for more than 5 days to general teachers.

Odisha and Madhya Pradesh have constructed resource rooms at school level and rest of the States at block/cluster level.

Relaxation in Procedures Relaxation in admission Only six states- Haryana, Odisha, Delhi, Kerala, Karnataka & Gujarat- have given relaxation in admission in terms of age of admission, reservation and Zero rejection policy. Relaxation in Evaluation Only seven States-Gujarat, Karnataka, Kerala, Manipur, Odisha, Punjab & Tripura- have given relaxation in evaluation procedures in terms of time, type of questions, and grace marks/reducing passing percentage and weightage to co- curricular activities. As Indicated by States

Special Measures for disadvantaged groups

IEDSS AT A GLANCE Aids, assistive devices & TLM Assam, Daman & Diu, Gujarat, Haryana, Karnataka, Kerala, MP, Maharashtra, Manipur, mizoram, Nagaland, Odisha, Puducherry, Sikkim, T.N & Tripura Alternative modes of Evaluation Gujarat, Karnataka, Kerala, Manipur, Odisha, Punjab &Tripura Innovative Practices Haryana, Odisha, Tamil Nadu and West Bengal Model School Haryana, Kerala IEDSS AT A GLANCE Environment Building Daman & Diu, Delhi, Haryana, Karnataka, Kerala, M.P., Odisha & West Bengal Relaxation in Admission Proceture Delhi, Gujarat, Haryana, Karnataka, Kerala and Odisha Architectural Barriers Assam, Bihar, Delhi, Gujarat, Haryana, Karanataka, Kerala, M.P., Nagaland, Odisha, Puducherry, Tripura, Uttrakhand & West Bengal Special Teachers appointed Assam, Gujarat, Haryana, Karanataka, Kerala, Madhya Pradesh Maharashtra, Meghalaya, Mizoram, Nagaland, Odisha And Tamil Nadu. Special Teachers Appointed Daman & Diu and Odisha Traning of General Teachers Assam, Delhi, Haryana, Kerala, Manipur, Meghalaya, Mizoram, Nagaland Odisha, Puducherry & West Bengal Resource Rooms H.P,Kerala, M.P, Manipur, Nagaland, Odisha, Puducherry, Punjab,Tripura ana Uttarakhand

Input by Students Almost all the students with disabilities (99%) liked coming to the school. and half of them (49%) reported that they did not face any difficulties. Majority of the students with disabilities (83%) did not specify the facilities being provided to them. While 6.5% of students with disabilities like all aspects of the school, 18.2% like studies, 15.3% like teachers, 12.7% like classmates and friends, 11.3% like reading, 8.4% like games and sports and the rest like other aspects of the school like library, art & craft etc. The students liked the most those classmates who helped them in their daily activities. Nearly half of the students (44.5%) expressed the need for special attention from their teachers Majority of students with disabilities (87.3%) attend classes regularly. Almost half of students with disabilities (55%) get adequate chance of participating in extra-curricular activities.

Inputs by Teachers Only 35.1% of teachers identify the needs of students with disabilities. Only 29% of teachers face difficulty during the classroom teaching. Majority of the teachers (88.1%) gave no response to the question regarding the strategies used for meeting the SEN of students in the classroom. More than half teachers gave no response to the question regarding the how they included these children in their regular day to day teaching. More than half of the teachers (57%) have not received any training for meeting the special needs of children in the classroom.

Awareness & Enforcement GOVERNMENT INITIATIVES 100 % Provision 27 States Active Awareness & Enforcement Strengthening At Primary Level Administration Gender Gap Quality of Education Attitude Training & Resource Support Very few Students in schools Drop out from 8 lakh students to less than 1 lakh

Ignorance......is a guarantee to Marginalization