1. Evaluation of Implementation of IEDSS in India

2. 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)

3. 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
12th Plan- Addressing issues of coverage & quality in holistic manner, IEDSS to be merged

4. Source: 7th AISES, NCERT

5. 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

6. 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

7. 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

8. 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

9. 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

10. Overall decrease in enrolment of girl students with disabilities from 43.57% in to 43.07% in , 41.51% in , and 40.21% in

11. 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.

13. 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.

14. 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.

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

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

17. 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

18. Special Measures for disadvantaged groups

19. 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

20. 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.

21. 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.

22. 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

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