Centrally Sponsored Scheme (CSS) of “Inclusive Education of the Disabled at Secondary Stage (IEDSS)”
The National Policy on Education (NPE), 1986 and the Programme of Action (1922)
gives the basic policy framework for education, emphasizing on correcting the existing
inequalities. It stresses on reducing dropout rates, improving learning achievements
and expanding access to students who have not had easy opportunity to be a part
of the general system. The NPE, 1986 envisaged some measures for integrating of
children with a physical and mental handicap with the general community as equal
partners, preparing them for their normal growth and development and enabling them
to face life with courage and confidence.
India has also been a signatory to international declarations like the Salamanca
Statement and Framework for Action on Special Needs Education (1994) and the Biwako
Millennium Framework for Action (2002) and the UN Convention on the Rights of Persons
with Disabilities, 2006 that emphasize the need for fundamental educational policy
shifts to enable general schools to include children with disabilities.
The Centrally Sponsored Scheme of Integrated Education for the Disabled Children
(revised 1992) is presently being implemented in States and UTs in over 90,000 schools
benefiting over 2,00,000 children with disabilities. The scheme was introduced with
a view to providing educational opportunities for children with disabilities in
general schools, to facilitate their retention in the school system. It provides
for facilities to students with disabilities including expenses on books and stationery,
expenses on uniforms, transport allowance, reader allowance, escort allowance, hostel
accommodation and the actual cost of equipment. The scheme also supports the appointment
of special teachers, provision for resource rooms and removal of architectural barriers
in schools.
An important policy development after 1992 has been the enactment of Persons with
Disabilities (Equal Opportunities, Protection of Rights and Full Participation)
Act, 1995. Article 26 (a) of the Act makes it a statutory responsibility on the
part of Central, State, and Local Governments to provide free education in an “appropriate
environment” for all children with disabilities up to the age of 18 years.
Article 26(b) of the Act calls upon appropriate governments and local authorities
to promote the integration of students with disabilities in normal schools. In addition,
the Act stipulates that the appropriate Governments and the local authorities, inter
alia, shall make schemes for varieties of educational initiatives and strategies.
The Centrally Sponsored Scheme of Sarva Shiksha Abhiyan (SSA) has set time-bound
targets for the achievement of Universal Elementary Education (UEE) by 2010. With
“zero rejection’ as its cornerstone, the programme provides support
for the inclusion of children with disabilities in general schools at the elementary
level. SSA has a provision for the inclusive education component @ Rs.1200 per child
with special needs per annum. Under the programme, over 20 lakh children with disabilities
have been identified and over 15 lakh children with disabilities in the age group
6-14 years have been enrolled in general schools. The increase in enrolment at the
elementary level is expected in the coming years to lead to a surge in the demand
for secondary education. This will include children with disabilities.
The National Curriculum Framework on School Education (NCF - 2005) recommends making
the curriculum flexible and appropriate to accommodate the diversity of school children
including those with disability in both cognitive and non-cognitive areas.
- The CABE committee report on the Universalization of Secondary Education (June 2005)
recommends that the guiding principle of Universal Secondary Education should be
Universal Access, Equality and Social Justice, Relevance and Development, and Structural
and Curricular Considerations. The CABE Committee Report on “Girls’
Education and the Common School System” has recommended making the curriculum
flexible and appropriate to accommodate the diversity of school children including
those with disability in both cognitive and non-cognitive areas.
The National Action Plan for Inclusion in Education of Children and Youth with Disabilities
(IECYD) developed by the MHRD (November -2005) emphasizes the inclusion of children
and young persons with disability in all general educational settings from Early
Childhood to Higher Education. The goal of the Action Plan is –“to ensure
the inclusion of children and youth with disabilities in all available general educational
settings, by providing them with a learning environment that is available, accessible,
affordable and appropriate.” Outputs 1, 2 and 4 of the Action Plan are of
relevance to secondary education.
Currently, accurate data are not available in respect of the exact number of children
with disabilities transiting from the elementary to the secondary level. As per
census 2001, about 2% of the total population constitutes persons with disabilities.
Projections relating to the number of children with disabilities entering the secondary
level will need to be made therefore on certain key assumptions:
- Sufficient inputs and crucial necessary interventions would have been provided at
the ECCE and Elementary level for children with disabilities to ensure their retention
and achievement levels through classes which would prepare them adequately for entering
the secondary sector.
- The secondary school system would adopt structural, curricular and pedagogical reforms
that will extend the access of secondary education to this hitherto marginalized
section of society and make their participation at this level genuinely inclusive.
Children with disabilities constitute one of the largest groups that are still outside
the fold of the general education system. Under the existing IEDC Scheme, it has
not been possible to cover all disabled children primarily because implementation
has been based on receipt of viable proposals from the implementing agencies. No
conscious effort has been made to target all disabled children. As SSA supports
the inclusion of children with special needs at the early childhood education and
elementary education level, it is desirable to introduce a scheme for the disabled
children at the secondary stage. The scheme for IEDSS is therefore envisaged to
enable all children and young persons with disabilities to have access to secondary
education and to improve their enrolment, retention, and achievement in the general
education system. Under the scheme, every school is proposed to be made disabled-friendly.
The Centrally Sponsored IEDSS Scheme aims to:
- Enable all students with disabilities completing eight years of elementary schooling
an opportunity to complete four years of secondary schooling (classes IX to XII)
in an inclusive and enabling environment.
- Provide educational opportunities and facilities to students with disabilities in
the general education system at the secondary level (classes IX to XII).
- Support the training of general school teachers to meet the needs of children with
disabilities at the secondary level.
The objectives of the scheme will be to ensure that
- Every child with a disability will be identified at the secondary level and his
educational need assessed.
- Every student in need of aids and appliances, assistive devices, will be provided
the same
- All architectural barriers in schools are removed so that students with a disability
have access to classrooms, laboratories, libraries, and toilets in the school.
- Each student with a disability will be supplied learning material as per his/ her
requirement
- All general school teachers at the secondary level will be provided basic training
to teach students with disabilities within a period of three to five years.
- Students with disabilities will have access to support services like the appointment
of special educators, the establishment of resource rooms in every block.
- Model schools are set up in every state to develop good replicable practices in
inclusive education.
The scheme will cover all children of age 14+ passing out of elementary schools
and studying in secondary stage in Government, local body and Government-aided schools,
with one or more disabilities as defined under the Persons with Disabilities Act
(1995) and the National Trust Act (1999) in the age group 14+ to 18+ (classes IX
to XII), namely
- Blindness
- Low vision
- Leprosy cured
- Hearing impairment
- Locomotors disabilities
- Mental retardation
- Mental Illness
- Autism
- Cerebral Palsy
And may eventually cover (i) Speech impairment and (ii) Learning Disabilities, etc.
Girls with disabilities will receive special focus and efforts would be made under
the scheme to help them gain access to secondary schools, as also to information
and guidance for developing their potential.
This is a centrally sponsored scheme under which the Central Government will assist
the States/Union Territories and autonomous bodies of stature in the field of education
in its implementation on the basis of the criteria laid down. Assistance for all
the items covered in the scheme will be on 100 per cent basis but assistance for
the programme would be subject to policy guidelines issued and initiatives to be
taken by the appropriate government for implementing the educational provisions
of the P.W.D. Act.
It is proposed to provide for educational facilities under this scheme for all children
with disabilities that are included in general schools at the secondary and senior
secondary level (classes IX to XII).
The Scheme will include assistance for two kinds of components, viz.:-
Student-oriented components, and
Other components (e.g. those relating to infrastructure, teacher training, awareness
generation, etc.)
- For the first group of components, it is proposed to provide assistance to States/
Union Territories / Autonomous bodies @ Rs.3000/- per disabled child per annum for
specified items, on the pattern of SSA which provides assistance @ Rs.1200/- per
disabled child per annum for the elementary level. (This rate was fixed in 2001-2002).
The State Government will provide a top up of Rs.600/- per child per annum towards
scholarship for each child. This amount of Rs.3000/- per disabled child per annum
may be spent on the following components:-
Identification and assessment of children with disabilities. The assessment
team may include an interdisciplinary expert team of special educators, clinical
psychologists, therapists, doctors and any other professional support based on the
students’ needs. (Sr. No. I. 1 of Appendix-I)
Provision of aids and appliances to all students with disabilities needing
them, if these are not already being provided for through existing schemes like
ADIP, State Schemes, voluntary organizations, Rotary clubs etc. (Sr. No. I.8 of
Appendix-I )
- Access to learning material ensuring that each disabled student will have
access to learning material as per his/ her requirement like Braille textbooks,
audiotapes, talking books etc, textbooks in large prints and any other material
needed. (Sr. No. I. 8 of Appendix-I)
- Provision of facilities like transport facilities, hostel facilities, scholarships,
books, uniforms, assistive devices, support staff (readers, amanuensis). (Sr. No.
I.1 to I.5 and I.7 to I.11 of Appendix I). A suggested list of assistive devices
as per different disability needs at individual child level and at resource room
level is provided in Appendix II. This, however, may not be taken as the exhaustive
list.
- Stipend for Girl Students with Disabilities Since Girl students with disabilities
face discrimination, they, in addition to availing facilities under all schemes
specially targeting girls’ education, will be given a stipend @ Rs.200 per
month at the secondary level to encourage their participation up to senior secondary
level. (Sr. No. I.6 of Appendix-I).
- The use of ICT: Access to technology is especially relevant for the disabled
as it increases their access to a vast amount of information not otherwise available.
Computers provided to students in secondary schools will also be made accessible
to those with disabilities. The scheme will provide for the purchase of appropriate
technology by way of special software such as Screen Reading software like JAWS,
SAFA, etc. for the visually impaired and speech recognition software for 5 the hearing
impaired to develop computer vocabulary for the hearing impaired and modified hardware
like adapted keyboards. (Sr. No. I.13 of Appendix-I).
- Development of teaching learning material:-The scheme will cover the expenses
incurred on organizing the mobilization of such support as certified by the School
Principal/Educational Administrators. Financial assistance under this scheme will
be available for purchase/production of instructional materials for the disabled
and also for purchase of equipment required therefore. Wherever necessary, the available
material will be translated and produced in regional languages. The scheme will
also support workshops for adaptation in the curricular content and development
of supplementary material, self-learning material for teachers and students at the
secondary level of school education. (Sr. No. I.14 of Appendix-I).
- External support from an interdisciplinary team of experts such as educational
psychologists, speech and occupational therapists, physiotherapists, mobility instructors
and medical experts has to be coordinated at the local level. Support can be made
available at the cluster level and needs of children with disabilities in a cluster
of schools may be addressed. The expenses incurred on mobilizing such support in
the form of TA/DA and consultancy fee will be covered under the scheme for children
and young persons with disabilities at the secondary school level. Funds may be
drawn from the child specific funds of Rs. 3000/- per child. (Sr. No. I.12 of Appendix-I)
5.2.2. Costs of non-beneficiary-oriented components like teacher
training, construction and equipping of resource rooms, creating model schools,
research and monitoring, etc. will be covered separately. These components would
be as follows:-
- Removal of architectural barriers to ensure that students with disabilities
have access to each classroom, laboratory, library and toilet in the school. A detailed
manual laying out norms and guidelines for accessibility required by different types
of disability will be developed at the central level with the help of the Office
Chief Commissioner of Persons with Disabilities (CCPD), and the Rehabilitation Council
of India (RCI). The scheme will support development of the accessible physical environment
in existing secondary school buildings. (Sr. No. II.8 of Appendix-I)
- Training of special/ general school teachers: Special teachers to be trained
through regular programmes run by the National Institutes/Apex Institutes of RCI
or under any other programme of the States. There should be a component of in-service
training for resource teachers to equip them with handling of other disability area.
All general teachers at the secondary level will be trained in particular strategies
like making educationally useful assessments, planning an individualized and need
specific curriculum, teaching styles which include audiovisual aids, appropriate
instructional strategies, etc. (Sr. No. II.4 of Appendix-I).
- Orientation of principals, educational administrators: This training will
include developing strategies for management of inclusive education. This will include
teachers (both special and general), local educational administrators, Principals
/ Headmasters of Institutions, parents/ guardians of the disabled children. (Sr.
No. II.5 of Appendix-I).
- Strengthening of training institutions and assistance to existing organization/NGOs
to develop teacher's training programme in inclusive schooling and for educational
interventions for specific disabilities. (Sr. No. II.9 of Appendix-I).
- Provision of resource rooms and equipment for the resource rooms in one school
per block/urban cluster. Norms in terms of size, accessible features will be
developed with the support of relevant agencies at the Central and State level.
A suggested list of assistive devices/equipment for the resource room is given in
the Appendix-II. (Sr. No. II 6 & 7 of Appendix-I).
- Appointment of Special Educators: Support from special educators will differ
at the secondary level from that at the elementary level. Special Educators will
be appointed in the ratio 1:5. Ideally every school where disabled children are
enrolled should have the services of at least one special teacher. If the numbers
of children are less, this teacher could also work for other schools in the cluster.
For note on Appointment of Special Educators/Resource Teachers see Appendix III.
(Sr. No. II.1 of Appendix-I).
- Development of some existing schools as Model Inclusive Schools so as to
accelerate the process of education of children and youth with disabilities with
initiatives from parents, teachers, community and respective governments. Norms
will be developed at the central level with the help of relevant state and national
level agencies, to provide the whole range of support for these schools. Funds for
these will be charged towards the research component. (Sr. No. II.10 of Appendix-I).
- Administration, Research &Development, and Monitoring & Evaluation.
These will form an integral part of the IEDSS Scheme. The State Government/NGOs/
Autonomous bodies will have to formulate proposals for designing and developing
new assistive devices, ICT technology, teaching aids, special teaching materials
or such other items as are necessary to give a child with disability equal opportunities
in education. Every year 5% of the funds available at the Central level will be
earmarked for administration, innovative and R&D projects and monitoring and
evaluation. (Sr. No. II.10 of Appendix-I).
- Environment Building Programmes up to Rs.10, 000/- per programme at local level.
The scheme will provide funds only in cases where there are no other provisions
for the items under other schemes operative at State/Central level.
- Statement at Appendix 1 gives the proposed financial parameters.
At the secondary level, all children with disabilities included under the general
education system may not require adaptations in the teaching learning process and
evaluation procedures. However there may be some who would require some adaptations.
The States/UTs/ Autonomous bodies can take the support of special teachers, SCERTs,
DIETs, Special Schools, Resource Centres, Non-Governmental Organizations, State
Boards and any other community institutions available at the local level for this
purpose.
Adaptations in Examination procedures: Some children with disabilities may
require some adaptations in the evaluation procedures according to their special
needs. The existing evaluation procedures can be reviewed at the State level and
modified accordingly.
Provision for alternative modes of examination for children and youth with
disabilities should be considered and provided by the Boards of Examination. This
is being visualized mainly as a process of issuing appropriate orders and notifications
by the Boards concerned. Separate budget as such is not planned under the scheme.
Formation of Parents / Guardians Groups at community/ village level for sharing
of information regarding benefits available from the scheme for their wards will
be encouraged.
State Governments/UT Administrations/ Autonomous bodies/ other implementing agencies
will make provisions for relaxation of rules relating to admissions, minimum or
maximum age limit for admission, promotion, and examination procedure so as to facilitate
in improving access of children with disabilities to education. At the Secondary
level, young persons with disabilities beyond 18 yrs. will be supported for a period
up to 4 years to help them complete secondary schooling.
The Scheme will be implemented by the Education Departments of State Governments
/ UT Administrations directly. The States / UTs may involve Non Governmental Organizations
(NGOs) having experience in the field of education of the disabled in the implementation
of the scheme. The Scheme could also be implemented by autonomous organizations
of stature having experience in the field of education and / or rehabilitation of
the disabled. There will be an inbuilt-flexibility in implementation strategies
and practices, depending upon the contextual needs and the authority to interpret
or reinterpret the provisions of the scheme will lie with the Secretary, School
Education & Literacy, and Government of India.
Appropriate structures will be established at the Central, State, District, and
block and city level to ensure obtaining feedback from functionaries at different
levels.
The implementing agency should set up an Administrative Cell to implement, monitor
and evaluate the programme. The existing Administrative Cell set up under the IEDC
Scheme should serve the purpose. In States / UTs where the Administrative Cell has
not been set up, the State Education Department will initiate action to set it up.
The Cell will consist of Deputy Director (in the scale of pay applicable in the
State Government), a Co-ordinator (who will be a psychologist) in the scale equable
to University Lecturers), a Stenographer and an LDC in the pay scale applicable
to such posts in the State Govt. / UT Administration.
At the national level, a comprehensive monitoring mechanism would be evolved in
MHRD with involvement of National Apex level Institutes like the NCERT and / or
NIEPA and / or reputed voluntary organizations and /or individual experts and /or
autonomous bodies. Data on Enrolment and performance of children with disabilities
at the secondary stage in proforma to be developed at the central level will need
to be maintained by the states.
The State Governments will oversee the utilization of money and collect the quantitative
data, and prepare state specific report and forward it to the MHRD monitoring unit.
State appointed local monitoring agency/ authority would follow the guidelines and
use the common evaluation format. The monitoring arrangements will include both
qualitative and quantitative data. In addition to monitoring, review exercises can
be undertaken 8 periodically. Parents and village education committees will be involved
in the monitoring process especially for qualitative aspects in schools.
Collaborations with SCERTs, State and District Resource Centres, block, cluster
level resources will be developed for this purpose. University Departments, IASEs
and CTEs will be involved, wherever available and feasible. In all these endeavours,
performance w.r.t. girls and members of SC/ ST will be specially monitored.
Both State and Central Government may engage outside agencies like Institutes and
NGOs, which have experience in the field of education to evaluate the impact of
the scheme. Such evaluation can be financed under the scheme.
5% of the total budget will be earmarked towards administrative cost, research,
monitoring and evaluation. (Sr. No. II.10 of Appendix I).
Appendix- I
FINANCIAL PARAMETERS - Provisions under the revised IEDSS scheme
Para of the Scheme
|
S. No
|
Item
|
Provisions
|
|
I.
|
Student -oriented Components Rs. 3000 per annum per disabled child in the age group
14+ - 18+, (classes IX -XII) will be given to the school which can be utilized in
a flexible manner so that expenditure on each child will vary as per the child’s
special needs. The items to be covered are as follows:-
|
|
5.2.1 (i)
|
1.
|
Assessment (amount will be given to team of specialists)
|
Educational assessments to be done by class teachers with help from NGOs, special
educators and SSA assessment team, if necessary.
|
5.2.1 (iv)
|
2.
|
Actual expenses on books and Stationery
|
Disabled children will be eligible for these facilities only if they are not claiming
the same facilities under existing schemes in place in States for these items.
|
- do -
|
3.
|
Actual expenses on Uniform
|
- do -
|
4.
|
Transport allowance (in case the child does not reside in the school premises)
|
Schools may be given the amount where they arrange the vehicle. In other cases,
parents may be given the amount.
|
- do -
|
5.
|
Reader allowance for reading to children with Visual Impairments.& Amaneusis
for children with disabilities who need them
|
|
5.2.1 (v)
|
6.
|
Stipend for girl students with disability
|
|
5.2.1 (iv)
|
7.
|
Escort allowance for severely disabled with lower extremity disability and for girls
with disabilities and children with mental retardation (in case they have no family
or community member to escort them).
|
|
5.2.1 (ii)
|
8.
|
Actual cost of assistive devices including equipment, educational aids and individual
TLM.
|
|
5.2.1 (iv)
|
9.
|
Attendant in school for children with severe orthopaedic impairment at the ratio
of 1:10 children.
|
|
5.2.1 (iv)
|
10.
|
Boarding and lodging charges for children with disabilities residing in the hostel
of the school where they are studying.
|
|
5.2.1 (iv)
|
11.
|
Assistance of helper/Ayah for children with severely orthopaedic impairments residing
in school hostel.
|
|
5.2.1 (viii)
|
12.
|
Therapeutic services
|
As per requirement and justification
|
5.2.1 (vi)
|
13.
|
Purchase of screen reading software like JAWS, SAFA, etc. for visually impaired
and speech recognition software and programmes to develop computer vocabulary for
the hearing impaired.
|
As per cost in secondary schools having access to computers.
|
5.2.1 (vii)
|
14.
|
Purchase/ Development of instructional materials.
|
As per requirement and justification
|
|
II.
|
OTHER COMPONENTS
|
|
5.2.2 (vi)
|
1.
|
Appointment of special education teachers (both for School and preschool level)
covering all disabilities except Orthopaedic impairments. Ratio -1:5
|
Salaries as applicable for general teachers. In addition, a sum of Rs.400/- per
month may be given to these teachers as honorarium under this Scheme.
|
5.2.2 (vi)
|
2.
|
Special pay for general teachers trained in special education.
|
Rs. 400 /- per month only after completing recommended course in special education.
|
5.2.2 (ii)
|
3.
|
Training of Special teachers
|
Through regular programmes run by the National Institutes/Apex Institutes of RCI
or under any other programme of the States. There should be a component of in-service
training for resource teachers to equip them with handling of other disability area.
|
5.2.2 (ii)
|
4.
|
Training of general teachers
|
In association with resource institutions like NCERT,SCERTS, NIOS, State Open Schools,
RCI and teacher training institutions like IASEs, CTEs, University departments of
education etc.
|
5.2.2 (iii)
|
5.
|
Orientation of Educational Administrators, Principals/ Headmasters of institutions,
general teachers/special teachers/ parents of the disabled children up to 5 days.
|
As per state norms
|
5.2.2 (v)
|
6.
|
Construction of block level Resource Room @ Rs.2, 00,000 per Resource Room for 5000
blocks.
|
As far as possible to use existing Block Resource Centre (BRC), Cluster Resource
Centre (CRC) structures.
|
5.2.2 (v)
|
7.
|
Equipment for block level Resource Rooms (as per the need and the list enclosed
in the Appendix-II) @ Rs. 70,000/- per Resource Room for 6000 blocks
|
Inclusive schools which are utilizing the resource centres of the special school
or NGO should provide token amount for utilizing that resource support
|
5.2.2 (i)
|
8.
|
Grant for improving access by removing architectural barriers in existing schools.
|
Grant shall be available for this purpose for the schools where such disabled children
are enrolled for existing schools. However, for new schools, the cost of providing
for universal design may be included in other programmes for school building construction.
(Approx increase in costs estimated 1%)
|
5.2.2 (iv)
|
9.
|
Strengthen training institutions and assist existing organization/NGOs to develop
teacher's training programme in inclusive schooling and for educational interventions
for specific disabilities.
|
Purchase and procurement of equipment and other capital investment for the production
of instruction materials will be covered under this.
|
5.2.2 (viii)
|
10.
|
Research and development projects like development of Model Inclusive Schools, ICT,
Monitoring (including Administrative Cell) and evaluation, etc.
|
5% of central funds to be earmarked for innovative and R&D projects. Support
of up to Rs. 500000/- for setting up of model schools.
|
5.2.2 (ix)
|
11.
|
Environment building programmes.
|
Up to Rs.10, 000 per programme for local level.
|
Any other need-based requirement unforeseen at this stage.
|
Appendix-II
Disability-wise Inventory of Equipment and Material Required for Resource Room
Aids and appliances
|
Disability
|
Individuals
|
Sharing within school
|
Sharing amongst schools
|
Instructional material
|
Orthopaedic
|
Adjustable furniture, special writing, thick pen, etc.
|
Adjustable furniture, provision for development of improvised prosthetics
|
|
|
Visually impaired Blind
|
Braille slate and stylus Abacus, Taylor frame, mobility canes, etc.
|
Brailler, Abacus, Taylor frame Cassette and audio books/ talking books, maps, recreational
materials, etc.
|
Braille sheets, thermoform machine, Indu Brailon maintenance services for Brailler,
embossed recreational materials
|
Braille text books, material on cassette and audio books, computers and programmes
to enhance learning and develop concepts and skills.
|
Partially sighted and low vision children
|
Special adaptive equipment like hand magnifiers to be used with spectacles, portable
reading lamps
|
Specially designed desks with adjustable magnifiers, white boards in place of black
boards
|
Special arrangements for producing large print materials
|
Large print materials
|
Hearing impaired
|
Individual hearing aids
|
Voice trainer, Audiometer, voice mirror in size of trainer maintenance 3’X6’
for speech facilities for hearing therapy, big aids mirrors 10’X6’ in
each classroom, group hearing aids, cells for hearing aids
|
Special learning materials like flash charts, educational games, handouts of classroom
activities
|
Mentally retarded
|
|
Sensory apparatus and kits prepared on the lines of Maria Montessori kits or produced
by NCERT for Early Childhood Education Programme
|
|
Material written on a lower reading level than average.
|
|
|
|
|
|
|
Appendix - III
Appointments of Special Teachers
Any school where the number of the children with disabilities is more than 5 should
appoint one special educator. In accordance with this ratio the requisite number
of special teachers may be appointed in schools (or for a cluster of schools) for
children requiring special teacher support on permanent basis. The same teachers
will provide counselling to the parents, help in identifying the needs of children
with disabilities and resources therefore, participate in the assessment team, and
help in training programmes and in other ways whenever necessary.
Qualifications of the Special Teachers
- Graduates with B. Ed (Special Education) or B. Ed (general) with a 2 years Diploma
in Special Education for classes IX & X.
- Post Graduates in relevant subject with B. Ed (Special Education) or B. Ed (general)
with a 2 years Diploma in Special Education for classes XI & XII.
- Teachers with Qualifications in single disability area will be encouraged to specialize
in other disability areas to take care of wide range of diversities in a general
school.
- Prescribed qualifications should be adhered to. In case qualified special teachers
are not available, teachers with short training courses recognized by the Rehabilitation
Council of India (RCI) may be appointed with the condition that they will complete
the full course within three years of appointment. Special allowance for these teachers
will be admissible only after completion of the full course.
Remuneration:
The salary of special teachers will be as applicable to general school teachers
of the corresponding category in that State/UT. Considering the special type of
duties, these teachers will also be given a special allowance. The State Governments
may recruit such teacher for this purpose following the normal recruitment procedures.
*********
“Inclusive Education of Disabled at Secondary Stage (IED-SS) Scheme
Sr. No.
|
Designation
|
No. Of Posts
|
Posted
|
Vacant
|
Mode of Recruitment
|
Remarks
|
1.
|
Coordinator, IED
|
1
|
1
|
-
|
On Contractual Basis
|
Headquarter level post
|
2.
|
Programme Assistant-cum-steno
|
1
|
1
|
-
|
On Contractual Basis
|
Headquarter level post
|
3.
|
Lower Division Clerk-cum-Data Entry Operator
|
1
|
1
|
-
|
On Contractual Basis
|
Headquarter level post
|
4.
|
Special Teachers
|
Mental Retardation
|
145
|
96
|
49
|
On Contractual Basis
|
These teachers are posted at Block level.
|
Visual Impairment
|
145
|
97
|
48
|
Hearing Impairment
|
145
|
32
|
113
|
|
|
Total
|
435
|
225
|
210
|
|
|
Sr. No.
|
Designation
|
Essential Qualification
|
1.
|
Coordinator, IED
|
· Master of Art (Psychology)/
PG in Childcare & Education.
· Diploma or Degree in Special
Education
OR
· Master of Education (Special
Education)
|
2.
|
Programme Assistant-cum-steno
|
· Graduation with atleast 60% marks in any discipline from recognized University
Having Advance Computer Skills.
· Speed in shorthand/type in English @ 100/20 per minutes.
|
3.
|
Lower Division Clerk-cum-Data Entry Operator
|
· Graduation in any stream
from recognized University.
· Basic knowledge of Computers
|
4.
|
Special Teachers
|
· Graduation with at least
50% marks & B.Ed. (Special Education) or B.Ed. (General) with diploma in Special
Education or equivalent from a recognized University/ Institution.
OR
· Post graduation in relevant
subject with at least 50% marks and B.Ed. (Special Education) or B.Ed. (General)
with diploma in special education or equivalent from a recognized University/ Institution.
OR
· Post graduation in relevant
subject with at least 50% marks and diploma in special education or equivalent from
a recognized University/ Institution.
Note: All qualifications in special education should be recognized
from RCI Institutions
AND
Hindi/ Sanskrit up to Matric standard
|
Details of Officials presently working in IED Cell (Headquarters) Panchkula
Sr. No.
|
Name of Official
|
Designation
|
1.
|
Sh. Rajneesh Sharma
|
Coordinator, IED
|
2.
|
Sh. Saurabh Mehta
|
Programme Assistant-cum-steno
|
3.
|
Sh. Narender Kumar
|
Lower Division Clerk-cum-Data Entry Operator
|
4.
|
Sh. Rajpal Singh
|
Subject Specialist
|
5.
|
Sh. Krishan Kumar
|
Subject Specialist
|
|
|
|
| |