Thursday, August 19, 2010

SARVA SHIKSHA ABHIYAN...norms for all schools..! (STOP NEGLECTING OCCUPATIONAL THERAPY)

(Why Occupational Therapy is neglected after all these instructions which can be fulfilled with this Profession Only do they have any answer)

1.9 EDUCATION FOR CHILDREN WITH SPECIAL NEEDS (SARVA SHIKSHA ABHIYAN)
MUST FOR EVERY SCHOOL

1.9.1 SSA will ensure that every child with special needs, irrespective of the kind, category and degree of disability, is provided education in an appropriate environment. SSA will adopt ‘zero rejection’ policy so that no child is left out of the education system.

1.9.2 Approaches and Options:
The thrust of SSA will be on providing integrated and inclusive education to all children with special needs in general schools. It will also support a wide range of approaches, options and strategies for education of children with special needs. This includes education through open learning system and open schools, non formal and alternative schooling, distance education and learning, special schools, wherever necessary, home based education, itinerant teacher model, remedial teaching, part time classes, community based rehabilitations (CBR) and vocational education (WHO WILL PROVIDE THIS REHABILITATION??)and cooperative programmes.

1.9.3 Components: The following activities could form components of the programme:
(a) Identification of children with special needs: Identification of children with special needs should become an integral part of the micro-planning and household surveys.(WHO WILL IDENTIFY??) A concerted drive to identify children with special needs should be undertaken through PHCs, ICDS, ECCE centres and other school readiness programmes.

(b) Functional and formal assessment of each identified child should be carried out.(WHO WILL ASSESS FUNCTIONALLY???)A team(WHO WILL BE THE MEMBERS OF THIS TEAM????) should be constituted at every block to carry out this assessment and recommend most appropriate placement for every child with special needs.

(c) Educational Placement: As far as possible, every child with special needs should be placed in regular schools, with needed support services(WHICH SUPPORT SERVICES???).

(d) Aids and appliances: All children requiring assistive devices should be provided with aids and appliances(aids & appliances given…end of the needs of the special child??WHO is gonna TRAIN THEM WITH SUCH AIDS & APPLIANCES???) , obtained as far as possible through convergence with the Ministry of Social Justice and Empowerment, State Welfare Departments, National Institutions or NGOs.

(e) Support services: Support services like physical access, resource rooms in the existing BRC/ CRC, special equipment, reading material, special educational techniques, remedial teaching, curricular adaptation, adapted teaching strategies and other services like physiotherapy, occupational therapy, speech therapy could be provided (STILL THEY ARE USING THE WORD ‘COULD’!!!???!!)

(f) Teacher training: Intensive teacher training should be undertaken to sensitise regular teachers on effective classroom management ( Again teaching the management : OT field) of children with special needs. This training should be recurrent at block/cluster levels and integrated with the on-going in-service teacher training schedules in SSA. All training modules at SCERT, DIET and BRC level should include a suitable component on education of children with special needs.

(g) Resource support: Resource support could be given by teachers working in special schools. Where necessary, specially trained resource teachers should be appointed, particularly for teaching special skills to children (SPECIAL SKILLS..!!SPECIAL EDUCATOR’S WORK??????!!)with special needs. Wherever this option is not feasible, long term training (WHO WILL TRAIN THE ‘SPECIAL SKILLS’ TO THESE REGULAR TEACHERS WHO ARE GOING TO TEACH THEM TO THE SPECIAL CHILDREN?????) of regular teachers should be undertaken.

(h) Individualised Educational Plan (IEP): An IEP should be prepared by the teacher for every child with special needs in consultation with parents and experts. Its implementation should be monitored from time to time. The programme should test the effectiveness of various strategies and models by measuring the learning achievement of children with special needs periodically (WHO IS GOING TO CONDUCT THIS TEST???), after developing indicators.

(i) Parental training and community mobilization: Parents of children with disabilities should receive counseling and TRAINING (MY GOD..!! NOW WHO IS GOING TO COUNCEL THEM..????WHO IS GOING TO TRAIN THEM TO FULFILL THE SPECIAL NEEDS OF THEIR CHILDREN?????)on how to bring them up and teach them basic survival skills. Strong advocacy and awareness programmes should form a part of strategy to educate every child with special needs. A component on disability should be included in all the modules for parents, VEC and community.

(j) Planning and management: Resource groups should be constituted at state, district levels to undertake effective planning and management of the programmes in collaboration with PRIs and NGOs. An apex level resource group (WHO WILL BE THE MEMBERS OF THIS ‘APEX LEVEL NATIONAL GROUP’….DOES ANYONE QUALIFIES EXCEPT OCCUPATIONAL THERAPISTS…???????)at the national level to provide guidance, technical and academic support to children with special needs under SSA may be constituted.

(k) Strengthening of special schools: Wherever necessary, special schools may be strengthened to obtain their resource support, in convergence with departments and agencies working in that area. ((seems like Shakespere’s thoughts to me!!!))

(l) Removal of Architectural barriers: Architectural barriers in schools will be removed for easy access. Efforts will be taken to provide disable-friendly facilities in schools and educational institutions. Development of innovative designs for schools to provide an enabling environment for children with special needs should also be a part of the programme. All new school buildings should be constructed with barrier- free features.

(m)Research: SSA will encourage research in all areas of education of children with special needs including research for designing and developing new assistive devices, teaching aids special teaching material and other items necessary to give a child with disability equal opportunities in education (now what to say…!!!!DID THEY HAVE ANY IDEA WHO IS GOING TO ACCOMPLISH THIS TASK WHEN THEY WERE PLANNING FOR IT???????) .

(n) Monitoring and evaluation: On-going monitoring and evaluation should be carried out to refine the programme from time to time. For this, appropriate monitoring mechanisms should be devised at every level and field tested at regular intervals. (THEY ARE PLANNING TO DEVICE SOMETHING NEW..!!!)

(o) Girls with disabilities: Special emphasis must be given to education of girls with disabilities.

1.1.1. Convergence: All activities, interventions and approaches in the area of education for children with special needs will be implemented in convergence with existing schemes like Assistance to Disabled Persons for purchase/fittings of Aids/Appliances (ADIP), Integrated Education of the Disabled Children (IEDC) and in coordination with the Ministry of Social Justice and Empowerment, State Department of Welfare, National Institutions and NGOs.

1.1.2. Expenditure up to Rs.1200 per disabled child could be incurred in a financial year to meet the special learning needs of such children. The ceiling on expenditure per disabled child will apply at the district level. (THEY ARE READY TO EXPEND AT DISABILITY….!!BUT THEY DON’T WANNA SPEND A PENNY ON THE PROFESSIONS DEALING WITH IT..!!!)

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GUYS….HERE U HAVE ONE OF THE GRASSROOT PROBLEMS WHICH IS CAUSING THE EXTINTION OF OCCUPATIONAL THERAPY PROFESSION FROM INDIA…..LEST WE START RECOGNIZING OURSELVES AND OUR CAPABILITIES…..WE SHALL ALWAYS CRAVE FOR OUR IDENTITY…!!!

3 DAYS BEFORE….MANY OF THESE TASKS HAVE BEEN GIVEN TO SPECIAL EDUCATORS…!!

AND APPOINTMENT OF A SPECIAL EDUCATOR IS NOW A MUST FOR EVERY CBSE SCHOOL ALL OVER INDIA……………….mistaken??? no……!! WE SHOULD BE THERE IN EVERY SCHOOL(ACCORDING TO THE NEEDS DESCRIBE IN SARVA SHILKSHA ABHIYAN)…….BUT WE ARE NOT, THE SPECIAL EDUCATORS SHALL NOW PROVIDE OCCUPATIONAL THERAPY TO THE SPECIAL CHILDREN!!!...WHY THEN..??WHAT IS FORCING US TO LIVE IN HARDBINDED BOOKS FOR ALMOST 7 YEARS??????…WHEN WE HAVE TO CRY AGAIN FOR OUR IDENTITY… !!!
ISN’T ITS OUR RESPONSIBILITY TO TELL THESE ILLITERATE PEOPLES WHAT OCCUPATIONAL THERAPY MEANS ???

Visit http://www.rehabcouncil.nic.in/pdf/highcourt_decision09.pdf to know more (high court orders to appoint a special educator in every CBSE school)

-thanks & regards

Rishu Khurana
9990774611
Amit Kochhar
9654866983

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