Showing posts with label Inclusive Education. Show all posts
Showing posts with label Inclusive Education. Show all posts

Saturday, June 6, 2020

Allahabad High Court issues notice to waive fees of students with disabilities as online classes not accessible


Parents of a child with autism have filed a petition before the Allahabad High Court against the school asking for fees in spite of the student not attending online classes during lockdown. The court issued a notice asking all CBSE affiliated schools to waive-off fee for children for benchmark disabilities in terms of  RPWD Act, 2016.

For many students with disabilities, the lockdown resulting from the COVID19 pandemic has definitely been difficult. Students with intellectual and developmental disabilities (IDD) are clueless on how to pursue their education through online classes which are not easy for many of them. 

In the instant case, the child with autism is studying in class third at Amit International School in Lucknow. He has been unable to attend online classes due to his developmental disability. He is also undergoing therapies for the same. He has not attended most of his ongoing online classes as he finds them difficult to follow. But since last March, his school authorities have been regularly sending messages to his parents asking them to deposit the school fee at the earliest.

As per the petition filed before the court, there are thousands of children with different disabilities across Lucknow. Many are unable to attend online classes due to their disabling conditions. Demanding fees from such children is an act that must be punishable. Moreover, this system does not provide inclusive education either for students with disabilities.

The matter was heard by the bench of Justice Pankaj Kumar Jaiswal & Justice Saurabh Lavania through video-conferencing. The bench was pleased to issue Notices to the school authorities through e-mail, WhatsApp and messages.

This notice from the high court comes as a big relief to the parents. The schools have not been providing inclusive education nor have sufficient trained teachers. Many parents have formed or joined many support groups for helping each other and sharing of information etc.

Sad reality
This is a sad reality for all stakeholders that despite the Rights of Persons with Disabilities Act 2016 and Right to Education Act (RTE) making provisions for free and compulsory education to students with disabilities from 6 to 18 years of age, most of these parents end up bearing so many expenses and receive no quality education for their children. They have to pay for the child’s therapies & related medical conditions. Apart from the exorbitant school fee being forced upon them, there are expenses of transporting children by school buses. On top of it, many schools insist the parents to hire shadow teachers at their own cost as a pre-condition to allow admission to a child with disability. This is double whammy for parents of intellectually and developmentally disabled (IDD) children. 

Way ahead
The education sector, particularly private schools need to wake up to make appropriate adaptations in the syllabus and teaching methodologies to be more sensitive and inclusive towards the needs of students with disabilities. The notice of the court is the first step is right direction. However, we hope that parents get relief even after the impact of COVID19 lockdown the something positive comes out of this litigation in larger interest of similarly placed parents & students with IDD.

Watch this space for more updates or follow the blog.

Thursday, October 20, 2016

US Supreme Court to hear ground breaking case involving what is "appropriate education" for students with Autism in public schools

Dear Colleagues,

The origins of this potentially lank mark case stretch back to 2010 when the parents of a child with autism in Douglas County of USA had to withdraw their child from "Summit View Elementary" -  a public school  after the child (now 17) began to exhibit severe behavioral issues, including banging his head, dropping to the floor, disrobing and running away from school. The parents having been convinced the school wasn’t doing enough to help their son with autism progress academically, pulled the child out of Summit View and enrolled him in Firefly Autism, a Denver school that specializes in working with autistic children.

The parents have argued in the petition they submitted to the U.S. Supreme Court late last year that the intent of the IDEA (Individuals with Disabilities Education Act) was to provide a meaningful education to disabled students, not simply a “just-above-trivial” benefit. They noted that federal judges from several circuits across the country have issued conflicting rulings over the years on what is the "appropriate standard" to be used to assess the proper level of educational benefit a disabled student should get. The petition of the parents argues that this case presents an ideal vehicle for this Court to resolve the circuit split and provide lower courts with guidance in applying the IDEA.

It is pertinent to note that the U.S. Supreme Court hasn’t spoken on the issue since the 1982 Board of Education Versus Rowley ruling, when it affirmed that IDEA guaranteed disabled students access to the public school classroom but didn’t address the quality of that education.

Even in India, we have been facing this issue of what is 'appropriate education' for children with disabilities, particularly those with intellectual and developmental disabilities. While the government schools in India are woefully ill-equipped in absence of trained educators, lack of teaching learning material in the schools given the large number of students. The situation is equally grim in the private schools as well who charge a considerable amount in the name of tuition fee and other counts, however, have made the education of disabled children an affair to be managed by Shadow Teachers (paid by parents). In the name of inclusion, children do remain in the school but there is hardly an effort to include them in the classroom or the learning outcomes. Children with disabilities are also not included in play or extra-curricular activities. This is surely not inclusion. This is a clear violation of the spirit of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995 and in particular Section 30 of the Act.

Entire world will be watching this case with great curiosity as to what Supreme Court of USA decides. But one thing is sure, Supreme Court had made up its mind to speak its mind on the issue and likely to grant Certiorari to the parents. This case is truly about equal opportunity for the special needs children that the law requires. And this is likely to help realize inclusive education as enshrined in the IDEA.

Brief about IDEA 

The Individuals with Disabilities Education Act (IDEA) is a four-part (A-D) piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990. In 1990, the United States Congress reauthorized EHA and changed the title to IDEA (Public Law No. 94-142). Overall, the goal of IDEA is to provide children with disabilities the same opportunity for education as those students who do not have a disability.

IDEA is composed of four parts, the main two being part A and part B.[1] Part A covers the general provisions of the law, Part B covers assistance for education of all children with disabilities, Part C covers infants and toddlers with disabilities which includes children from birth to age three, and Part D is the national support programs administered at the federal level. Each part of the law has remained largely the same since the original enactment in 1975.

In practice, IDEA is composed of six main elements that illuminate its main points. These six elements are: Individualized Education Program (IEP), Free and Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Appropriate Evaluation, Parent and Teacher Participation, and Procedural Safeguards. To go along with those six main elements there are also a few other important components that tie into IDEA: Confidentiality of Information, Transition Services, and Discipline. Throughout the years of IDEA being reauthorized these components have become key concepts when learning about IDEA.

Here is the coverage in Denver on the issue

U.S. Supreme Court will hear Douglas County student with disabilities case
Origins of potentially landmark case stretch back to 2010

The U.S. Supreme Court announced Thursday that it will hear a potentially groundbreaking case brought by a Douglas County couple who claim that their autistic son was not provided an adequate education in the public school system as required by federal law.

The high court’s ruling on the case, which likely wouldn’t come down until next year, could have substantial implications for students with disabilities across the country in terms of the standard school districts will be required to meet when providing instruction and services. At issue is whether schools must provide an education equal to other students.

The family, whose last name is not used in court documents, told The Denver Post on Thursday that they were “shell-shocked and giddy” about the decision by the Supreme Court to grant certiorari to their case, which has dragged on for half a dozen years.

“It’s about equal opportunity for special-needs kids that the law requires,” said Joe F., father of Endrew F., whose name anchors the Endrew F. v. Douglas County School District case file. “If we can change any families’ lives, that’s our goal.”

The district released a statement on the high court’s decision late Thursday.

“It would be inappropriate to discuss the specifics of the case while it is still being litigated, but the Court’s decision today is not a decision on the merits, and we look forward to addressing the issues before the Court,” district spokeswoman Paula Hans said.

The roots of the case go back to 2010, when the Highlands Ranch couple pulled Endrew, now 17, out of Summit View Elementary after he began to exhibit severe behavioral issues, including banging his head, dropping to the floor, disrobing and running away from school. Convinced the school wasn’t doing enough to help their son progress academically, the couple pulled him out of Summit View and enrolled him in Firefly Autism, a Denver school that specializes in working with autistic children.
“If he was able to show up to school and say ‘good morning,’ that was good enough for them,” Joe F. said of the Douglas County School District. “They weren’t moving his education forward.”

The family has asked that their last name not be used.

The parents, who said their son has made progress in his learning since attending Firefly, asked the district to reimburse them for the tuition they paid for Endrew’s private schooling. They claimed that the Douglas County School District did not do enough to provide their son with a “free appropriate public education” as required by the 1975 Individuals with Disabilities Education Act (IDEA).

But an administrative law judge, a federal judge and the 10th U.S. Circuit Court of Appeals backed the district, claiming in separate rulings that the federal statute only requires that schools provide students with “some educational benefit,” a standard they determined Douglas County had met with Endrew.

The family argued in the petition they submitted to the U.S. Supreme Court late last year that the intent of the IDEA was to provide a meaningful education to disabled students, not simply a “just-above-trivial” benefit. They noted that federal judges from several circuits across the country have issued conflicting rulings over the years on what is the appropriate standard to be used to assess the proper level of educational benefit a disabled student should get.

“This case presents an ideal vehicle for this Court to resolve the circuit split and provide lower courts with guidance in applying the IDEA,” their petition argued.

The U.S. Supreme Court hasn’t spoken on the issue since the 1982 Board of Education v. Rowley ruling, when it affirmed that IDEA guaranteed disabled students access to the public school classroom but didn’t address the quality of that education.

The family received a boost last month when the Office of the Solicitor General filed an amicus brief urging the Supreme Court to take up the case. It said that the 10th U.S. Circuit Court of Appeals had set the bar — a standard of “merely … more than de minimis” educational benefit — too low.

“No parent or educator in America would say that a child has received an ‘appropriate’ or a ‘specially suitable’ or ‘proper’ education ‘in the circumstances’ when all the child has received are benefits that are barely more than trivial,” the solicitor general’s office wrote.

But Kathleen Sullivan, chief counsel for the Colorado Association of School Boards, said it would be better for Congress to clarify its statutes than for the court to impose an order. A uniform standard handed down by the Supreme Court would prove “disruptive” to what is today an individually tailored analysis and decision between educators, parents and students, she said.

“The disruption is in shoving aside more than 30 years of case law that we have in helping us understand what the IDEA means for students,” Sullivan said. “I think we would see a wave of litigation to define and apply that new standard.”

The district, in a brief it filed earlier this month urging the Supreme Court not to take up the case, argued that in passing the IDEA, Congress guaranteed access to public education for students with disabilities but did not specify what the level of that education should be.

“Thus, for over 30 years, this Court has held that if a State provides a program ‘reasonably calculated to enable the child to receive educational benefits,’ then it ‘has complied with the obligations imposed by Congress and the courts can require no more,’ ” the brief argued.

But Jack Robinson, an attorney for Endrew F.’s family, said one of the IDEA’s stated goals is readying a student with disabilities for the workforce or independent living, something that can’t be achieved with a minimal education offering.

“There has to be a more heightened and robust standard than a little more than nothing,” Robinson said. “This case has the potential of recognizing that children with disabilities have a right to a substantive education.”

Source : Denverpost 

Note: This post is also reproduced on " Subhash Vashishth's Blog"

Friday, August 8, 2014

Special Educators & Barrier Free Private schools remains a distant dream despite Court Orders

Dear colleagues,

Please refer to my earlier blog entry titled  Delhi High Court directs the private schools to make their schools barrier free and inclusive dated 07th May 2013 detailing the implications of Delhi High Court Judgement in WP(C) 4618/2011.   The Department of Education, Govt. of Delhi has been sleeping over this judgement dated 05th Sep 2012 in the matter titled Social Jurist Versus Govt of NCT of Delhi  [WP (C) 4618/2011](click on the case number to access the Judgement) indicates how serious the government has been on the issues related to the education of the children with disabilities in Delhi.

The government made no efforts to ensure whether the judgement was implemented in its true letter and spirit by the strong lobby of private unaided schools. It only woke up after the matter has been again taken up through another PIL titled Pramod Arora Versus Lt. Governor of Delhi  & others [WP (C) 1225 of 2014] in which the Hon'ble Delhi High Court passed another judgement  03rd April 2014.   (click on the case number to access the Judgement).

Now the Directorate of Education, Govt. of Delhi vide its Notification No. DE-15/Act-I/WPC-1225/2014/25415-25416 dated 04.08.2014 regarding appointment of special educators & making the buildings/ schools premises barrier free to provide access to children with disabilities has directed the Private unaided schools to update the data whether they have made appointments of special educators in their schools or not and whether they ensure barrier free environment in their schools as per the directions of the Hon'ble Court in the above two judgements. A copy of the above notification is pasted below in the image format.



We hope the Govt. will be serious this time to bring the defaulting private unaided schools to book and ensure that the inclusive education becomes a reality.


Media Coverage: Daily Pioneer


Tuesday, 05 August 2014 | SR | New Delhi

After facing the ire of the Delhi High Court, the Directorate of Education (DoE) on Monday issued a notice to all unaided private schools of Delhi to recruit special educators and make their schools premises barrier-free so as to provide movement and access to the children with disabilities. The notice has been issued by the directorate following a mandate by the High Court asking for a compliance report at the earliest.

According to a notice issued by Additional Director of Education Madhu Teotia, the unaided private schools of Delhi must comply with the 2012 order of the High Court which directed the schools to appoint special educators for disabled students.  The court granted time till September 9 this year to appoint these special educators and time till March 2013 to make the school premises barrier-free. The matter of appointment of special educators for the disabled children and other connected issues, have again been agitated before the High Court during the proceedings of another case, wherein, the court directed the department to submit a compliance report with regard to the same along with other related directions,” Teotia said.

The notice also highlights that despite several reminders to private schools, this matter was not taken seriously. Teotia had asked the schools to upload special educators and disabled children related information on a module which has been made available on the Directorate of Education website.

“However, it has been found that most of the schools are still to upload the requisite information on the website. Therefore, in strict compliance, private schools must upload the requisite information regarding disabled children on the department's website on the aforesaid module immediately if not done so already. They should additionally appoint special educators in their schools, if not appointed so far, at the earliest but not later than the time granted by the court. They must also make their building, school premises barrier-free for the disabled children immediately, if not done yet,” Teotia informed.

To ensure complete compliance of the mandate, Teotia has asked all Deputy Directors of Education to monitor this case on top priority as “being a High Court matter even contempt of the court is involved.”

The Deputy Directors of Education are expected to bring the status report in this case on August 6 to a meeting with Director of Education Padmini Singla. They are supposed to also bring along with them the names of the defaulting private schools and initiation of action against such schools. “Non-compliance of the order shall be viewed seriously,” informed Teotia.  
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Thursday, May 22, 2014

After Contempt petition, Deptt of Education, Delhi notifies nursery seats for children with disabilities

Please refer to my earlier posts titled  Disability angle in Nursery admission norms - HC issues notice to centre dated 26 Feb 2014 and Child with special needs distinct from disadvantage group under RTE dated 04 April 2014 on the subject. 

The Directorate of Education has finally notified the  high court order on the admission of disabled children into nursery. The circular directs 51 private unaided schools "to reserve at least two seats for the 'children with special needs' (CWSN) in their schools in nursery class for the academic year 2014-15".

To access the DoE Notification dated 19.5.2014, click here.  (The notification, the list of schools & the high order though is not accessible to the persons with visual impairment and is a very dim copy.... thanks to lack of sensitization in the DoE). This notification has come after the petitioner-representing a group of parents with disabled children-filed a contempt suit and over a month after the court first ordered DoE to keep seats vacant for this group on February 27.

The circular is not only for the 15 schools mentioned by the high court on May 15, but also says, "other schools as mentioned by the petitioner in the writ petition are also directed to reserve the same number of seats" for the group.

The petitioner had furnished the court a list of 44 schools that had, till the previous academic year, allocated points in the 100-points system to disabled children. On April 11, DoE ordered inspection of these schools to take stock of existing facilities and on May 7 told the court that 18 had facilities, 18 didn't, and another eight couldn't be inspected. The same day, the petitioner submitted another list of seven schools that had offered similar points in the previous session.

The court had asked DoE to direct 15 (the eight uninspected and the seven newly-submitted) schools to reserve seats for the group. On being summoned, the representatives of the 18 schools without facilities also appeared in court on May 20 and will have to return with their replies on May 28.

DoE on Tuesday listed 51 schools -with and without facilities, the eight uninspected and the seven introduced later. On May 7, the court, "considering the fact that finalization of the admission process is imminent in the view of the orders of the Supreme court," directed DoE to issue a circular "within 24 hours from today (May 7)." When DoE didn't, the petitioner filed a contempt suit. The principal secretary (education) had appeared in court on May 16. DoE, however, remains under contempt till next hearing.

Cardiologist Amita Garg, who initiated litigation in the matter, is disappointed that DoE has taken so long. "This is just the start for us," she says. "We'll have to now approach schools afresh."

When the points system was fixed for all this year, no separate category was created for the disabled candidates. Under Right to Education Act, the disabled kids, coming under the 'disadvantaged categories', are eligible to apply for the 25% free-ship quota.

However, there's just one draw per school for it and the number of EWS (economically weaker section) applications is so overwhelmingly large, the disabled group has found itself out of the race altogether.

Source: Times of India  

Wednesday, February 26, 2014

Disability angle in Nursery admission norms - HC issues notice to centre

Nursery norms: Centre to clarify on disability quota
TNN | Feb 26, 2014, 02.19 AM IST


NEW DELHI: The High Court on Tuesday asked the Centre to clarify if Delhi's schools still have the discretion to provide admissions in nursery classes to disabled kids, despite the Lieutenant Governor's guidelines clubbing them with children of economically weaker groups (EWS).

A bench of justices S Ravindra Bhat and R V Easwar gave a day's time to the Centre to explain after the latter told the court it is up to the Delhi government to make guidelines for providing any benefit to disabled kids since the city government has enough "elbow room" despite the LG's order.

But HC was not satisfied and questioned the Centre's stand saying "no elbow room is visible" under the guidelines or the Persons with Disabilities Act. It added that if no proper guidelines are framed for providing relief to disabled students, the "discretionary approach" of schools will get an "escape route".

"If you (Centre and Delhi governments) don't come out with guidelines, it could lead to an escape route to the discretionary approach of schools," the bench said and kept the matter for Wednesday after the counsel, appearing for the Centre, said its officials would be present in the court to explain the government's stand.

The bench was hearing a PIL, by Pramod Arora, father of a child with special needs, challenging the LG's nursery admission guidelines to the extent it clubs disabled children with kids from EWS group. His petition also seeks 3% reservation for disabled kids in the nursery class.

During the day's proceedings, the Centre said it is for Delhi government to evolve guidelines on the issue but the court pointed out only when the Centre asks the state government to do so will it acts.

It also asked the Centre to "see what is possible under the Act", whether 3% reservation is possible and if yes, how to implement the same.

Meanwhile a group of parents on Tuesday also challenged the points for interstate transfer in the new nursery admission guidelines. A bench of acting Chief Justice and Justice Siddharth Mridul sought a reply from the state government and posted the case for Thursday.

Source: Times of India

Wednesday, May 8, 2013

Delhi High Court directs the private schools to make their schools barrier free & inclusive

Dear Colleagues,

After its order directing all private and government schools in Delhi to appoint Special educators for children with disabilities and provide necessary teaching and learning material earlier, the Delhi High Court, on a petition by Social Jurist has ordered to make all private schools barrier free for the disabled. It was brought to the notice of the court that private schools do not have adequate physical and academic infrastructure for children with disabilities and thus children forced in to these institution continued to face discrimination.

It was pointed out in the petition that there are 2039 unaided recognized private schools (1260 recognized by Directorate of Education (DoE), GNCTD and 779 recognized by MCD) and 258 aided recognized private schools (214 aided by DoE, GNCTD and 44 aided by MCD) in Delhi and most of them do not have the provisions of basic physical as well as academic infrastructure, including Special Educators as required for the education of the children with disabilities; These schools also did not provide barrier free infrastructure to the children with disabilities. This violated Right of Children to Free and Compulsory Education (RTE) Act, 2009 of such children as guaranteed under Articles 14,15,21, 21-A & 38 of the Constitution of India as well as contrary to the provisions of Delhi School Education Act, 1973, Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995, U.N. Convention on Rights of Child (1989) and U.N. Convention on Rights of Persons with Disabilities (2006).

The bench of Hon'ble Acting Chief Justice and Hon'ble Mr. Justice Rajiv Sahai Endlaw while hearing the petition W.P.(C) No.4618/2011 titled  Social Jurist, A civil rights group versus Govt. of NCT of Delhi directed all recognised, aided and unaided private schools in Delhi to appoint special educators and to make their buildings/school premises barrier-free for children with disabilities. The Director of Education has been directed to ensure that the Court Orders were followed and to de-recognise any school that has not made its premises disabled-friendly.

The court has now granted time up until March 31, 2013, to the schools to make their premises barrier-free and to appoint special educators with the next two years.

“Schools where children with special needs are already admitted or will be admitted hereafter shall immediately make provision for special educators...no school shall refuse admission to children with disability for the reason of not employing special educators or not providing barrier-free access on the school premises,” the court order says.

The court has also clarified that the capital expenditure on making the school building and premises barrier free so as to allow free movement to children with disability has to be incurred by the schools from their own coffers and is not reimbursable by the Government as Section 19 of the RTE Act requires all schools, as a condition for their recognition, to provide a barrier free access in their buildings.

The Court ordered that the schools where children with special needs are already admitted or will be admitted hereafter shall immediately make provision for Special Educators and further ordain that no school shall refuse admission to children with disability for the reason of not employing Special Educators or not providing barrier free access in the school premises

It may be pertinent to mention here that earlier a Division Bench of the Delhi High Court in matter Social Jurist, A Civil Rights Group Vs. Govt. of NCT of Delhi 163 (2009) DLT 489 had directed the GNCTD as well schools run by local bodies namely NDMC, MCD and Cantonment Board to ensure that each school shall have at least two special educators and that necessary teaching aids and reading materials are provided to children with disability. However, this did not cover the Private schools.

Those who want to go through the detailed order, Click here. W.P.(C) No.4618/2011

Media Coverage


regards
Subhash Chandra Vashishth
Advocate

Tuesday, September 25, 2012

Delhi High Court directs the private schools to make their schools barrier free & inclusive

Dear Colleagues,

After its earlier order directing all private and government schools in Delhi to appoint Special educators for children with disabilities and provide necessary teaching and learning material, the Delhi High Court, on a petition by Social Jurist has now ordered to make all private schools barrier free for the disabled. 

It was brought to the notice of the court that private schools do not have adequate physical and academic infrastructure for children with disabilities and thus children forced in to these institution continued to face discrimination.

It was pointed out in the petition that there are 2039 unaided recognized private schools (1260 recognized by Directorate of Education (DoE), GNCTD and 779 recognized by MCD) and 258 aided recognized private schools (214 aided by DoE, GNCTD and 44 aided by MCD) in Delhi and most of them do not have the provisions of basic physical as well as academic infrastructure, including Special Educators as required for the education of the children with disabilities; These schools also did not provide barrier free infrastructure to the children with disabilities. This violated Right of Children to Free and Compulsory Education (RTE) Act, 2009 of such children as guaranteed under Articles 14,15,21, 21-A & 38 of the Constitution of India as well as contrary to the provisions of Delhi School Education Act, 1973, Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995, U.N. Convention on Rights of Child (1989) and U.N. Convention on Rights of Persons with Disabilities (2006).

The bench of Hon'ble Acting Chief Justice and Hon'ble Mr. Justice Rajiv Sahai Endlaw while hearing the petition W.P.(C) No.4618/2011 titled  Social Jurist, A civil rights group versus Govt. of NCT of Delhi directed all recognised, aided and unaided private schools in Delhi to appoint special educators and to make their buildings/school premises barrier-free for children with disabilities. The Director of Education has been directed to ensure that the Court Orders were followed and to de-recognise any school that has not made its premises disabled-friendly.

The court has now granted time up until March 31, 2013, to the schools to make their premises barrier-free and to appoint special educators with the next two years.

“Schools where children with special needs are already admitted or will be admitted hereafter shall immediately make provision for special educators...no school shall refuse admission to children with disability for the reason of not employing special educators or not providing barrier-free access on the school premises,” the court order says.

The court has also clarified that the capital expenditure on making the school building and premises barrier free so as to allow free movement to children with disability has to be incurred by the schools from their own coffers and is not reimbursable by the Government as Section 19 of the RTE Act requires all schools, as a condition for their recognition, to provide a barrier free access in their buildings.

The Court ordered that the schools where children with special needs are already admitted or will be admitted hereafter shall immediately make provision for Special Educators and further ordain that no school shall refuse admission to children with disability for the reason of not employing Special Educators or not providing barrier free access in the school premises. 

It may be pertinent to mention here that earlier a Division Bench of the Delhi High Court in matter Social Jurist, A Civil Rights Group Vs. Govt. of NCT of Delhi 163 (2009) DLT 489 had directed the GNCTD as well schools run by local bodies namely NDMC, MCD and Cantonment Board to ensure that each school shall have at least two special educators and that necessary teaching aids and reading materials are provided to children with disability. However, this did not cover the Private schools.

Those who want to go through the detailed order, Click here. W.P.(C) No.4618/2011

Media Coverage


regards
Adv Subhash Vashishth

Thursday, September 6, 2012

Delhi High Court directs Private Schools to appoint 2 special educators

Dear colleagues,

Division Bench of the Delhi High Court has directed private schools to appoint two special educators to respect the mandate of the RTE Act. The court had already directed the Govt. of Delhi to appoint 2 Special educators in all government schools. This is a welcome step and calls for drastic changes in the way we look at education of children with disabilities.

Here is the news report from the Time of India.


'Special educators must in private schools’
Abhinav Garg, TOI



NEW DELHI: Disabled students enrolled in private schools received a unique gift from the Delhi high court on Teachers' Day - special educators.

A division bench comprising acting Chief Justice A K Sikri and Justice Rajiv Sahai Endlaw directed all private unaided schools in the capital to hire two qualified special educators as per the mandate of the Right to Education Act (RTE).

The bench made it clear that special educators are required not just in government-run or aided schools but should also in private schools as they too enroll disabled students with special needs. HC was hearing a plea by civil rights organization Social Jurist which sought to extend appointment of special educators to private schools.

The court has already directed the government schools to appoint special educators for disabled children in 2009. It re-iterated the ruling earlier this year while hearing a contempt plea against the government for its failure to fill up vacancies for special educators.

The PIL, filed through advocate Ashok Agarwal, highlighted that 2039 unaided private schools and 258 aided schools lack basic physical and academic infrastructure, including special educators for those suffering from blindness, hearing impairment or mental retardation. "The failure on the part of these unaided and aided schools to have these facilities in place violates the fundamental and human right to education of the children with disabilities as guaranteed to them by the Constitution, RTE Act (2009) and UN Convention on the Rights of the Persons with Disabilities (2008)," the PIL had argued.

On its part, the state government agreed with the need to have special educators and said all the unaided private schools of Delhi are required to make provisions for special educators for children with special needs. Earlier HC had directed the action committee of unaided private schools to file affidavit explaining about their position on recruitment of special educators, availability of provisions of ramps and special toilets etc. for the children with disabilities.

Source: Times of India

Thursday, January 21, 2010

Delhi High Court disposes off the PIL in favour of Inclusive Education in Govt. Schools in Delhi

Dear Friends,

So finally the Delhi High Court has disposed of the Public Interest Litigation No. W.P.(C) 6771/2008, Social Jurist Vs. Govt. of NCT of Delhi & Anr, yesterday i.e. on 20.01.2010. The final order merely disposes off the petition while making its earlier directions final which need to be implemented and the Committee appointed for the purpose will oversee its implementation.

This PIL has brought to sharp focus the precarious condition of the disabled children in the Government Schools. The situation was getting worse as disability was left to the NGOs to handle as if the state only had a role of giving out doles to few NGOs working on this. This led to uprooting of many children with disabilities especially the Visually impaired and the Hearing impaired to cities where some facilities existed. While children with other disabilities suffered in silence with no school ready to take them for they had no infrastructure or support to teach them.

The judiciary has restored the faith of people with disabilities, their parents, families, friends and supporters, NGOs that with this positive judgement, situations will change for them in the Government Schools too and inclusive education will not get restricted to ideological books only.

If this judgement is to be implemented, it would require a large number of special educators, therapists and supporting staff trained in sign language, braille and teaching techniques to include all by using multi-sensory methods. A daunting task both for the Govt. and as well as Rehabilitation Council of India. RCI will have to make sure that quality of training is maintained on highest standards in all their affiliated colleges, institutes. In the past there have been several cases where there were questions raised on quality of training in certain institutions. This would be necessary to protect the future of children with disabilities in mainstream (inclusive) education.

While the Education Department of Delhi Government has initiated the process of changing the Recruitment Rules to include Special Educators, other rehabilitation professionals have not been thought about as yet. To make inclusive education a reality, children with disabilities would require support of therapists, rehabilitation professional among all which should be considered by the Government.

Now with Mr. Agrawal been appointed Chairman of a Committee to oversee implementation of Right to Education of Disabled Children, these issues could be taken up with the Committee and necessary inclusion of more rehab professionals could be effected.

Recently, Central Board of Secondary Education (CBSE) has also indicated through a Categorical Circular that they would go to the extent of de-recognizing the Schools if any school dared to deny admission to a child with disability. This is a huge step in policy as well as in the domestic law of India - a step further to realize the mandate of UNCRPD.

We hope we will together face the challenges that might come in the way of realizing inclusive education a reality to make our nation a happier, welcoming & rights based place for its diverse population including those experiencing disability of any kind.

Regards

SC Vashishth
Advocate-Disability Rights
subhashvashishth@gmail.com
09811125521

Monday, August 24, 2009

Dear Friends,

Here is some news from the long awaited case which has not been concluded by the Hon'ble High Court as yet. The Govt. of Delhi is still contemplating assigning one special teacher for three schools which doesn't seem to be anywhere close to the promise of Inclusive Education that Govt. of India has tried to bring out in its recent Right to Education Bill ready for the assent of the President of India.

What you have to say?
regards
SC Vashishth



To read from source click here

The Municipal Corporation of Delhi (MCD)'s much-hyped decision to screen Bollywood movies such as Taare Zameen Par to educate teachers on ways to handle disabled students has angered the Delhi High Court.
The court suggested the Delhi government should instead form a committee to identify these children and treat them in a special manner to make their future bright.
On Wednesday, Chief Justice A.P. Shah and Justice Manmohan said Taare Zameen Par did not cover all aspects of disability, but was confined only to dyslexia.

The court observed that just by watching a film, a teacher won't be able to understand how to handle the special students.

"Proper mapping must be carried out by the government and the MCD to identify the number of disabled students. Secondly, the appointment of special, qualified teachers to take care of these students is an important aspect. The state must look into this matter seriously," Shah said.

The court suggested that a committee comprising a member each from the NCERT, the National Commission for Protection of Child Rights and the MCD be formed to oversee the process.

The bench also said designated schools should have transportation facilities for these students.
The Delhi government said there were 1,746 MCD and 922 government schools, and the process of identifying disabled students was tough and could only be completed by next June.

The government counsel said it planned to appoint one teacher for every three schools. "If we go by the 1: 3 ratio, we would require 300 teachers in government schools and 600 teachers in the MCD schools with the required qualifications to teach these students," the chief justice said.

MCD schools have been facing major problems in teaching disabled students due to paucity of specially trained teachers. As it is, it is hard to find fully equipped schools to teach them. Though the MCD claims it has two or three students with disabilities in almost every school, the teachers have many a times expressed its inability to teach such students.

"Disabled students face many hurdles. First, the schools are reluctant to admit them. Even if they do, the teachers don't know how to handle them. The result: the children do not learn anything," Ashok Agarwal, the counsel of the petitioner, an NGO, said.

Agarwal said the government carried out mapping of such students in 2007. But with the help of 19,000 personnel, it was able to track only 1,511 students, he noted, questioning the efficacy of the procedure the government adopted for the exercise.

"Even after two years, the government is saying it is still carrying out the mapping process. It's a delaying tactic. Those students, who were identified, have not even been admitted to schools.
The government will take a year to identify these students. It is wasting an academic year of these students," Agarwal said.

"Disabled students face many hurdles. First, the schools are reluctant to admit them. Even if they do, the teachers don't know how to handle them. The result: the children do not learn anything," Ashok Agarwal, the counsel of the petitioner, an NGO, said.

Agarwal said the government carried out mapping of such students in 2007. But with the help of 19,000 personnel, it was able to track only 1,511 students, he noted, questioning the efficacy of the procedure the government adopted for the exercise.

"Even after two years, the government is saying it is still carrying out the mapping process. It's a delaying tactic. Those students, who were identified, have not even been admitted to schools.
The government will take a year to identify these students. It is wasting an academic year of these students," Agarwal said.

The court's suggestions:
  • The Delhi government must form a committee to identify disabled students and treat them in a special manner.
  • The MCD and the government must carry out proper mapping to identify the total number of such students in the government schools.
  • The state must appoint qualified teachers to take care of them.
  • A committee comprising a member each from the NCERT, the National Commission for Protection of Child Rights and the MCD should supervise the entire process.

Thursday, May 28, 2009

No Teachers for Disabled Students in MCD Schools!

Dear Friends,

For me, this report means, all the efforts of RCI (Rehabilitation Council of India) are taking overseas flights for jobs and this brain drain is surely going to cost us dearly. The manpower trained at the cost of ex-chequer is not being used in India except in a handful NGOs, grassroot organisations and Govt. schools etc. Isn't it an irony that even today we don't have any facility of educating a child with disability in a mainstream school in a city like Delhi, forget about a rural school in Jalpaiguri District of West Bengal!?

If I correctly remember, in my earlier posts of 02 January 2009 and 22 December 2008, there was a proposal from Delhi Government that they would open a Model school in each district both for MCD schools and Delhi Govt. Schools so that the needs of students with various disabilities could be met. However, there seem to be no update publicized by the department nor there is any recruitment of special educators by the Education Department of Delhi Govt. This is no excuse and the Court is rightly shocked over such lapses.

Not only there is an urgent need to sensitize & train mainstream teachers about needs and abilities of children with disabilities but also the Principals, vice principals, Headmistress/ headmasters, Education Officers and supporting staff who often are found unaware about such issues. Ignorance can not be allowed to be a blessing in disguise for them. I have personally received messages from teachers whom I sensitized & trained at DIETs (SCERT) on Inclusive education and accessible school infrastructure, that their Principals / Viceprincipals /Headmistresses were not willing to take in disabled students and sending their parents to find admissions in special schools nearby. There is an urgent need to tackle such a trend among the senior staff at schools.

Appointment of Special Educators in all MCD Schools/ Delhi Cantonment Schools & Delhi Administration Schools will boost the confidence of the School Managers and staff to readily take in more students rather than discouraging them to go away.

Also the process of extending support to such students need to be made more smoother. Currently, as per my information, the concerned class teacher has to line up in the office of the District Education Officer to get the concessions and other facilities for the child with disability in his class while leaving the class of 50-60 unattended students. This is surely discouraging from all angles. May be the Secretary-Education, Govt. of Delhi needs to look at this seriously.

regards
Subhash Chandra Vashishth
Advocate-Disability Rights
09811125521

Here is the shock that nerved the High Court of Delhi :


MCD schools must have teachers for disabled students: HC
HT Correspondent, Hindustan TimesEmail AuthorNew Delhi, May 28, 2009


For 12-year-old Avinash, a visually impaired student of an MCD school in Jahangirpuri, it was smooth sailing from classes I to IV. But since two years, he has been stuck in Class V, as his promotion now is based on performance.

“What could he do? All four years he just came to school and went back and could do nothing,” says lawyer Ashok Aggarwal.

He is pleading in the High Court for a direction to government and MCD schools to appoint special teachers for differently-abled students. “There was no teacher in the school who knew the Braille technique,” Aggarwal says.

As per the MCD’s own admission there are 10,600 such students in schools across Delhi.
A shocked Delhi High Court on Wednesday ordered the MCD and Delhi Government to take immediate steps to appoint adequate number of such teachers.

The court was hearing a PIL filed by Social Jurist, an NGO that had contended that 1,000 schools run by the Delhi government and 1,800 MCD schools do not have trained teachers for disabled students.



Saturday, January 3, 2009

Explanation of the Education Department on creating Special Schools for Disabled Children

With that all the confusion over the newspaper report on the decision of the Government to open special schools for the disabled children in Delhi that I referred to in my post dated 22 Dec 08, Here is the clarification by the Education Secretary Ms. Reena Ray herself on the plans of Education Department to tackle the education needs of Children with diverse disabilities.

In nutshell, for me, the model schools will be a new name to the special school only. However, with one such school in each district which Govt. may call a model school and I would say it a Special School still, the educational needs of the children will be better looked after. Many children specially with visual and hearing disability do learn better in exclusive set ups for the infrastructure is designed for them and more individualised attention is feasible. However, they face socialisation problems while their social & economic rehabilitation takes place and society is not better prepared for accepting them as a part of them.

Here is the clarification from Education Department on that goof up:

regards
Subhash Chandra Vashishth

Govt schools to make room for special children

Aneesha MathurPosted: Jan 02, 2009 at 0131 hrs IST

New Delhi As an extension of the Right to Education and Integrated Education schemes of the Sarva Shiksha Abhiyan, 24 government schools in Delhi will be turned into “model schools” implementing policies regarding the mainstreaming of children with physical and learning disabilities. These schools will serve as “laboratories” and help solve problems of inclusive education through the identification of problem areas, and through innovative solutions that will allow differently abled children to study in mainstream schools using to the CBSE syllabus.

Twelve schools belonging to the Directorate of Education (DoE), and a similar number of schools run by the MCD, will be part of this project, Education Secretary Rina Ray said. “It’s not possible to blindly follow the model of education followed in the US or Europe. This will allow us to see what is required in the specific environment of Delhi government schools,” she
said. One DoE and MCD school in each education district will be developed as a model school.
The Sarva Shiksha Abhiyan’s Delhi office has taken out an advertisement inviting 50 teachers for children with special needs, including visual and hearing-impaired children. The teachers will be posted in these model schools to enable the DoE to work out guidelines for expanding the integrated education model.

In 2008, there were 10,065 differently abled children enrolled in 750 Delhi government schools. Most have some physical disability or visual or auditory impairment. Some also have learning disabilities like dyslexia. “Most schools today have some number of children with disabilities but there are no fixed methods to teach them. There is too much diversity in Delhi and too little awareness or expertise as far as dealing with these children is concerned,” Kanta Kapoor, coordinator, District Southwest, Integrated Education for Disabled Children, said.

The model schools will have both the infrastructure and the trained teachers required to integrate the children with disabilities. “We are in talks with the Vinyas Foundation to create Building as Learning Aid (Bala) concepts for children with visual impairment or learning disability. We are also working out retrofitting and renovation plans to introduce ramps,
wider doors, specially designed toilets etc, for these children,” Ray said.

NGOs such as the Spastic Society of North India, Muskaan, Aastha etc, have also been involved in the project for spreading awareness and contribution of expertise to the scheme. The Vinyas Foundation, which introduced the Bala idea, has been roped in to create more such aids for these children. “We are thinking about getting tiles that indicate directions to blind students, painting scenes out of stories on walls so that children with hearing impairment can see the story that they are not able to hear,” the Education Secretary said.Under the proposed plan, all teachers and students in these schools will be sensitised to the needs of the differently abled students, through workshops and life skills education programmes. Two teachers from every school under the DoE have already been identified as in-charge of the special education programme.
Workshops were held last year to train them in methods to integrate children with disabilities. Sensitisation drives were also organised across schools in December to create awareness about the problems faced by differently abled children.

The “buddy support system”, where students act as the support group of a differently abled child, was introduced in Delhi schools in 2006.

Source: http://www.expressindia.com/latest-news/govt-schools-to-make-room-for-special-children/405651/

Tuesday, December 23, 2008

Should we go back to Creating New Special Schools or Inclusive Schools?

Dear Friends,

Many of us have been reading UNCRPD day in an day out to understand its ramifications, impact on the conditions of the disabled people in India. We do believe it to be the only mantra to bring an equalitarian society so far as the disabled people of this country are concerned. The major thrust of the Persons with Disabilities (Equal Opportunities, Protection of Rights & Full Participation) Act-1995 and now UNCRPD (UN Convention on the Rights of Persons with Disabilities)- 2006 has been INCLUSION.

So many of us have started practicing it too! AADI (Action for Ability Development & Inclusion) presents a remarkable model of inclusion though it is other way round. i.e. while they moved from Special School to an Inclusive School, we are expecting the Government Schools and other Schools to move from General Schools to Inclusive Schools. There has been lot of brainstorming on the subject and on issues that one needs to deal with while implementing the true inclusion.

However, during this transition period from Segregation to Inclusion, we need to tread cautiously! Yes, it is true that while such a system is being put in place, we should not close down the special schools. However, our larger aim should be to mainstream the education. The special schools might co-exist to meet the needs of those who might not benefit or prefer the mainstream or inclusive education for various reasons.

However, when such questions go before the Court of Law, A judge with a good conscience and intentions might not be able to do justice for they may not be sufficiently exposed to the philosophy of inclusion and UNCRPD. Also, in this transition stage, many of us may not have clear answers to all issues which might work across the dimension and diversity of learners around.

In such a situation, the most likely fall out may be that we might see Orders /judgements from the Court of law that may put the trend in the reverse order. I think that this is what has occurred in the instant case in the Delhi High Court "Social Jurist Vs. Govt. of NCT of Delhi" where the Court seems to be ordering for creating Special Schools for the Disabled Children!! I feel there is an urgent need to assist the Court at this juncture to arrive at a more cogent decision in the matter which is in consonance with the UNCRPD, The PWD Act-1995 and the philosophy of Inclusion!

Here is the news items that appears today in Mail Today :


Govt to open special schools for disabled kids By
Praveen Kumar

In New Delhi ABOUT two lakh disabled children in the Capital can look forward to special schools with state- of- the- art facilities from the 2009 academic session.

The decision comes after the Delhi High Court criticised the Delhi government, the New Delhi Municipal Corporation ( NDMC), and the Municipal Corporation of Delhi ( MCD) for not doing enough for children with special needs.

The authorities have assured the court that they will open dedicated schools for physically challenged students.

The Delhi High Court had constituted a committee in October to look into issues related to disabled children and nonavailability of specially trained teachers for disabled students in schools run by the MCD and Delhi government. In its reply, the committee said the government would build 11 schools, the MCD 22 and the NDMC one. They would be named Rajkiya Samakit Vidyalaya , it said. The committee also informed the court that the proposal to build these schools was under way and the staff hired would be trained to cope with the needs of disabled students.

According to the latest figures, only 8,000 disabled students study in Delhi government schools, while 2,000 study in MCD schools. Besides, the schools have no special facilities for disabled children.

The response of the authorities came after a PIL filed by Social Jurists, an NGO, through counsel Ashok Aggrawal. The PIL said children suffering from blindness, hearing impairment and mental disability were deprived of the right to education.

Aggrawal said a three- member team had visited various primary schools run by the MCD and Delhi government. The teachers had admitted their ignorance about teaching disabled children.
“ The failure on the part of authorities to provide quality education, attention and care to children with disabilities amounts to violation of fundamental rights,” the petition said. Seeking a barrier- free environment in schools, the lawyer said the government should provide special toilets and ramps for students with disabilities.

The next hearing is on February 11, 2009.

http://mailtoday.in/23122008/epaperhome.aspx