01 Feb 2016 - 31 Jan 2017
01 Feb 2016 - 31 Jan 2017
Children with disabilities are the most stigmatized, discriminated and excluded from the mainstream education. Parents have felt that the teachers, support staff and the school authorities are not aware about disabilities and sensitive towards the needs of children with disabilities. Discrimination against them has serious consequences: it affects self-esteem, leads to poor health, severely limits access to education and future work opportunities, and excludes them from early learning and play. Just 20% of the disabled children have been issued disability certificates, the basic document needed to access everything — from education and healthcare to job reservation and all manner of welfare schemes. Children who are disabled find it difficult to enter school, negotiate its infrastructure, keep pace and continue education, and often face ridicule and shame in the hands of fellow students and school management.
The RET Act has given many families the strength to approach the neighborhood school for the admission of their disabled children. While the schools are not able to deny admission now, they often point out at the lack of infrastructure and facilities to accommodate children with disabilities. A large number of families feel harassed by the attitude of the school authorities and the demand for all kinds of documents like certificates from birth certificates, caste certificates to ration cards and other proof of identity etc. Children with disabilities entered school later than the age of eight. This was particularly evident in this area. Sometimes the impairment of the child is such that parents do not feel that the child is ready to go school. Some families had approached the school earlier but been turned away with the advice that the child should go to a special school. The RTE Act mandates admission in a class appropriate to the age of the child if the child is coming in later than the age of six. It also mandates that this will have a right to receive special training in such manner and time limits as may be prescribed.
About the Project:
Children with disabilities are among the most stigmatised, discriminated and excluded from access to health, education and opportunities for development of their potentials. It undermines their basic right to education and development. Hence, the project envisages for mainstreaming children with disabilities in formal schools in the target area through inclusive education under the Right of Children to Free and Compulsory Education (RTE) Act 2009, with the active participation of the parents, communities and other relevant stakeholders. Under the Act every child has been guaranteed the fundamental right to eight year of quality education in order to achieve quality education with equality and inclusion of every child.
Results to be Achieved:
Case Studies/Human stories:
Vijaya Kumar Banjare, S/o-Kailash Ram Banjare of Kumhi village, PO-Koma, District-Gariaband is visually impaired since childhood. When his mother was expected to give him birth, she was frequently falling sick. With growing years, he gradually lost his eyesight. Today he is 12 years old and not able to see anything. Though he can do some daily work on his own like brushing, bathing and taking food, but yet he is not completely acquainted with the environment around him. His parents are marginal farmers and earn their livelihood from agriculture and labour. He has two siblings who are also visually impaired. He didn’t have any access to education or any facilities provided by Govt.
With the help of PRERAK he was being taken to doctor who certified him as 80 percent disable. Prior to this he has availed other services from PRERAK such as reading through brail technique. Further his parents were informed and oriented about the RTE act and various Govt schemes and facilities in force for the disabled. Thus his parents were convinced and Vijaya was admitted to Kumhi middle school. Today he is studying 6th class. Since he has an inclination towards music, he along with his family often takes part in village function and Ramayana etc
PRERAK has planned to provide him training on Activity Daily Living skill (ADLS), Daily Living Skills (DLS) and Orientation Monitoring (OM) to help him become self dependent and get acquainted with the environment around him. Further with the help of disable certificate, he will be assisted to avail various entitlements and student scholarship so that he can create his own identity and live a dignified life in society.