Unit V:Policies, legislation, schemes and provisions

5.1.   Salient features of NPE 1986 and NEP 2020-Education of hearing impaired

5.2.   NEP2020-Enrolment, Retention-Remediation and Reentry to reduce dropout of students with hearing impairment- assessment for learning and improvement-paradigm shift in teaching and learning

5.3.   Salient features of RCI ACT-1992, PWD ACT-1995, RPWD ACT-2016

5.4. Samagra Shiksha :Objectives and implementation

5.5.   Government welfare schemes and provisions for student with hearing impairment and e-content guidelines

 

 

5.1.   Salient features of NPE 1986 and NEP 2020-Education of hearing impaired

 

 

The National Policy on Education (NPE) 1986 and the National Education Policy (NEP) 2020 are two key documents that have shaped the educational landscape of India. Both policies contain provisions for the education of hearing-impaired students, with an increasing focus on inclusion, equity, and accessibility. Below are the salient features of both policies in relation to the education of students with hearing impairments.

 

National Policy on Education (NPE) 1986

 

The National Policy on Education (NPE) 1986 was a landmark document in India that provided the framework for the country's educational development and reforms. The policy aimed at making education more accessible, inclusive, and relevant for all citizens, with an emphasis on addressing disparities in education and promoting national integration. It was based on the principle of ensuring quality education for all, with a strong focus on equal opportunities and social justice.

The NPE 1986 was later modified in 1992 to further strengthen the provisions outlined in the original policy. The policy provided a comprehensive approach towards educational reforms across various sectors, including primary education, higher education, technical education, and adult education.

 

Salient Features of NPE 1986 in Relation to Education of Hearing Impaired:

• Inclusion of Disabled Children: The NPE 1986 recognized the importance of integrated education and aimed to provide equal educational opportunities to children with disabilities, including those who are hearing-impaired. The policy emphasized the need for the integration of children with disabilities into regular schools to promote an inclusive environment.
• Special Schools and Support Services: The policy acknowledged the need for both special schools and integrated educational settings. For children with hearing impairments, it recommended the establishment of special schools and provisions for speech therapy, audiology support, and the use of hearing aids.
• Teacher Training: NPE 1986 emphasized the importance of training teachers in special education. The policy called for the development of programs for teacher education to equip educators with the skills to support children with disabilities, including those with hearing impairments. This included the need for training in sign language and understanding the specific needs of children with hearing loss.
• Provision of Assistive Devices: The policy highlighted the need for providing assistive devices, such as hearing aids, to students with hearing impairments to ensure they could participate in classroom activities and benefit from education.
• Financial Support: The NPE called for financial provisions to support children with disabilities, including subsidies for the purchase of hearing aids and funding for educational materials tailored to the needs of children with hearing loss.
• Coordinated Efforts: The policy proposed a collaborative effort between various government agencies, educational institutions, and voluntary organizations to ensure effective delivery of educational services to children with disabilities, including those who are hearing-impaired.

 

The National Policy on Education (NPE) 1986 was a forward-looking policy that laid the foundation for the development of inclusive education in India, particularly for children with disabilities. By focusing on integrated education, teacher training, and support services for hearing-impaired students, the policy aimed to provide an equal opportunity for all children to succeed in their education. While it was a significant step forward, the implementation of these provisions, especially for children with hearing impairments, required further efforts, infrastructure, and policy changes, many of which were addressed in later educational reforms like the NEP 2020.

 

National Education Policy (NEP) 2020

 

The National Education Policy (NEP) 2020 is India's new education policy that aims to bring transformative reforms in the education system, focusing on providing inclusive, equitable, and quality education at all levels. It aims to create a more holistic, student-centered, and accessible education system while fostering innovation, critical thinking, and creativity. The NEP 2020 is aligned with India's goal of becoming a knowledge-driven society and addresses various challenges such as improving the quality of education, ensuring equity, and meeting the needs of the diverse population.

The NEP 2020 marks a significant shift from previous policies by focusing on critical skills, integrating technology, and inclusive education to cater to the needs of all learners, including students with disabilities.

 

Salient Features of NEP 2020 in Relation to Education of Hearing Impaired:

• Inclusion and Equity: The NEP 2020 emphasizes inclusive education as a fundamental principle. It stresses the importance of ensuring that every child, including those with disabilities, has access to quality education. The policy promotes the integration of children with disabilities, including the hearing-impaired, into mainstream schools.
• Early Identification and Intervention: The NEP 2020 advocates for early identification of disabilities, including hearing impairments, and early intervention through specialized programs. Early detection and support are seen as crucial for better learning outcomes and development for students with hearing impairments.
• Accessible Learning Materials: The policy stresses the importance of accessible learning materials, such as textbooks in braille, sign language interpreters, and audio-based learning resources. For students with hearing impairments, the NEP 2020 recommends the use of captioning, sign language, and visual aids to make educational content accessible.
• Use of Technology: NEP 2020 strongly advocates the use of technology in education. It calls for the development of digital tools and resources that can cater to the needs of students with disabilities. For hearing-impaired students, this includes the use of assistive technologies such as speech-to-text software, sign language apps, and hearing aids integrated with technology to enhance learning and communication.
• Sign Language and Specialized Training: The NEP 2020 highlights the need for incorporating sign language into the educational curriculum. It recommends the training of teachers in sign language and other methods of communication for students with hearing impairments. The policy calls for the establishment of specialized training institutes for teachers to develop competencies in teaching students with disabilities.
• Inclusive Curriculum and Pedagogy: The NEP stresses the importance of creating an inclusive curriculum that accommodates the diverse needs of students with disabilities. For students with hearing impairments, this includes adjustments in teaching methods, use of visual learning aids, and personalized approaches to ensure accessibility and understanding.
• Support Systems: The NEP 2020 recommends setting up support systems in schools, including counseling services, special educators, and learning support centers, to assist students with disabilities. It advocates for multi-disciplinary teams to work collaboratively and provide individualized support to students with hearing impairments.
• Transition to Higher Education: The policy also recognizes the need for ensuring that students with disabilities, including hearing-impaired students, have access to higher education. The NEP 2020 proposes the creation of special provisions and accommodations in higher education institutions, such as accessible campuses, sign language interpreters, and extra time for exams.
• Inclusive Assessment and Evaluation: The NEP calls for a flexible assessment system that accommodates the needs of students with disabilities. For hearing-impaired students, this could involve modifications such as the use of visual tests, oral examinations with interpreters, and the use of assistive technology in assessments.

 

Comparison of NPE 1986 and NEP 2020 for Hearing-Impaired Students

 

Feature	NPE 1986	NEP 2020
Focus on Inclusion	Focus on integrated education for all children with disabilities, including hearing-impaired students.	Emphasis on inclusive education as a core principle, ensuring all children, including those with hearing impairments, are integrated into mainstream education.
Early Intervention	Mentioned the need for special schools and support services for hearing-impaired students.	Strong emphasis on early identification and intervention to support hearing-impaired children right from the early stages of their education.
Teacher Training	Promoted the training of teachers in special education, including sign language.	Focus on training teachers in inclusive education and sign language, ensuring they are equipped to teach students with hearing impairments.
Assistive Devices and Technology	Recognized the need for hearing aids and other assistive devices for hearing-impaired students.	Strong emphasis on assistive technology, including digital tools, captioning, speech-to-text software, and other innovations to support the learning of hearing-impaired students.
Support Systems	Focused on special schools and the need for support services.	Calls for multi-disciplinary teams, learning support centers, and special educators to support hearing-impaired students in mainstream schools.
Curriculum and Pedagogy	Emphasis on separate educational settings for children with hearing impairments.	Focus on developing an inclusive curriculum with adaptations for students with disabilities, including those with hearing impairments, through the use of sign language, visual aids, and assistive devices.
Access to Higher Education	Did not provide significant provisions for higher education for students with disabilities.	Focused on ensuring accessibility in higher education through special provisions, such as accessible campuses and exam accommodations for hearing-impaired students.

 

Both the NPE 1986 and NEP 2020 represent significant steps in addressing the educational needs of hearing-impaired students in India, though the NEP 2020 offers a more comprehensive and inclusive approach. The NEP 2020 builds on the foundation set by the NPE 1986 by placing greater emphasis on technology, early intervention, accessible learning materials, and teacher training to create an environment where students with hearing impairments can thrive in both mainstream and specialized educational settings. The overarching goal of both policies is to ensure equity, inclusion, and accessibility for all students, regardless of their abilities.

 

5.2.   NEP2020- Enrolment, Retention-Remediation and Re-entry to reduce dropout of students with hearing impairment-assessment for learning and improvement-paradigm shift in teaching and learning

 

 

The National Education Policy (NEP) 2020 aims to transform India's education system by providing an inclusive, holistic, and multidisciplinary approach. It focuses on ensuring universal access to quality education, from early childhood to higher education, with a strong emphasis on equity, inclusion, and critical thinking. The policy emphasizes early childhood care and education (ECCE), flexible curricula, and technology integration to enhance learning outcomes. It also prioritizes inclusive education for students with disabilities, including hearing-impaired students, by promoting assistive technologies, sign language, and teacher training. Additionally, it advocates for vocational education, lifelong learning, and the use of digital tools to foster creativity, problem-solving, and skill development. NEP 2020 aims to make education more accessible, equitable, and relevant to the needs of every learner, preparing them for the challenges of the future.

 

Enrolment, Retention-Remediation and Re-entry to reduce dropout of students with hearing impairment

 

The National Education Policy (NEP) 2020 outlines several key strategies aimed at reducing dropout rates and improving enrollment, retention, remediation, and re-entry of students with hearing impairments. The policy emphasizes the need to create an inclusive, equitable, and supportive educational environment that caters to the diverse needs of students, including those with disabilities like hearing impairment. Below is an outline of how NEP 2020 addresses these aspects:

1. Enrollment of Students with Hearing Impairment:

NEP 2020 recognizes the importance of universal access to education and aims to provide equal opportunities for children with hearing impairments. Key initiatives to enhance enrollment include:

• Early Identification and Intervention: The policy emphasizes early detection of hearing impairments and early intervention programs to provide support at the foundational stage. This ensures that children with hearing impairments are identified early and enrolled in the education system, especially in mainstream schools with appropriate accommodations.
• Awareness and Outreach Programs: NEP 2020 advocates for the development of awareness campaigns to encourage parents and communities to enroll children with disabilities, including those with hearing impairments, in schools.
• Inclusion of Hearing-Impaired Children: The policy recommends the creation of inclusive schools where children with disabilities can learn alongside their peers. This involves adapting the curriculum, infrastructure, and teaching methods to ensure that students with hearing impairments are provided with appropriate support.

2. Retention of Students with Hearing Impairment:

To ensure that students with hearing impairments remain in school and continue their education without interruption, NEP 2020 proposes the following measures:

• Inclusive Teaching and Learning Environment: Schools are encouraged to provide an inclusive education environment with provisions like sign language interpreters, hearing aids, and speech-to-text software to help students with hearing impairments participate fully in classroom activities.
• Adaptive Curriculum and Pedagogy: The NEP advocates for a flexible curriculum that allows modifications based on students' needs. This includes using multisensory teaching methods, visual aids, and assistive technologies to ensure that hearing-impaired students can engage with the content effectively.
• Teacher Training: Teachers will be trained in special education techniques, including sign language and communication strategies tailored to students with hearing impairments. This helps create a supportive learning environment and ensures that teachers are well-equipped to address the unique challenges faced by these students.

3. Remediation of Learning Gaps:

To address the challenges that hearing-impaired students may face in keeping up with the regular curriculum, NEP 2020 focuses on remediation strategies that can help bridge learning gaps:

• Individualized Learning Plans: Schools are encouraged to design personalized learning plans for students with disabilities, including hearing impairments. These plans can focus on individual strengths and areas for improvement, ensuring that the student receives targeted support.
• Peer Support and Mentoring: The policy suggests the use of peer mentors and buddy systems, where students with hearing impairments are paired with supportive peers who can help them adapt to the learning environment and improve their skills.
• Use of Technology and Assistive Tools: NEP 2020 highlights the role of assistive technologies such as speech-to-text software, hearing aids, and captioning in educational content to support students' learning needs and ensure that they are not left behind.
• Regular Assessments: Continuous and formative assessments are recommended to identify areas where students with hearing impairments may need additional help. These assessments should be designed to measure overall progress, including social, emotional, and cognitive development.

4. Re-entry Programs for Students with Hearing Impairment:

The NEP 2020 emphasizes the importance of re-entry programs for students who have dropped out of the education system, including those with hearing impairments. Key provisions to facilitate re-entry include:

• Flexible Learning Pathways: The policy encourages the creation of flexible learning pathways that allow students with disabilities, including hearing impairments, to re-enter the education system at any stage. This includes options such as open schooling, online learning, and vocational education.
• Adult Education Programs: For students who have dropped out due to barriers such as accessibility or financial constraints, NEP 2020 promotes adult education and lifelong learning opportunities. These programs provide a second chance for students with hearing impairments to continue their education and acquire necessary skills.
• Community-based Support Systems: The policy recommends the establishment of community outreach programs to provide support for students with hearing impairments who may have dropped out. This could include counseling, career guidance, and re-entry programs to reintegrate students into the formal education system.

5. Addressing Socio-Economic Barriers:

NEP 2020 recognizes that socio-economic barriers can contribute to the dropout rates among students with disabilities. Measures to address these barriers include:

• Scholarships and Financial Support: The policy advocates for financial assistance, scholarships, and subsidies to reduce the economic burden on families of students with hearing impairments, thereby encouraging enrollment, retention, and continuity in education.
• Transport and Infrastructure Support: To facilitate the participation of hearing-impaired students, the policy recommends providing accessible transportation, infrastructure, and assistive devices, such as hearing aids and communication devices, to ensure their full participation in education.

6. Monitoring and Evaluation:

The NEP 2020 emphasizes the need for regular monitoring and evaluation of programs aimed at improving enrollment, retention, and the overall educational experience for students with hearing impairments. This includes tracking dropout rates and ensuring that appropriate interventions are in place to address challenges and provide necessary support.

 

Assessment for learning and improvement

 

The National Education Policy (NEP) 2020 emphasizes a significant shift in the approach to assessment in the Indian education system. It advocates for assessment for learning rather than assessment of learning, aiming to enhance students' growth and development throughout their educational journey. The policy proposes that assessments should be holistic, formative, and constructive, focusing on the continuous improvement of the student rather than solely on summative outcomes such as exam results. Here s an in-depth explanation of assessment for learning and its role in the NEP 2020:

Key Aspects of Assessment for Learning in NEP 2020

1. Shift from Rote Learning to Conceptual Understanding

• NEP 2020 moves away from the traditional rote learning system and instead encourages assessments that focus on understanding, critical thinking, and problem-solving skills. The goal is to assess a student s grasp of concepts and their ability to apply knowledge in real-world situations.
• Assessments should encourage students to apply concepts and foster higher-order cognitive skills like analysis, evaluation, and creation, rather than simply recalling facts.

2. Emphasis on Formative Assessment

• The policy places a strong emphasis on formative assessments, which are conducted during the learning process. These assessments are continuous and dynamic, allowing educators to track students' progress and make necessary adjustments to teaching strategies.
• Formative assessments focus on ongoing feedback, identifying strengths and weaknesses in real time, and supporting students' growth and development.

3. Holistic and Multidimensional Assessment

• NEP 2020 advocates for holistic assessments that evaluate multiple aspects of student development, not just academic performance. This includes:

o  Cognitive skills: Conceptual understanding, critical thinking, and application of knowledge.

o  Emotional skills: Self-awareness, empathy, and emotional intelligence.

o  Social skills: Collaboration, communication, and teamwork.

o  Physical skills: Motor skills and overall well-being.

o  Creative skills: Innovation, problem-solving, and creativity.

• By assessing a wide range of skills, the NEP aims to foster well-rounded individuals who are capable of succeeding in both their academic and personal lives.

4. Use of Technology in Assessment

• The NEP highlights the importance of leveraging technology in assessments to make them more efficient and effective. This includes the use of:

o  Digital platforms for real-time tracking of student progress.

o  AI-based tools for personalized learning pathways and adaptive assessments tailored to individual learning needs.

o  Online testing to provide flexibility, especially in remote areas or for students with disabilities.

• Technology enables more interactive, dynamic, and real-time feedback, which supports continuous learning improvement for students.

5. Focus on Skills and Competencies

• NEP 2020 shifts the focus from traditional content-based assessments to assessing skills and competencies. It emphasizes that learning is not just about memorizing information but developing the skills needed to thrive in life, such as communication, collaboration, and critical thinking.
• Skills-based assessments help students understand the application of knowledge in practical scenarios and encourage them to be active learners and problem solvers.

6. Reducing High-Stakes Exams

• One of the key reforms in NEP 2020 is the reduction of high-stakes exams that dominate the education system. These exams often put undue stress on students and focus primarily on memorization.
• Instead, the policy advocates for assessments that are less stressful and more reflective of learning progress. Regular assessments will reduce the pressure around final exams and provide students with the opportunity to improve continuously.
• There will also be an emphasis on lowering the number of summative assessments, such as the Class 10 and 12 board exams, and moving toward more internal assessments, which reflect students' overall progress.

7. Promoting Continuous Feedback and Improvement

• Assessment for learning in NEP 2020 emphasizes continuous feedback for students. This feedback is meant to be constructive, helping students identify areas where they need to improve and offering guidance on how to make those improvements.
• Teachers are encouraged to give regular and personalized feedback to students, which helps build self-regulated learners who take ownership of their educational journey.

8. Teacher Capacity Building

• To ensure that assessments for learning are effectively implemented, NEP 2020 stresses the importance of teacher training. Teachers must be equipped with the skills to design and administer formative assessments, provide meaningful feedback, and adapt their teaching to meet students' evolving needs.
• Teacher professional development will also focus on enabling educators to integrate assessment strategies that promote learning outcomes and student well-being.

9. Adaptive Assessments for Diverse Learners

• NEP 2020 recognizes the diversity of learners in India, including students with disabilities, and proposes the use of adaptive assessments to meet the needs of different learners.
• For students with hearing impairments or other disabilities, assessments should be adapted to provide appropriate accommodations, such as sign language interpreters, assistive technologies, or alternate formats (e.g., braille, audio, or visual aids), ensuring equitable access to assessment opportunities.

10. Encouraging Peer and Self-Assessment

• The policy also advocates for the use of peer and self-assessment practices. Peer assessments encourage students to reflect on the work of others, providing constructive feedback, which fosters a deeper understanding of the content and promotes collaborative learning.
• Self-assessment helps students evaluate their own progress, identify their strengths and areas for improvement, and set personal learning goals.

 

The assessment for learning approach outlined in NEP 2020 represents a paradigm shift in the education system, focusing on the continuous development of students rather than solely on summative outcomes. By prioritizing formative assessments, skills-based evaluations, holistic learning, and personalized feedback, the policy aims to foster a student-centered environment where learning is more engaging, meaningful, and tailored to individual needs. Additionally, the use of technology and inclusive assessment practices will ensure that all students, including those with disabilities, have the support and opportunities they need to succeed. NEP 2020's approach to assessment is about empowering students to be lifelong learners who are equipped with the skills, knowledge, and mindset to thrive in an ever-changing world.

 

Paradigm shift in teaching and learning

 

The National Education Policy (NEP) 2020 envisions a paradigm shift in teaching and learning, moving away from traditional, rigid, and rote-based approaches towards more holistic, student-centered, and flexible methods. The policy emphasizes the need for active learning, where students are encouraged to engage with the content critically, creatively, and collaboratively. It advocates for the integration of critical thinking, problem-solving, and digital literacy into the curriculum, fostering skills that are essential for the 21st century. In this new paradigm, teachers are seen as facilitators and mentors who guide students through an experiential learning process rather than just delivering content. The use of technology is a key element, with NEP 2020 promoting blended learning, online resources, and adaptive learning tools that cater to diverse learning styles and needs. The curriculum is designed to be multidisciplinary, encouraging students to explore a wide range of subjects and skills, while focusing on learning outcomes that are relevant to the real world. This shift aims to make education more inclusive, equitable, and engaging, empowering students to be lifelong learners and active contributors to society.

 

 

5.3.   Salient features of RCI ACT-1992, PWD ACT-1995, RPWD ACT-2016

 

 

RCI ACT-1992

 

The Rehabilitation Council of India Act, 1992 (RCI Act, 1992) was enacted with the goal of regulating and ensuring the standards of training professionals in the field of rehabilitation and special education for people with disabilities in India. The Act is central to the establishment and development of a professional workforce capable of providing quality services to individuals with disabilities, including those with hearing impairments, physical disabilities, and intellectual disabilities.

 

Salient features of the RCI Act, 1992:

 

1. Establishment of the Rehabilitation Council of India (RCI)

• The Rehabilitation Council of India (RCI) was established under the Act as a statutory body under the Ministry of Social Justice and Empowerment, Government of India.
• Its primary function is to regulate and standardize training and education programs for professionals involved in the rehabilitation of people with disabilities.

2. Recognition of Rehabilitation Professionals

• The Act defines and recognizes various categories of professionals involved in the rehabilitation of people with disabilities. This includes professionals like special educators, rehabilitation therapists, speech and hearing therapists, and other related fields.
• It ensures that professionals working in the disability sector meet certain standards of education and training through recognized programs and certification.

3. Training and Education

• One of the key objectives of the RCI Act is to standardize and regulate training programs for professionals in the disability sector. The Council ensures that educational institutions offering training programs meet established guidelines and have the necessary infrastructure and faculty.
• The Act supports the development of certificate, diploma, undergraduate, and postgraduate programs in areas related to disability and rehabilitation.

4. Registration of Professionals

• The RCI Act mandates the registration of rehabilitation professionals who meet the qualifications and training standards set by the Council. Only registered professionals are legally allowed to practice and offer services in the field of rehabilitation.
• Registration with the RCI provides credibility and professional recognition to practitioners, ensuring that only qualified professionals deliver services to people with disabilities.

5. Accreditation of Institutions

• The RCI is responsible for accrediting educational institutions that offer courses related to the rehabilitation of individuals with disabilities. It ensures that these institutions maintain the required standards of education, curriculum, and infrastructure.
• The Council works to promote specialized institutions offering training in diverse fields of rehabilitation, including speech therapy, physiotherapy, and special education.

6. Promoting Research and Development

• The RCI Act emphasizes the importance of research and development in the field of disability and rehabilitation. It promotes research to improve rehabilitation practices and encourages innovation to better serve individuals with disabilities.
• The RCI also collaborates with universities, research organizations, and government agencies to enhance knowledge and strategies in the field of disability rehabilitation.

7. Coordination with Other Bodies

• The RCI collaborates with various other governmental and non-governmental bodies, including the Ministry of Social Justice and Empowerment, State Governments, and universities, to promote and implement policies related to disability and rehabilitation.
• The Council also works with international organizations to adopt best practices and ensure the development of an inclusive society.

8. Regulation of Professional Conduct

• The Act grants the RCI the authority to regulate the professional conduct of registered professionals. It can take disciplinary actions if a professional is found violating ethical or professional standards, ensuring accountability in the rehabilitation field.
• This includes setting up guidelines for ethical practice, competency standards, and continuous professional development.

9. Facilitating Public Awareness and Advocacy

• The RCI Act plays a role in raising public awareness about the needs and rights of people with disabilities. It advocates for the inclusion and empowerment of people with disabilities through advocacy, awareness programs, and training.
• The Act supports initiatives that create an inclusive and supportive environment for people with disabilities, including those with hearing impairments, by working towards social integration and equal opportunity.

10. Support for National Policy on Disabilities

• The RCI Act is in line with India s broader national policies concerning disabilities, such as the National Policy on Disabilities, and complements various government initiatives aimed at empowering people with disabilities.
• It ensures that services provided by professionals adhere to national standards, promoting consistency and high-quality service delivery across the country.

11. Inclusion of Various Disabilities

• The Act covers various types of disabilities, including hearing impairment, visual impairment, physical disabilities, and mental disabilities, ensuring that professionals across these domains are well-trained and recognized.
• It encourages the creation of a multi-disciplinary approach for the rehabilitation and education of individuals with different types of disabilities.

 

The RCI Act, 1992 plays a crucial role in improving the standards of special education, rehabilitation services, and the training of professionals who work with people with disabilities, including the hearing impaired. Through its focus on professional registration, institutional accreditation, ethical standards, and continuous education, the Act ensures that individuals with disabilities receive high-quality services from qualified and competent professionals. By promoting inclusivity, advocacy, and research, the RCI Act contributes significantly to the empowerment and betterment of people with disabilities in India.

 

 

PWD ACT-1995

 

The Persons with Disabilities (Equal Opportunities, Protection of Rights, and Full Participation) Act, 1995 (commonly known as the PWD Act, 1995) was enacted in India to ensure the empowerment, protection of rights, and full participation of people with disabilities in the mainstream society. The Act laid the foundation for disability rights in India and aimed at promoting equal opportunities for persons with disabilities in all aspects of life, including education, employment, and social participation.

 

Salient features of the PWD Act, 1995:

 

1. Definition of Disability

• The PWD Act, 1995 provided a legal definition of disability and specified various categories of disabilities, including blindness, low vision, hearing impairment, locomotor disabilities, mental illness, and mental retardation (now referred to as intellectual disability).
• The Act recognized 14 types of disabilities, creating a legal framework for the protection and rights of individuals with disabilities.

2. Equal Opportunities

• The Act emphasized the provision of equal opportunities to persons with disabilities in education, employment, social life, and economic participation.
• It mandated that public buildings and transportation systems be made accessible to people with disabilities, ensuring their full participation in society.

3. Non-Discrimination

• The PWD Act prohibited discrimination against persons with disabilities in education, employment, government services, and public places.
• It made it illegal for employers and educational institutions to discriminate against individuals on the grounds of disability and required them to provide reasonable accommodations for their needs.

4. Reservation in Employment

• The Act mandated reservation of jobs in government organizations and public sector enterprises for persons with disabilities.
• It specified that 3% of total vacancies in government jobs be reserved for persons with disabilities, with provisions for 1% each for blindness, hearing impairment, and locomotor disabilities.

5. Education

• The PWD Act emphasized inclusive education, encouraging educational institutions to admit and accommodate children with disabilities in regular schools.
• It required that special schools and rehabilitation centers be established to provide education and vocational training to children with disabilities.
• The Act advocated for special provisions in education, such as sign language interpreters for children with hearing impairments and Braille for children with visual disabilities.

6. Accessibility

• The Act called for the physical accessibility of public spaces, buildings, and transportation to ensure that individuals with disabilities can move freely and independently.
• It mandated the creation of barrier-free environments, including ramps, elevators, and accessible toilets in public places and government buildings.

7. Rehabilitation and Welfare

• The Act provided for the establishment of rehabilitation centers to train and rehabilitate persons with disabilities, including those with hearing impairments, visual impairments, and physical disabilities.
• It encouraged vocational training and rehabilitation programs to enable persons with disabilities to become self-reliant and integrate into society.
• The Act recommended the development of a national plan for the rehabilitation of persons with disabilities, with provisions for state-level and local-level rehabilitation programs.

8. Research and Development

• The PWD Act encouraged the promotion of research in the field of disability to better understand the needs and challenges faced by people with disabilities and to develop new technologies and solutions.
• It mandated the creation of a national resource center for the development of assistive devices and aids to support individuals with disabilities.

9. Certification of Disability

• The Act laid out the procedure for obtaining disability certification, allowing persons with disabilities to be formally recognized and qualify for benefits, entitlements, and assistance.
• It also outlined the process for the assessment of disabilities, including the medical criteria for various types of disabilities.

10. National Disability Welfare Fund

• The Act established a National Fund for Persons with Disabilities to facilitate the provision of services and support to people with disabilities.
• The fund was designed to support the implementation of various welfare schemes, rehabilitation programs, and infrastructure development related to disabilities.

11. Role of Government and State Authorities

• The PWD Act empowered the central and state governments to formulate and implement policies and programs to support the welfare of persons with disabilities.
• The government was responsible for ensuring that laws and regulations related to disability rights were effectively implemented and enforced at the state and local levels.

12. State Coordination Committees

• The Act mandated the creation of State Coordination Committees to oversee and monitor the implementation of disability-related policies and programs.
• These committees were tasked with ensuring the proper execution of the Act's provisions, including addressing complaints, promoting awareness, and supporting local initiatives.

13. Monitoring and Implementation

• The Act established the Chief Commissioner for Disabilities at the national level and the State Commissioners for Disabilities at the state level to monitor and ensure compliance with the provisions of the Act.
• These officers were responsible for addressing complaints of discrimination, providing legal assistance, and facilitating the implementation of accessibility standards and welfare measures.

14. Social Security and Benefits

• The PWD Act provided for the provision of financial assistance and social security benefits for persons with disabilities.
• It also addressed the welfare of persons with severe disabilities by ensuring that they receive appropriate support, including disability allowances, free medical treatment, and other state-sponsored benefits.

 

14 disabilities as defined by the PWD Act, 1995:

 

1. Blindness

• Refers to the condition where an individual has a complete lack of vision or has very limited vision, making it difficult or impossible for the person to perform daily tasks without assistance or adaptive devices.

2. Low Vision

• Refers to individuals who have partial loss of vision, and despite the use of corrective measures, their vision is significantly impaired, affecting their ability to perform certain tasks that require normal vision.

3. Hearing Impairment

• Includes individuals with a partial or complete loss of hearing. This can be due to congenital or acquired conditions, and the disability affects communication and participation in social and educational activities.

4. Locomotor Disability

• Refers to physical disabilities that affect the mobility of a person. It includes conditions like paralysis, amputation, or muscular dystrophy, which impair the ability to walk or move freely.

5. Mental Retardation (now referred to as Intellectual Disability)

• Refers to individuals who have below-average intellectual functioning (IQ below 70), which affects their ability to learn, reason, and adapt to daily life. It also impacts social and practical skills.

6. Leprosy Cured Persons

• Individuals who have been affected by leprosy (Hansen s disease) but have been cured, and who may still experience disabilities like deformities or physical impairments resulting from leprosy-related nerve damage.

7. Cerebral Palsy

• A condition caused by brain damage before or during birth, leading to physical disabilities such as muscle weakness, spasticity, and coordination difficulties. It may affect movement, posture, and balance.

8. Dwarfism

• Refers to individuals who have an abnormally short stature due to genetic conditions, typically defined as a height of less than 4 feet 10 inches, along with other physical impairments that may arise from the condition.

9. Muscular Dystrophy

• A group of genetic disorders that cause progressive weakness and loss of muscle mass, affecting mobility and physical functioning over time.

10. Chronic Neurological Conditions

• Includes conditions like multiple sclerosis, Parkinson s disease, and epilepsy, where the individual experiences long-term neurological impairment affecting motor skills, cognition, and coordination.

11. Autism Spectrum Disorder (ASD)

• Refers to individuals with neurodevelopmental disorders characterized by impairments in communication, social interaction, and restricted or repetitive behaviors. These individuals may have varying levels of intellectual functioning.

12. Schizophrenia

• A severe mental illness that affects a person's ability to distinguish between reality and delusions, leading to disorganized thinking, emotional instability, and social withdrawal.

13. Bipolar Disorder

• A mental health condition characterized by extreme mood swings between mania (elevated mood) and depression that affect a person's ability to function effectively in daily life.

14. Multiple Disabilities

• Refers to individuals who experience more than one disability, such as a combination of physical and intellectual disabilities, visual and hearing impairments, etc. This category includes those with multiple and complex needs.

 

The PWD Act, 1995 was a landmark piece of legislation that laid the foundation for a disability-inclusive society in India. By establishing provisions for equal opportunities, non-discrimination, and full participation, the Act addressed various barriers faced by persons with disabilities, including those with hearing impairments, and provided mechanisms to ensure their social, educational, and economic empowerment. While the Act was a significant step forward, it was later superseded by the Rights of Persons with Disabilities Act, 2016 to align with the UN Convention on the Rights of Persons with Disabilities and strengthen the legal framework for disability rights in India.

 

 

 

RPWD ACT-2016

 

The Rights of Persons with Disabilities Act, 2016 (RPWD Act, 2016) is a landmark legislation in India that replaced the Persons with Disabilities (Equal Opportunities, Protection of Rights, and Full Participation) Act, 1995. The RPWD Act was enacted to bring India s disability laws in line with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and to provide a more comprehensive framework for ensuring the rights, dignity, and full participation of persons with disabilities (PWDs) in all aspects of life.

Here are the salient features of the RPWD Act, 2016:

1. Expansion of Disability Categories

• The RPWD Act, 2016 recognizes 21 categories of disabilities, expanding the previous list of 14 categories under the 1995 Act. Some of the new categories include specific learning disabilities, autism spectrum disorder, mental illness, and dwarfism, among others.
• This expansion ensures that individuals with a broader range of disabilities are legally recognized and provided for in terms of rights and support.

2. Rights-Based Approach

• The RPWD Act adopts a rights-based approach to disability, aligning with the principles of equality, non-discrimination, and inclusion.
• The Act emphasizes the empowerment of persons with disabilities and their full participation in social, educational, and economic spheres.
• It ensures that people with disabilities are treated equally and provides them with the right to live with dignity and access services and opportunities on an equal footing with others.

3. Legal Capacity and Decision-Making

• The RPWD Act recognizes that persons with disabilities have the legal capacity to make decisions, including decisions about their personal and financial matters.
• It establishes the right to make decisions about one s life and legal matters without any discrimination, ensuring autonomy and dignity for persons with disabilities.

4. Prohibition of Discrimination

• The Act prohibits discrimination in education, employment, health care, and social and cultural activities.
• It requires that reasonable accommodation be made in all areas, including in the workplace, educational institutions, and public spaces, to ensure accessibility for persons with disabilities.

5. Reservation in Education and Employment

• The RPWD Act mandates reservation in education and employment for persons with disabilities:

o  5% reservation in government jobs for persons with disabilities.

o  4% reservation in higher educational institutions (3% for those with disabilities and 1% for those with mental illnesses).

• It also encourages inclusive education and vocational training to ensure that persons with disabilities have access to quality education and skill development.

6. Accessibility

• The RPWD Act mandates the creation of a barrier-free environment for persons with disabilities, ensuring access to public buildings, transportation, and information.
• It requires all public facilities and services to be accessible to persons with disabilities, including the use of assistive technologies and adaptations in infrastructure (e.g., ramps, elevators, accessible toilets).
• The Act also includes provisions for universal design and accessible information and communication technology (ICT) to improve inclusivity.

7. National and State Commissions for Disabilities

• The RPWD Act establishes the National Commission for Persons with Disabilities and provides for the creation of State-level commissions to monitor and promote the rights of persons with disabilities.
• These commissions are tasked with investigating complaints, advising governments on disability issues, and ensuring the implementation of the provisions of the Act.

8. Early Intervention and Education

• The Act promotes early intervention programs to support children with disabilities, ensuring they receive necessary healthcare, education, and rehabilitation at an early stage.
• It ensures inclusive education and the creation of special schools where necessary, and encourages the use of alternative forms of communication, such as sign language, for students with hearing impairments.
• Special educators and rehabilitation professionals are required to receive proper training to address the needs of students with disabilities.

9. Health and Rehabilitation

• The RPWD Act mandates that persons with disabilities have access to healthcare services, including rehabilitation and counseling.
• It recognizes the importance of rehabilitation services for improving the quality of life of persons with disabilities and provides for the creation of rehabilitation centers and programs.
• The Act emphasizes the need for mental health services for persons with mental illnesses and recognizes them as an important part of disability rights.

10. Social Security and Welfare Measures

• The Act ensures social security for persons with disabilities, including pensions, financial support, and other welfare benefits.
• It promotes the provision of aids and assistive devices, such as wheelchairs, hearing aids, and prosthetics, to enable persons with disabilities to lead independent and fulfilling lives.

11. Independent Living and Protection from Abuse

• The Act emphasizes the right to live independently in the community and to be protected from abuse, exploitation, and neglect.
• It advocates for the establishment of homes and residential facilities for persons with severe disabilities who may need extra support and care.
• The RPWD Act also protects persons with disabilities from physical and mental abuse and ensures their safety within family, educational, and social environments.

12. Awareness and Advocacy

• The Act stresses the need for awareness programs to reduce stigma and discrimination against persons with disabilities in society.
• It encourages the participation of persons with disabilities in public affairs, politics, and policy-making to enhance their voice in governance and decision-making processes.

13. Fines and Penalties for Non-Compliance

• The RPWD Act establishes fines and penalties for non-compliance with the provisions laid out in the Act, including for failure to provide reasonable accommodation or accessible infrastructure.
• Organizations and institutions that fail to comply with the Act s provisions are subject to legal consequences, including penalties and possible revocation of licenses.

14. Role of Government

• The RPWD Act outlines the role of the central and state governments in ensuring that the rights of persons with disabilities are upheld and that necessary policies are implemented.
• The Act provides for disability awareness training for government officials and public service personnel to ensure that they are equipped to handle the needs of persons with disabilities.

 

21 disabilities recognized by the RPWD Act, 2016, along with their definitions:

 

1. Blindness

• Definition: A condition where a person has complete or nearly complete loss of vision. It includes both congenital and acquired blindness. It is defined as the condition where a person s vision cannot be corrected with conventional glasses.

2. Low Vision

• Definition: A condition where a person has partial loss of vision, which cannot be corrected with spectacles, and it impacts their ability to perform normal tasks.

3. Leprosy Cured Persons

• Definition: Individuals who have been cured of leprosy but may continue to face disabilities such as deformities or neurological impairments due to nerve damage caused by the disease.

4. Hearing Impairment

• Definition: This includes both partial and complete loss of hearing. Individuals with hearing impairments might face difficulties in communication, education, and social participation.

5. Locomotor Disability

• Definition: A condition affecting mobility or physical movement, which may result from amputations, muscle weakness, paralysis, or other physical impairments that restrict movement.

6. Dwarfism

• Definition: A condition where an individual has an abnormally short stature, typically below 4 feet 10 inches, which is often due to genetic conditions that affect bone growth.

7. Intellectual Disability (formerly Mental Retardation)

• Definition: A condition characterized by below-average intellectual functioning and limitations in adaptive behaviors, affecting an individual's ability to perform daily activities independently.

8. Mental Illness

• Definition: Refers to individuals with long-term mental disorders, such as schizophrenia, bipolar disorder, or severe depression, which can impair thinking, feeling, and functioning.

9. Cerebral Palsy

• Definition: A group of disorders caused by damage to the brain during or before birth, affecting movement, coordination, and muscle control, and may result in other cognitive or sensory disabilities.

10. Autism Spectrum Disorder (ASD)

• Definition: A developmental condition that impairs communication, social interaction, and behavior. Individuals with autism may exhibit a range of symptoms and degrees of severity.

11. Multiple Disabilities

• Definition: When a person experiences more than one type of disability, such as a combination of visual and hearing impairment, physical and intellectual disabilities, or other multiple combinations.

12. Acid Attack Victims

• Definition: Individuals who suffer permanent injuries due to acid or corrosive substance attacks that result in disfigurement, scarring, and possible disability of the face, eyes, or other parts of the body.

13. Speech and Language Disability

• Definition: Conditions where individuals have speech and/or language difficulties that affect their ability to communicate effectively. This may include stuttering, dysarthria, and aphasia.

14. Learning Disabilities

• Definition: Disabilities that affect an individual s ability to process information, leading to difficulties in reading, writing, math, and other learning activities despite average or above-average intelligence.

15. Disability caused due to Neurological Conditions

• Definition: Conditions like multiple sclerosis, Parkinson s disease, or epilepsy that affect the nervous system, leading to motor, cognitive, and sensory impairments.

16. Muscular Dystrophy

• Definition: A genetic disorder that causes progressive muscle weakness and muscle wasting, which affects the ability to move and perform daily activities.

17. Chronic Neurological Conditions

• Definition: Includes long-term neurological conditions such as epilepsy, stroke, Parkinson s disease, and multiple sclerosis that affect the brain and nervous system, leading to various physical and cognitive impairments.

18. Blindness and Low Vision

• Definition: This includes individuals who experience either complete blindness or significant vision loss that cannot be corrected using conventional visual aids. It also includes partial vision loss with reduced functioning in daily activities.

19. Thalassemia

• Definition: A hereditary blood disorder that leads to anemia, fatigue, and other physical disabilities due to the inability to produce healthy hemoglobin.

20. Sickle Cell Disease

• Definition: A genetic condition that leads to abnormal red blood cells that cause blockages in blood flow, leading to pain, organ damage, and disability.

21. Hemophilia

• Definition: A genetic disorder where the blood does not clot properly, leading to excessive bleeding and resulting in joint pain, muscle stiffness, and long-term disability.

 

 

The RPWD Act, 2016 is a comprehensive and progressive law that aims to empower persons with disabilities, ensuring their full participation and integration into society. With its focus on equality, accessibility, and non-discrimination, the Act represents a significant step forward in the rights and welfare of persons with disabilities in India. The Act aligns with global disability rights standards and aims to create an inclusive society where all individuals, regardless of their disabilities, can live with dignity and contribute meaningfully to the nation s development.

 

Comparison Summary:

Aspect	RCI Act 1992	PWD Act 1995	RPWD Act 2016
Focus	Training and regulation of rehabilitation professionals	Equal opportunities and protection of rights of persons with disabilities	Rights-based approach focusing on empowerment, full participation, and inclusion of persons with disabilities
Disability Categories	N/A (focused on training professionals)	14 categories of disabilities	21 categories of disabilities (expanded list)
Educational Rights	N/A (focus on professionals)	Right to education and inclusive education	Stronger emphasis on inclusive education, early intervention, and accessible learning
Employment Rights	N/A	3% reservation in government jobs	5% reservation in government jobs, 4% in higher education
Accessibility	N/A (focus on professionals)	Barrier-free access to public spaces	Comprehensive provisions for barrier-free access in public spaces, transportation, and information
Government Institutions	Rehabilitation Council of India (RCI)	National and State level bodies	National Commission for Persons with Disabilities, State Commissions
Rights Protection	N/A	Focus on protection of rights and welfare	Comprehensive rights-based framework, with strong safeguards against abuse
Implementation	Regulates training and professional standards	Provides legal protections but limited coverage	Comprehensive law with clear provisions for implementation by government

 

 

5.4. Samagra Shiksha :Objectives and implementation

 

 

The initiative of Samagra Shiksha was born out of the recognition that a more integrated and holistic approach to education was needed in India. Prior to the launch of Samagra Shiksha, the Indian education system had several different schemes, each focusing on different aspects of education, such as:

• SSA (Sarva Shiksha Abhiyan): Focused on the elementary education of children aged 6-14 years.
• RMSA (Rashtriya Madhyamik Shiksha Abhiyan): Focused on improving secondary education (classes 9 to 12).
• Teacher Education Programmes: Addressed teacher training and capacity building.
• Inclusive Education for Children with Special Needs: Provided specific support for children with disabilities.

Samagra Shiksha was introduced as an integrated scheme to bring all these separate programs under one umbrella, creating a cohesive and comprehensive framework for school education, with a focus on equity, inclusion, quality, and sustainability. The scheme was designed to meet the educational needs of all children and ensure that no child is left behind.

Samagra Shiksha was officially launched in 2018 as a comprehensive umbrella scheme by the Ministry of Human Resource Development (MHRD), which later became the Ministry of Education.

The scheme was launched with the objective of ensuring universal access, quality education, and the inclusive development of all children, especially those from marginalized sections of society, such as children with disabilities, girls, and children from rural and economically backward areas.

Samagra Shiksha is an integrated approach to education in India that seeks to address the needs of children across the entire spectrum of school education from pre-school to senior secondary levels. It is a holistic scheme designed to promote inclusive education for all children, especially those from disadvantaged groups, and enhance the quality of education through various systemic reforms.

 

Objectives of Samagra Shiksha:

 

1.     Universal Access to Education:

o   To ensure universal access to quality education for all children, especially those from marginalized groups, including children with disabilities, children from rural areas, and economically disadvantaged sections.

o   To ensure the enrolment, retention, and completion of education for all children, with a special focus on first-generation learners and children from economically weaker sections.

2.     Inclusive Education:

o   To promote inclusive education where children with disabilities, special needs, and those facing other barriers to education are integrated into mainstream schools with appropriate support services and accessible learning materials.

o   To ensure that children with disabilities are provided with assistive devices, special educators, and assistive technologies to facilitate their learning process.

3.     Quality Education:

o   To improve the quality of education by focusing on teacher training, curriculum reform, and the development of learning materials that are more relevant, context-based, and child-centric.

o   To ensure that schools are equipped with basic infrastructure such as toilets, safe drinking water, adequate classrooms, and digital infrastructure to enhance learning experiences.

4.     Equity and Gender Equality:

o   To promote gender equality and ensure that girls, especially in rural and underprivileged areas, have equal access to education and are provided with adequate support to stay in school.

o   To address the social and economic barriers that prevent children from marginalized communities (such as scheduled castes, scheduled tribes, and other backward classes) from accessing quality education.

5.     Holistic Development:

o   To foster the overall development of students by promoting extracurricular activities, sports, vocational skills, and life skills, enabling students to develop into well-rounded individuals.

o   To encourage the development of critical thinking, problem-solving skills, creativity, and collaborative learning.

6.     Strengthening of School Infrastructure:

o   To improve the physical infrastructure of schools, including classrooms, libraries, labs, toilets, sanitation facilities, and sports infrastructure, making them more conducive to learning.

7.     Enhancing Teacher Capacity:

o   To ensure continuous professional development of teachers and school leaders through workshops, trainings, and capacity-building programs.

o   To improve teacher-student interactions and to encourage more effective pedagogical methods, including digital learning and technology-enabled education.

8.     Use of Technology in Education:

o   To integrate ICT tools and techniques in the learning process to enhance the teaching-learning experience.

o   To improve access to online learning resources, and to ensure that students, particularly in remote areas, have access to educational content through digital platforms.

 

Implementation of Samagra Shiksha

 

The implementation of Samagra Shiksha involves various components aimed at achieving its goals. These include:

1.     Financial Support:

o   The scheme is funded through a centralized financing mechanism, where the Central Government provides the bulk of the funding, and state governments contribute as well.

o   Financial assistance is provided for activities related to teacher training, infrastructure development, special education, vocational education, and other initiatives for improving educational quality.

2.     School Education Components:

o   The scheme covers all levels of education: Pre-school education, primary, upper primary, secondary, and higher secondary education.

o   Strengthening of Primary and Secondary Schools: It emphasizes upgrading classroom environments, improving school facilities, and supporting school management.

3.     Inclusive Education:

o   Special provisions are made to support children with disabilities, including the provision of assistive devices and specialized teachers.

o   It involves creating accessible infrastructure in schools and ensuring that inclusive education programs are in place for children with various disabilities.

4.     Quality Improvement Initiatives:

o   Training and professional development of teachers through workshops, seminars, and continuous support to ensure they are up to date with modern teaching methodologies.

o   Use of learning outcomes assessments to improve educational delivery and ensure students meet defined academic benchmarks.

5.     Technology Integration:

o   Digital tools like e-learning platforms, smart classrooms, online content, and interactive learning are being integrated into schools.

o   Provision of e-content and digital learning materials to enhance the quality of education in remote and underserved areas.

6.     Community and Parental Involvement:

o   Active involvement of the community and parents in school activities to foster a sense of ownership and to improve accountability in schools.

o   School Management Committees (SMCs) have been strengthened to involve parents in decision-making and accountability in the implementation of educational programs.

7.     Monitoring and Evaluation:

o   A strong monitoring and evaluation system is in place, involving periodic assessments of the scheme's effectiveness in achieving its objectives.

o   States and Union Territories are required to submit periodic reports on their progress in implementing Samagra Shiksha, and data is collected to ensure transparency and accountability in the scheme's operation.

8.     Collaboration with Other Schemes:

o   Samagra Shiksha works in tandem with other national educational initiatives like Mid-Day Meal Scheme, Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and the National Scheme of Incentive to Girls for Secondary Education, among others.

9.     Inclusive Curriculum and Pedagogy:

o   The curriculum is adapted to be more inclusive, addressing the needs of students from different backgrounds, including those with special needs.

o   Teachers are encouraged to adopt more learner-centric pedagogies, including project-based learning, group discussions, and experiential learning.

 

Challenges in Implementation:

 

Despite the positive steps, there are several challenges that affect the full realization of the goals of Samagra Shiksha, such as:

• Lack of sufficient infrastructure in some remote areas.
• Limited teacher training and capacity-building in rural and underserved regions.
• Overcrowded classrooms and lack of resources for personalized attention.
• Limited access to technology in some regions, hindering the effectiveness of digital learning.
• Stereotypes and stigma regarding children with disabilities, which can limit their participation in inclusive education programs.

 

Samagra Shiksha is an ambitious and comprehensive initiative aimed at transforming India's education system to be more inclusive, equitable, and of high quality. By focusing on universal access, quality education, teacher training, infrastructure, and the integration of technology, it strives to bring meaningful change in the educational landscape, ensuring that every child, irrespective of their background or abilities, receives the best possible education.

 

5.5.   Government welfare schemes and provisions for student with hearing impairment and e-content guidelines

 

 

In India, various government welfare schemes and provisions are designed to support students with hearing impairments, ensuring their education, rehabilitation, integration into society, and overall well-being. These schemes primarily focus on inclusive education, providing assistive devices, scholarships, financial aid, and employment opportunities. Here is a detailed overview of the prominent welfare schemes and provisions for students with hearing impairments:

 

 

1. Samagra Shiksha

• Overview: Samagra Shiksha is a comprehensive education scheme that aims to provide inclusive education for children with disabilities, including those with hearing impairments, from pre-school to senior secondary levels.
• Provisions for Hearing Impaired:
• Special provisions for children with hearing impairments, including the provision of special educators, hearing aids, and assistive technology.
• Inclusive classrooms to integrate children with hearing impairments into the mainstream education system.
• Braille materials and sign language support to ensure effective learning.

 

 

2. Rashtriya Vayoshri Yojana (RVY)

• Overview: The Rashtriya Vayoshri Yojana is a scheme aimed at providing assistive devices to senior citizens, but it also covers devices beneficial for persons with hearing impairments.
• Provisions for Hearing Impaired:
• Free distribution of hearing aids to senior citizens who suffer from age-related hearing loss, which indirectly benefits elderly students or individuals with hearing impairments.

 

 

3. National Scholarship for Persons with Disabilities

• Overview: The government provides scholarships to students with disabilities, including those with hearing impairments, to support their education at various levels.
• Provisions for Hearing Impaired:
• Financial assistance to students with disabilities for pursuing school education, undergraduate, and postgraduate courses.
• Specialized scholarships for students with disabilities pursuing education in specialized fields, such as vocational courses or technical education.

 

 

4. Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY)

• Overview: This scheme is designed to provide vocational training to youth from rural areas, including those with disabilities.
• Provisions for Hearing Impaired:
• Provides vocational training and skill development opportunities for students with disabilities, including hearing impairments, enabling them to become self-reliant and gain employment.
• Training in areas like tailoring, handicrafts, computer skills, and other job-oriented courses.

 

 

5. Accessible India Campaign (Sugamya Bharat Abhiyan)

• Overview: A flagship program aimed at making public spaces, transportation, and websites accessible to persons with disabilities, including those with hearing impairments.
• Provisions for Hearing Impaired:
• Focuses on making educational institutions, hospitals, public transport systems, and websites accessible to people with hearing impairments.
• Sign language interpreters and assistive devices like hearing aids and visual aids are provided in public spaces and educational settings.

 

 

6. Sankalp Scheme

• Overview: Launched by the Ministry of Social Justice and Empowerment, the Sankalp Scheme aims to provide vocational training to youth with disabilities, including hearing impairments.
• Provisions for Hearing Impaired:
• Skill development and vocational training programs for youth with hearing impairments, focusing on employability and providing them with the necessary skills to enter the workforce.
• Special training programs designed to cater to the needs of youth with disabilities.

 

 

7. National Handicapped Finance and Development Corporation (NHFDC)

• Overview: The NHFDC provides financial assistance to individuals with disabilities to help them become self-reliant through entrepreneurship.
• Provisions for Hearing Impaired:
• Loans and financial assistance for persons with disabilities, including those with hearing impairments, to start their own businesses or enterprises.
• Subsidized loans for purchasing assistive devices and setting up small businesses.

 

 

8. The Rights of Persons with Disabilities (RPWD) Act, 2016

• Overview: The RPWD Act is a comprehensive piece of legislation aimed at protecting and promoting the rights of persons with disabilities.
• Provisions for Hearing Impaired:
• Educational rights: Children with hearing impairments have the right to free and inclusive education in mainstream schools.
• Reservation in education: Reservation in schools and colleges, including special provisions for children with disabilities to ensure their access to quality education.
• Financial provisions: Government provides funding for assistive devices, specialized education, and training programs for persons with disabilities.

 

 

9. Pradhan Mantri Jan Dhan Yojana (PMJDY)

• Overview: This is a national mission for financial inclusion that aims to provide bank accounts to every citizen, including persons with disabilities.
• Provisions for Hearing Impaired:
• Ensures access to banking services for people with hearing impairments, making it easier for them to avail of social welfare schemes and financial assistance.

 

 

10. Department of Empowerment of Persons with Disabilities (DEPwD) Schemes

• Overview: The DEPwD under the Ministry of Social Justice and Empowerment runs various schemes aimed at supporting persons with disabilities, including the hearing impaired.
• Provisions for Hearing Impaired:
• The department organizes awareness programs, training workshops, and assistive technology provisions to support students with hearing impairments.
• Funding for schools, colleges, and other institutions to create barrier-free access for students with hearing impairments, including the installation of sign language interpreters and the provision of assistive devices.

 

 

Additional Provisions for Hearing Impaired Students

 

• Sign Language Training: Various government programs promote sign language as an important medium of communication for students with hearing impairments, allowing them to interact and learn effectively in an educational setting.
• Scholarships for Hearing Impaired Students: Students with hearing impairments are eligible for various state and central government scholarships, which provide financial assistance for their education.
• Assistive Devices: The government facilitates the provision of hearing aids, cochlear implants, and other assistive devices for children with hearing disabilities to ensure better learning and communication.

 

The government welfare schemes for students with hearing impairments are focused on providing inclusive education, financial support, vocational training, assistive technology, and disability rights. These provisions aim to ensure that students with hearing impairments receive quality education, have access to necessary support systems, and are empowered to become independent and integrated members of society. With a combination of financial assistance, awareness programs, and policy reforms, these schemes contribute significantly to the overall development and empowerment of students with hearing impairments in India.

 

The Government e-content guidelines primarily aim to ensure the effective use of digital resources, especially in the context of inclusive education, and to support the development and use of e-content that is accessible to all students, including those with disabilities, in India. These guidelines are designed to create inclusive, accessible, and high-quality educational content that benefits all students, including those with hearing impairments and other disabilities.

The guidelines help in the creation, accessibility, and use of e-content and digital resources for educational purposes. These resources may include videos, interactive lessons, e-books, learning apps, and open educational resources (OER), among others. Here are some key aspects of the Government e-content guidelines in India:

1. Accessibility Standards

The guidelines emphasize the importance of making digital content accessible for all learners, including those with disabilities. The main accessibility considerations are:

• Web Content Accessibility Guidelines (WCAG): The e-content should conform to WCAG 2.0/2.1 standards, which define how web content can be made more accessible to people with various disabilities, including hearing, vision, and motor impairments. These standards address issues like:
• Text alternatives for non-text content (such as images and videos).
• Captions for audio content.
• Keyboard accessibility for users with mobility impairments.
• Clear and consistent navigation to support users with cognitive disabilities.
• Assistive Technologies: The content should be compatible with assistive technologies such as screen readers, text-to-speech, and hearing aids to support users with visual and hearing impairments.

2. Digital Literacy and Training

The guidelines stress the need for digital literacy programs aimed at both teachers and students to ensure effective usage of digital content. This includes:

• Providing training for teachers to develop and effectively integrate e-content into the curriculum.
• Ensuring that students have access to digital literacy programs that help them navigate digital resources and use them in their learning.

3. Use of Multiple Formats

E-content should be designed in multiple formats to accommodate different learning styles and needs:

• Text: Simple, easy-to-read text should be the primary format, with font size and color contrast adjustable for those with visual impairments.
• Audio: Audio content, including lectures, explanations, and discussions, should be provided with transcriptions and captions for students with hearing impairments.
• Video: Videos should have subtitles and sign language interpretation wherever possible, especially for subjects requiring visual demonstrations. Videos must be accompanied by clear narration for students with visual impairments.
• Interactive Resources: Interactive platforms that allow students to engage with the material should include visual prompts and audio instructions.

4. Open Educational Resources (OER)

The government encourages the development and use of Open Educational Resources (OER) to make educational content freely available to all. These resources are:

• Public domain or Creative Commons-licensed resources that can be freely accessed, shared, and modified.
• Designed to promote inclusivity, enabling students with various learning needs to benefit from high-quality resources.
• Accessible on platforms like SWAYAM, NPTEL, and other government-supported educational portals.

5. Mobile Learning (m-Learning)

With increasing use of smartphones and mobile devices, m-Learning has become a key focus in the government s e-content guidelines. The government promotes:

• Mobile-compatible learning resources that can be accessed by students anywhere, especially in rural areas where internet access may be limited.
• Apps and platforms that support offline learning or content caching for students with limited internet connectivity.
• Interactive learning modules, including quizzes, assignments, and video-based lessons, which are easy to use on mobile devices.

6. Multi-language Support

The government promotes the development of e-content in multiple languages to ensure inclusivity:

• Local language content: E-content should be available in regional languages to bridge the linguistic barriers in education.
• Support for language-specific adaptations, ensuring that students in different parts of the country can access learning materials in their native language.

7. Inclusive Education and Special Needs

To meet the needs of students with disabilities, including those with hearing impairments, the guidelines provide specific recommendations:

• Sign Language: E-content should include sign language interpretation and captioning for videos, especially for students with hearing impairments.
• Audio Descriptions: Videos should have audio descriptions for students with visual impairments.
• Assistive Technologies: E-content must be compatible with tools such as screen readers, speech recognition software, and other assistive devices to support students with disabilities in navigating content.
• Adjustable Font Sizes: Students with low vision should be able to adjust the size of the text to suit their needs.

8. Data Privacy and Security

As digital education grows, ensuring the privacy and security of students data becomes critical:

• E-content platforms and apps should comply with data privacy laws to safeguard students personal information.
• Educational tools should implement secure login systems and data encryption to protect users' data from misuse.

9. Monitoring and Evaluation

The government emphasizes the importance of continuous monitoring and evaluation of the effectiveness of e-content:

• Feedback mechanisms should be put in place to allow students and teachers to provide input on the usability and quality of e-content.
• The impact of e-content on learning outcomes should be regularly assessed to ensure that digital education resources are meeting the needs of students.

10. Collaboration and Partnerships

The government encourages collaborations between various stakeholders, including:

• Educational institutions, content creators, and technology providers to create high-quality, accessible e-content.
• NGOs and disability organizations to develop inclusive content and ensure that the needs of students with disabilities are fully met.

 

The Government e-content guidelines aim to ensure that digital education is inclusive, accessible, and equitable for all students, particularly those with disabilities. By focusing on accessibility standards, multi-format content, mobile learning, and the use of assistive technologies, the guidelines seek to remove barriers to education for students with hearing impairments and other disabilities. These efforts align with the broader goal of making education universally accessible and inclusive, empowering students from all backgrounds to succeed in the digital age.