Empowering through Education: Taking Positive Measures
Prof. Anita Julka
Department of Education
of Groups with Special Needs, N.C.E.R.T
New Delhi
The social model views Disability as a socially created problem, and basically as a matter of full integration of individuals into society. Disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence the management of the problem requires social action, and it is the collective responsibility of society at large to make the environmental modifications necessary for full participation of people with disabilities in all areas of social life. The issue is therefore an attitudinal or ideological one requiring social change, which at the political level becomes a question of human rights (ICF, 2001). One of the major social changes and a significant achievement of the Indian disability movement is the enactment of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. The preamble to this Act clearly delineates its objective of promoting and ensuring equality and full participation of persons with disabilities.
Education is a social right that is closely connected to the exercise of many other rights like right to work, right to political partcipation and for exercising the right to culture. Article 24 of the Convention on the Rights of Persons with Disabilities recently ratified by India indicates that States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning. The Constitution (Eighty-sixth Amendment) Act, 2002 has been a significant promoter of education for all by making education a fundamental right. Inspite of governmental and non-governmental efforts to grant children with disabilities the basic right to education in order to achieve real equality and empowerment, corresponding improvements in the educational scenario for these children is not yet visible. Based on analysis of the actual court cases and judgments, constitutional provisions and other policy and legislative frameworks, the paper highlights various challenges and initiatives for children with disabilities in gaining access to regular education. It becomes evident from this analysis that formal declarations of rights, formulation of policies and programmes will not make the unequal equal. This has to be supported by positive steps for bringing the disadvantaged to the level of the fortunate advantaged to make real the equality guaranteed to them.
Prof. Anita JulkaDepartment of Education
of Groups with Special Needs, N.C.E.R.T
New Delhi
The social model views Disability as a socially created problem, and basically as a matter of full integration of individuals into society. Disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence the management of the problem requires social action, and it is the collective responsibility of society at large to make the environmental modifications necessary for full participation of people with disabilities in all areas of social life. The issue is therefore an attitudinal or ideological one requiring social change, which at the political level becomes a question of human rights (ICF, 2001). One of the major social changes and a significant achievement of the Indian disability movement is the enactment of the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. The preamble to this Act clearly delineates its objective of promoting and ensuring equality and full participation of persons with disabilities.
Education is a social right that is closely connected to the exercise of many other rights like right to work, right to political partcipation and for exercising the right to culture. Article 24 of the Convention on the Rights of Persons with Disabilities recently ratified by India indicates that States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning. The Constitution (Eighty-sixth Amendment) Act, 2002 has been a significant promoter of education for all by making education a fundamental right. Inspite of governmental and non-governmental efforts to grant children with disabilities the basic right to education in order to achieve real equality and empowerment, corresponding improvements in the educational scenario for these children is not yet visible. Based on analysis of the actual court cases and judgments, constitutional provisions and other policy and legislative frameworks, the paper highlights various challenges and initiatives for children with disabilities in gaining access to regular education. It becomes evident from this analysis that formal declarations of rights, formulation of policies and programmes will not make the unequal equal. This has to be supported by positive steps for bringing the disadvantaged to the level of the fortunate advantaged to make real the equality guaranteed to them.
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