Evaluation of Implementation of IEDSS in India
IEDC to IEDSSComponents IEDC IEDSS
Year of Origin 1974, revised in 1992 2009
Type of Scheme
Centrally Sponsored Scheme
Centrally Sponsored Scheme
Scope Pre- school to Secondary vocational courses at senior secondary
Secondary and senior secondary
Implementing Agencies
Deptt. of Education & NGOs
Deptt. of Education & NGOs
Special Teacher Pupil ratio
1:8 1:5
Facilities Actual cost for all components (ceiling)
Student Components- Rs. 3000/child,
Other components-
Actual cost (ceiling)
Government InitiativesCABE Committee-Universal Secondary education-
universal access, equality and social justice, relevance and development, and structural and curricular considerations-common school system
Comprehensive Action Plan, 2005-Secondary school system would adopt structural,curricula & pedagogical reforms for extending the access
RMSA-removing gender, socio-economic and disability barriers, providing universal access to secondary level education by 2017, & achieving universal retention by 2020.
12th Plan- Addressing issues of coverage & quality in holistic manner, IEDSS to be merged
Primary Upper primary Secondary Higher secondary0
100000
200000
300000
400000
500000
600000
700000
800000
900000
Number of Children with Disabilites Enrolled at Different Levels of Education
Total Enrolment
No
. of C
hild
ren
Source: 7th AISES, NCERT
The Study
Rationale Major Drop out Gap in Enrolment from Upper Primary to
Secondary Review of Literature Ministry Concerns Voices of Activist Groups Parents' Concerns
Objectives
To assess
Impact of the scheme on enrolment, access, retention of students with disabilities
Resource support in terms of trained (general and special) teachers, assistive devices, appropriate teaching materials and learning environment etc.
Good practices of inclusive education
Role of State Government in planning, implementation and monitoring of the scheme
Special needs of girl students with disabilities and of students with disabilities belonging to SC,ST
Methodology
Phase I
-Meeting of the Evaluation Committee -Studying the proposals submitted by the States to MHRD for funding.
Phase II
-Development of the semi
structured tools-Finalization of tools with the help of experts and on the basis of feedback of the state visits
Phase III
Data Collection from the identified States
Phase IVQuantitative and Qualitative analysis of the dataPreparation of report
The States
Administrative Cells
Andhra PradeshDelhiGujaratHaryanaKarnatakaKeralaMadhya PradeshMaharashtraManipurMizoramOdishaRajasthanSikkimTamil naduTripuraUttarakhandWest Bengal
Findings
EnrolmentIncrease- Andaman & Nicobar Islands, Andhra Pradesh,
Assam, Gujarat, Haryana, Karnataka, Kerala, Madhya Pradesh, Odisha, Rajasthan, Tamil Nadu, Uttarakhand & West Bengal
Decrease- Bihar, Daman & Diu, Manipur & Tripura
No Clear Trend- Delhi, Mizoram, Puducherry & Punjab
Overall decrease in enrolment of girl students with disabilities from 43.57% in 2009-10 to 43.07% in 2010-11, 41.51% in 2011-12, and 40.21% in 2012-13 .
A&N IslandsAndhra Pradesh
AssamGujarat
HaryanaKarnataka
KeralaManipur
MizoramMadhya Pradesh
OdishaPuducherry
RajasthanTamil Nadu
0
10
20
30
40
50
60
70
Percentage of Girls Enrolled in Different Years
2009-102010-112011-12
Four States Haryana, Tamil Nadu, Nagaland and Andaman & Nicobar Islands show increase in drop out rates. One State, Odisha shows decrease in drop out in the second year but again increase in drop out in the third year.
Haryana Odisha TamilNadu Nagaland A&N Island0
500
1000
1500
2000
2500
3000
3500
4000
4500
2800
159
1069
7
1292
44
1174
61
4000
111
1277
444
76
No. of Students with Disabilites Dropping out of Schools in different years
2009-102010-112011-12
No
. of
Stu
de
nts
wit
h D
isa
bili
tie
s
Gujarat Haryana Manipur Odisha0
1000
2000
3000
4000
5000
6000
7000
33603600
99
5969
3067
4202
154
1941
Transition of Students with Disabilities from Elementary to Secondary Level
No of Students Passing out Class VIII in 2011-12No of Students getting Enrolled in Class IX in 2012-13
No
. of S
tud
en
ts
Resource Support Aids, Assisstive Devices & TLM:
Kerala has given maximum variety of aids covering most of the disabilities followed by Odisha. The other States are Daman & Diu, Assam, Gujarat, Mizoram, Tamil Nadu, Tripura, Sikkim, Puducherry, Karnataka, Madhya Pradesh, Maharashtra, Nagaland, Manipur and Haryana. Remaining 11 States, have not provided any aids and assistive devices and the reason, according to them, is lack of funds.
Removal of Architectural Barriers:
Steps already undertaken by the States/UTs: Delhi, Haryana, Kerala, Odisha, Puducherry, Uttarakhand. Steps initiated/planned by the States/UTs: Assam, Bihar, Gujarat,Karnataka, Madhya Pradesh, Nagaland, Tripura, West Bengal
Model Schools:
Only two States, Haryana and Kerala reported setting up model schools under this scheme.
MaharashtraGujarat
OdishaMadhya Pradesh
KarnatakaKerala
HaryanaMizoram
AssamTamil Nadu
NagalandMeghalaya
Manipur
0
20
40
60
80
100
120
7 7 5
101
7
56
43
36
5 610
14
6
Number of Students with Disabilities per Special Teacher
Number of Students with Disabilities
Twelve States have appointed special teachers (In Manipur 49 special
teachers are continuing since IEDC. Major problem for appointing special teachers is lack of trained teachers & recruitment policies of
the states.
General teachers trained in only 12 states
Only 3 States have provided training for more than 5 days to general teachers.
AssamDelhi
HaryanaKerala
ManipurMeghalaya
MizoramNagaland
OdishaPuducherry
Uttrakhand
0
1000
2000
3000
4000
5000
6000
7000
Total Number of General Teachers Trained under IEDSS & Days of Training
1 days2-3 days4-5 daysMore than 5 days
No
. of G
en
era
l Te
ach
ers
Odisha and Madhya Pradesh have constructed resource rooms at school level and rest of the States at block/cluster level.
PunjabOdisha
TripuraHaryana
KeralaPuducherry
ManipurUttarakhand
NagalandMadhya Pradesh
0
100
200
300
400
500
600
700
619
2049
145
576 24
95 8050
Number of Resource Rooms
Resource Room
Relaxation in Procedures Relaxation in admission
Only six states- Haryana, Odisha, Delhi, Kerala, Karnataka & Gujarat- have given relaxation in admission in terms of age of admission, reservation and Zero rejection policy.
Relaxation in Evaluation
Only seven States-Gujarat, Karnataka, Kerala, Manipur, Odisha, Punjab & Tripura- have given relaxation in evaluation procedures in terms of time, type of questions, and grace marks/reducing passing percentage and weightage to co- curricular activities.
As Indicated by States
Special Measures for disadvantaged groups
Aids, assistive devices & TLM
Assam, Daman & Diu, Gujarat, Haryana,
Karnataka, Kerala, MP, Maharashtra, Manipur, mizoram, Nagaland, Odisha, Puducherry, Sikkim, T.N & Tripura
Alternative modes of Evaluation
Gujarat, Karnataka, Kerala, Manipur,Odisha, Punjab
&Tripura
Environment BuildingDaman & Diu, Delhi,
Haryana,Karnataka, Kerala, M.P.,Odisha & West Bengal
Innovative PracticesHaryana, Odisha,
Tamil Nadu and West Bengal
IEDSS AT A
GLANCE
Model SchoolHaryana, Kerala
Relaxation in Admission Proceture
Delhi, Gujarat, Haryana,Karnataka, Kerala and
OdishaArchitectural
BarriersAssam, Bihar, Delhi,
Gujarat, Haryana, Karanataka, Kerala,
M.P., Nagaland, Odisha, Puducherry, Tripura, Uttrakhand
& West Bengal
Resource RoomsH.P,Kerala, M.P, Manipur,
Nagaland, Odisha,Puducherry, Punjab,Tripura
anaUttarakhand
Special Teachers appointed
Assam, Gujarat, Haryana, Karanataka, Kerala, Madhya
Pradesh Maharashtra,Meghalaya, Mizoram,
Nagaland, OdishaAnd Tamil Nadu.
Traning of General Teachers
Assam, Delhi, Haryana, Kerala, Manipur, Meghalaya,
Mizoram, NagalandOdisha, Puducherry & West
Bengal
Special Teachers Appointed
Daman & Diu and Odisha
Input by StudentsAlmost all the students with disabilities (99%) liked coming to the
school. and half of them (49%) reported that they did not face any difficulties.
Majority of the students with disabilities (83%) did not specify the facilities being provided to them.
While 6.5% of students with disabilities like all aspects of the school, 18.2% like studies, 15.3% like teachers, 12.7% like classmates and friends, 11.3% like reading, 8.4% like games and sports and the rest like other aspects of the school like library, art & craft etc.
The students liked the most those classmates who helped them in their daily activities.
Nearly half of the students (44.5%) expressed the need for special attention from their teachers
Majority of students with disabilities (87.3%) attend classes regularly.
Almost half of students with disabilities (55%) get adequate chance of participating in extra-curricular activities.
Inputs by TeachersOnly 35.1% of teachers identify the needs of students with
disabilities.
Only 29% of teachers face difficulty during the classroom teaching.
Majority of the teachers (88.1%) gave no response to the question regarding the strategies used for meeting the SEN of students in the classroom.
More than half teachers gave no response to the question regarding the how they included these children in their regular day to day teaching.
More than half of the teachers (57%) have not received any training for meeting the special needs of children in the classroom.
Very few Students in schools
Drop out from 8 lakh students
to less than 1 lakh
GOVERNMENT INITIATIVES
100 % Provision27 States Active
Quality of Education
StrengtheningAt
PrimaryLevel
Administration
Training & Resource Support
Awareness & Enforcement
Gender Gap
Attitude
Ignorance......is a guarantee to Marginalization