What is ailing special education in India!

Major challenges and issues in India for the education of the children with special needs (CWSN) are the lack of properly trained special educators due to low quality of teacher education of special educators and leadership in special schools. It has been seen that the special schools leaders have no insights and basic literacy across all disabilities and therapies.
Since there is lack of proper, insightful and systematic supervision and monitoring system in special schools, they have becomes the schools of controlling CWSN  by engaging them in some prescribed pre-school activities.  In most special schools, no individualized education plans(IEPs)  are developed in the true sense and value of apathy is being feigned.

Even, a Sarv Shiksha Abhiyana (SSA) need analysis report admits the utter lack of lack of specialists and Therapists; non-availability of models; lack of attention and efforts to create barrier free environment are not appropriate and as per the norms; non representation of CWSN parents and Special Teacher in school management and development of IEPs; lack of sufficiently well equipped Resource Rooms  and resource teacher with expertise in education therapy.A document of SSA, Karnataka ‘Inclusive Education for CWSN’ , in respect of the support Services for differently available children states, ” A continuum of core essential support services is required for the access and retention of CWSN. The services should be category specific and should be made available as per the needs of the child. This would include availability and upgrading of aids and assistive devices according to individual needs, technological support in the form of augmentative and alternative communication tools, audiovisual, communication board, and computer access. The maximum support services should be provided in the case of disabled student.”

Even in so-called good special schools, no curriculum adaptation are visible and irrelevant outward glamour is emphasised  in name of facilities but hardly the individual curricular needs through in-house trainings and action-cum- intervention researches  or establishing an appropriate  pedagogy and instructional approach. There is a need to create, at least a one model school for CNSN or inclusive education centre either by an initiative in the movement or the non-governmental sector.