Like all parents, those of children with special needs want their kids to succeed and live up to their potential. They also have dreams for their children and believe their children are capable of learning at their own pace. Like the parents of the child spending time in the ‘quiet room’ closet and being denied appropriate educational interventions, they try to supplement what the school fails to provide.
However, in the Indian state of Jammu and Kashmir somewhere around 24,000 children with special needs have been enrolled in government-run schools. Not only this, but also all the schools have been issued instructions to make themselves disabled-friendly. As many as 30,237 CWSN (children with special needs) have been identified during 2015-16 and out of them, 24,363 have been enrolled in government schools. A composite regional centre has been established at Srinagar by Union Ministry of Social Justice and Empowerment for special education of persons with disabilities. Instructions have been conveyed to school education department and higher education department from time to time to make all the public buildings including schools, colleges and universities disabled-friendly so that the specially-abled.
59 girls under CWSN have also been enrolled in Kasturba Gandhi Balika Vidalaya (KGBV). Besides this regular schooling, home-based education will also be provided to CWSN by resource teachers engaged under Sarva Shikasha Abhiyan.
There are 18 schools for specially-abled children functioning in the state run by various non-government organisations. In addition, the government has established one residential school for blind at Roop Nagar in Jammu with an intake capacity of 25 inmates.
The question is that the teachers thus appointed to teach these students have received the special training to engage the students in varieties of activities such as writing, art, clay work, indoor games, music and sport.
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In general, children with disabilities are disproportionately excluded from educational opportunities. Most children, youth and adults with disabilities can study in ordinary education settings with adaptations and modifications in curriculum, curriculum delivery and materials. In order to be given an equal opportunity for success, these children need support to develop the particular skills they will need to overcome the barriers emanating from their disability. The educational needs of youths and adults with disabilities should be considered with a view of supporting independence and self-reliance.