CONCESSIONS TO

ILDREN WITH DISABILITI

PRESENTED BY
M.SRINIVASAN, PGT(MATHS)
ZIET, MUMBAI

CHILDREN
WITH
DISABILITIES ARE AMONG
THE
MOST
DISADVANTAGED
IN
TERMS OF ACCESS TO
SCHOOLING
AND
COMPLETION
OF
THAN
ONE-THIRD
OF
ELEMENTARY EDUCATION

MORE
ALL
OUT-OF-SCHOOL
MOST
OF THEM
ARE FROM THE
CHILDREN
ARE DISABLED.
POOREST STRATA OF INDIAN SOCIETY.
DISABILITY IS FREQUENTLY BOTH A
CAUSE
AND
CONSEQUENCE
OF

DISABLED
CHILDREN
SUFFER
FROM A VARIETY OF PHYSICAL
AND MENTAL HANDICAPS, THEY
ARE
ALSO
THE
VICTIMS
OF
SOCIETAL PREJUDICE, INCLUDING
SCHOOLS EXPLICITLY REFUSE ADMISSION
OUR SCHOOLS
OR ACTIVELY
DISSUADE
THEM OF
FROMSCHOOLS,
JOINING
THE
DESIGN
AND
FACILITIES SUCH AS
TOILETS, DOSUPPORT
NOT KEEP
NEEDS IN
ADDITIONAL
BYTHEIR
WAY OF
VIEW
SPECIAL TEACHERS
AND LEARNING
ARE NOT
THE
SCHOOLMATERIALS
ENVIRONMENT
IS
PROVIDED
INDIFFERENT TO THEIR
LEARNING AND PSYCHOLOGICAL NEEDS,
AND

CENTRAL GOVERNMENT SCHEMES ESPECIALLY

THOSE
FOR
UNIVERSALISATION OF ELEMENTARY
EDUCATION - HAVE BEEN ADVOCATING
THE INCLUSION OF CHILDREN WITH
DISABILITIES INTO THE MAINSTREAM
INTEGRATED
EDUCATION
FOR
EDUCATIONAL SYSTEM

THE
DISABLED CHILDREN SCHEME, LAUNCHED
IN 1974, TO ADMIT CHILDREN WITH
DISABILITIES
IN REGULAR
SCHOOLS
THE
DISTRICT
PRIMARY
EDUCATION
PROGRAMME,
1985,
WHICH
ACKNOWLEDGES
THE
FACT
THAT
UNIVERSALISATION
OF
EDUCATION
IS
POSSIBLE
ONLY IFPOLICY
IT INCLUDES
CHILDREN
THE NATIONAL
ON EDUCATION,
WITH
1986, DISABILITIES
WHICH PROMOTES THE INTEGRATION
OF CHILDREN WITH MILD DISABILITIES

INCLUSION OF
DISABLED CHILDREN
THE PROJECT INTEGRATED EDUCATION
FOR THE DISABLED, LAUNCHED IN 1987,
WHICH ENCOURAGES ALL SCHOOLS IN A
NEIGHBOURHOOD TO ENROLL CHILDREN
WITH

THE DISABILITIES
PERSONS WITH DISABILITIES (EQUAL
OPPORTUNITIES, PROTECTION OF RIGHTS
AND FULL PARTICIPATION) ACT, 1995, WHICH
RECOMMENDS
MAKING
CHANGES
IN
ASSESSMENT
AND
CURRICULUM,
AND
REMOVING ARCHITECTURAL BARRIERS, TO
SUPPORT
INCLUSION.
IT
ALSO

INCLUSION OF
DISABLED CHILDREN
THE NATIONAL TRUST FOR THE
WELFARE
OF
PERSONS
WITH
AUTISM, CEREBRAL RETARDATION
AND MULTIPLE DISABILITY, 1999,
WHICH RECOMMENDS PROMOTION

OF
INCLUSIVE
EDUCATION
THE
SARVA SHIKSHA
ABHIYAN (SSA,
2000), WHICH PLEDGES THAT THE
"SSA WILL ENSURE THAT EVERY
CHILD
WITH
SPECIAL
NEEDS,
IRRESPECTIVE
OF
THE
KIND,
CATEGORY
AND
DEGREE
OF

INCLUSION OF
DISABLED CHILDREN
THE
AMENDMENT
TO
THE
CONSTITUTION IN 2001, TO MAKE
EDUCATION A FUNDAMENTAL RIGHT
FOR THOSE IN THE 6-14 AGE GROUP,
WHICH
COVERS
CHILDREN

THE
DRAFT
NATIONAL
POLICYWITH
FOR
DISABILITIES
PERSONS
WITH DISABILITIES - 2005, WHICH
HAS A SECTION ON EDUCATION, STATING,
"THERE IS A NEED FOR MAINSTREAMING
(SIC) OF THE PERSONS WITH DISABILITIES
IN THE GENERAL EDUCATION SYSTEM
THROUGH INCLUSIVE EDUCATION." IT ALSO

INCLUSION OF
DISABLED CHILDREN
A COMPREHENSIVE PLAN OF ACTION
FOR CHILDREN AND YOUTH WITH
DISABILITIES, PRESENTED BY THE
MINISTER FOR HUMAN RESOURCE
DEVELOPMENT, ARJUN SINGH, IN
MARCH 2005. THIS ACTION PLAN
ADVOCATES INCLUSIVE EDUCATION,
AND
ENVISAGES
MAKING
ALL
IN A CIRCULAR
ISSUED IN
MAY 2005, THE
SCHOOLS
"DISABLED-FRIENDLY"
BY
CBSE STATES
THAT CHILDREN WITH
2020
DISABILITIES SHOULD HAVE "BARRIERFREE

ACCESS

TO

ALL

EDUCATIONAL

INCLUSION OF
DISABLED CHILDREN
WHILE THE ORIGINAL RTE ACT PASSED IN
APRIL 1, 2010 SPECIFICALLY MENTIONS
CHILDREN
WITH
DISABILITY,
THE
AMENDMENT PASSED IN 2012 RESULTED IN
AN EXPANDED DEFINITION OF CHILDREN
A CHILD
WITH DISABILITY
TO BE INCLUDED
IN
WITH
DISABILITY
AND ISOTHER
ENABLING
THE ACT'S DEFINITION OF CHILDREN BELONGING
MEASURES
TO A 'DISADVANTAGED GROUP'.
A CHILD WITH 'DISABILITY' AS DEFINED IN 1995
PERSONS WITH DISABILITIES ACT
A CHILD WITH 'DISABILITY' AND 'SEVERE
DISABILITY' AS DEFINED IN NATIONAL TRUST FOR
WELFARE OF PERSONS WITH AUTISM, CEREBRAL
PALSY, MENTAL RETARDATION AND MULTIPLE

CONCESSIONS BY
CBSE
THE
FOLLOWING
CONCESSIONS
ARE
GIVEN
BY
CBSE
TO
PHYSICALLY
CHALLENGED STUDENTS

EXEMPTION FROM STUDYING THIRD

LANGUAGE UP TO MIDDLE SCHOOL
LEVEL
(I.E. CLASS
VIII)AN

PERMISSION
TO USE
AMANUENSIS
THE CANDIDATE MAY BE PERMITTED
TO USE THE SERVICES OF AN
AMANUENSIS IN ALL OR ANY OF THE
PAPERS.
SERVICES
OF
SAME

CONCESSIONS BY
CBSE
ADDITIONAL TIME AS UNDER IS GIVEN IN EACH
PAPER:

FOR PAPER OF 3 HOURS DURATION

60 MINUTES
FOR PAPER OF 2 HOURS DURATION
50
MINUTES
THE
CENTRE
SUPERINTENDENT
FOR PAPER OF 2 HOURS DURATION
MAKES
THE SITTING ARRANGEMENTS
40
MINUTES
FORPAPER
THE
BLIND,
FOR
OF 1 DYSLEXIC,
HOURS DURATION
30
PHYSICALLY
HANDICAPPED
AND
MINUTES

SPASTIC

CANDIDATES

ON

THE

CONCESSIONS BY
CBSE
ALTERNATIVE TYPE QUESTIONS ARE
PROVIDED IN LIEU OF QUESTIONS
HAVING VISUAL INPUTS FOR THE
BLIND CANDIDATES IN ENGLISH
COMMUNICATIVE
AND
SOCIAL
SCIENCE FOR CLASS X AND HISTORY,
GEOGRAPHY
AND
ECONOMICS
FOR
SEPARATE QUESTION PAPERS IN
CLASS XII
ENLARGED PRINT FOR MATHEMATICS
AND SCIENCE & TECHNOLOGY IN

CONCESSIONS BY
CBSE
TO FACILITATE EASY ACCESS, A FEW
SELECTED
SCHOOLS
ARE
MADE
EXAMINATION CENTERS FOR SPECIAL
STUDENTS.
BLIND CANDIDATES FROM DELHI
HAVE
THE
FACILITY
TO
USE
COMPUTER OR A TYPEWRITER FOR
WRITING
BLIND ANSWERS.
CANDIDATES HAVE BEEN
PERMITTED TO OFFER SUBJECTS LIKE
MUSIC, HOME SCIENCE ETC. WHICH

CONCESSIO
NS BY
TEACHERS FROM BLIND SCHOOLS
CBSE
ARE
APPOINTED
AS
ASSISTANT
SUPERINTENDENT(S) (INVIGILATORS)
AT
THE
SPECIAL
EXAMINATION
CENTRES. HOWEVER, PRECAUTION IS
TAKEN
TO
APPOINT
DIFFERENT
A
SEPARATE
COLUMN
HAS
BEEN
PROVIDED TEACHERS
ON THE TITLE
OF THE
SUBJECT
ONPAGE
DIFFERENT
ANSWER BOOK FOR INDICATING THE
DAYS.
CATEGORY OF PHYSICALLY CHALLENGED
CANDIDATES SO THAT THESE ANSWER
BOOKS COULD BE SEGREGATED FOR

CONCESSIO
NS BY
CBSELEVEL
SECONDARY SCHOOL

AT THE
A
CANDIDATE HAS AN OPTION TO OPT
FOR ONE LANGUAGE AND ANY FOUR
OF THE FOLLOWING ELECTIVES:
MATHEMATICS, SCIENCE,
SOCIAL
SCIENCE,
ANOTHER
LANGUAGE, MUSIC, PAINTING, HOME
SCIENCE
AND
INTRODUCTORY
INFORMATION
TECHNOLOGY,
COMMERCE (ELEMENTS OF BUSINESS)

ADVISORY TO SCHOOLS :
AS PER GUIDELINES OF INCLUSIVE EDUCATION OF
CHILDREN WITH DISABILITIES (IECD) EACH SCHOOL IS
ADVISED :
1. TO ENSURE THAT NO CHILD WITH SPECIAL NEEDS IS
DENIED ADMISSION IN MAINSTREAM EDUCATION
2. TO MONITOR THE ENROLLMENT IN SCHOOLS OF
DISABLED CHILDREN
3. TO PROVIDE SUPPORT THROUGH ASSISTIVE DEVICES
AND THE AVAILABILITY OF TRAINED TEACHERS
4. TO MODIFY THE EXISTING PHYSICAL INFRASTRUCTURE
AND TEACHING METHODOLOGIES TO MEET THE NEEDS
OF ALL CHILDREN INCLUDING CHILDREN WITH
SPECIAL NEEDS
5. TO ENSURE THAT 3% RESERVATION OF PERSONS WITH
DISABILITIES IS DONE IN ALL INSTITUTIONS RECEIVING
FUNDS FROM GOVERNMENT (UNDER THE PERSONS
WITH DISABILITIES ACT, 1995)

6. TO ENSURE THAT ALL SCHOOLS ARE MADE DISABLED

FRIENDLY BY 2020 AND ALL EDUCATIONAL INSTITUTIONS
INCLUDING HOSTELS, LIBRARIES, LABORATORIES AND
BUILDINGS WILL HAVE BARRIER FREE ACCESS FOR THE
DISABLED
7. TO ENSURE AVAILABILITY OF STUDY MATERIAL FOR THE
DISABLED AND TALKING TEXT BOOKS, READING
MACHINES AND COMPUTERS WITH SPEECH SOFTWARE
8.TO ENSURE AN ADEQUATE NUMBER OF SIGN LANGUAGE
INTERPRETERS, TRANSCRIPTION SERVICES AND A LOOP
INDUCTION SYSTEM WILL BE INTRODUCED FOR THE
HEARING HANDICAPPED STUDENTS
9. TO REVISIT CLASSROOM ORGANIZATION REQUIRED FOR
THE EDUCATION OF CHILDREN WITH SPECIAL NEEDS
10.TO ENSURE
REGULAR IN-SERVICE TRAINING OF
TEACHERS IN INCLUSIVE EDUCATION AT THE
ELEMENTARY AND SECONDARY LEVEL.

LET US EXTEND OUR

HELPING HANDS