Professional Documents
Culture Documents
INCLUSIVE EDUCATION
Inclusive education is educating ALL students in age-appropriate general education classes in their
neighborhood schools, with high quality instruction, interventions and supports so all students can be
successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where
students with disabilities are presumed to be competent, develop positive social relationships with peers,
and are fully participating members of the school community. Inclusive education has grown from the belief
that education is a basic human right and that it provides the foundation for a more just society. All learners
have a right to education, regardless of their individual characteristics or difficulties. Inclusive education
initiatives often have a particular focus on those groups, which, in the past, have been excluded from
educational opportunities.
These groups include children living in poverty, those from ethnic and linguistic minorities, girls (in some
societies), children from remote areas and those with disabilities or other special educational needs. The
latter are often the most marginalized both within education and in society in general. Traditionally,
disabled children and those with other special educational needs have experienced exclusion, discrimination
and segregation from mainstream education and their peers. Some are placed in separate classes or schools;
many have been denied access to education of any sort.
Inclusive education is not only concerned with disabled children, or with finding an alternative to
segregated special schooling. Inclusive education encourages policy-makers and managers to look at the
barriers within the education system, how they arise and how they can be removed.
Definition
Inclusive education has been defined by Dukes & Lamar-Dukes as “all students being educated where they
would be educated if they did not have a disability (i.e., in ageappropriate general education classes in their
neighborhood school) with necessary supports provided to students, educators, and families so that all can
be successful”. Paul Collins, of the University of Rochester, has defined, “The inclusion model has gained
a wide prominence in the field of education very quickly, yet the model remains ill-defined in its
implementation and practice”.
These are the principles that guide quality inclusive education:
All children belong: Inclusive education is based on the simple idea that every child and family is valued
equally and deserves the same opportunities and experiences. Inclusive education is about children with
disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday
activities, just like they would if their disability were not present. It’s about building friendships,
membership and having opportunities just like everyone else.
All children learn in different ways: Inclusion is about providing the help children need to learn and
participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially
designed materials or technology can help. The key is to give only as much help as needed.
It is every child’s right to be included: Inclusive education is a child’s right, not a privilege. The
Individuals with Disabilities Education Act clearly states that all children with disabilities should be
educated with non-disabled children their own age and have access to the general education curriculum.
Importance
Inclusive systems provide a better quality education for all children and are instrumental in changing
discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside
their families, enabling the development of social relationships and interactions. Respect and understanding
grow when students of diverse abilities and backgrounds play, socialize, and learn together. Education that
excludes and segregates perpetuates discrimination against traditionally marginalized groups. When
education is more inclusive, so are concepts of civic participation, employment, and community life.
Inclusive education (when practiced well) is very important because:
All children are able to be part of their community and develop a sense of belonging and become better
prepared for life in the community as children and adults.
It provides better opportunities for learning. Children with varying abilities are often better motivated
when they learn in classes surrounded by other children.
The expectations of all the children are higher. Successful inclusion attempts to develop an individual’s
strengths and gifts.
It allows children to work on individual goals while being with other students their own age.
It encourages the involvement of parents in the education of their children and the activities of their local
schools.
It fosters a culture of respect and belonging. It also provides the opportunity to learn about and accept
individual differences.
It provides all children with opportunities to develop friendships with one another. Friendships provide
role models and opportunities for growth.
Special Education
Special education refers to a range of educational and social services provided by the public school system
and other educational institutions to individuals with disabilities who are between three and 21 years of age.
Special education is designed to ensure that students with disabilities are provided with an environment that
allows them to be educated effectively. Disabilities that qualify for special education include physical
disabilities, such as deafness or blindness; mental disabilities, such as Down's syndrome and autism;
medical conditions, such as oxygen dependence or traumatic brain injury; learning deficits, such as
dyslexia; and behavioral disorders, such as attention deficit hyperactivity disorder (ADHD) and conduct
disorders.
Special education (also known as special needs education, aided education, vocational education, and limb
care authority education) is the practice of educating students with special educational needs in a way that
addresses their individual differences and needs. Ideally, this process involves the individually planned and
systematically monitored arrangement of teaching procedures, adapted equipment and materials, and
accessible settings. These interventions are designed to help learners with special needs achieve a higher
level of personal self-sufficiency and success in school and their community, than may be available if the
student were only given access to a typical classroom education.
Integrated Education
Integrated education traditionally refers to the education children with special needs in mainstream settings.
Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being placed in
mainstream education settings with some adaptations and resources, but on condition that the disabled
person and/or the learner with 'Special Educational Needs' labels can fit in with pre-existing structures,
attitudes and an unaltered environment. For example: the child is required to "fit in" to what already exists
in the school. With the release of the Salamanca Statement in 1994 (UNESCO), a large number of
developing countries started reformulating their policies to promote the inclusion of students with
disabilities into mainstream schools. While a large number of developed now have policies or laws
promoting "inclusive education," a number of developing countries continue to provide educational services
to students with disabilities in "segregated" schools.
Policy and Legislative
Frameworks In this section the main international and national level policy frameworks and legislations are
explained that are relevant to education and to children with disability.
The Constitution of India (26 November 1949) clearly states in the Preamble that everyone has the right
to equality of status and of opportunity. The Article 41 of the Directive Principles of the Indian Constitution
supports the right to work, to education and to public assistance in certain cases including disablement.
Further, Article 45 commits to the provision of free and compulsory education for all children up to the age
of 14 years. Based on this, the Constitution (86th Amendment) Act, 2002, has been enacted by the
Parliament making education a fundamental right of all children in the age group of 6-14 years.
The National Policy on Education, 1986 (NPE, 1986), and the Programme of Action (1992) stresses the
need for integrating children with disability with other groups. The objective to be achieved as stated in the
NPE, 1986 is “to integrate the physically and mentally handicapped with general community as equal
partners, to prepare them for normal growth and to enable them to face life with courage and confidence”.
The main objective of the National Policy of Education of 1986 and Programme of Action, 1992 was to
establish a national system of education implies that all students irrespective of caste; creed, sex, and
religion have access to education of a comparable quality. Actually, the objectives of this policy had been
divided into the several aspects.
In relation to Elementary Education, followings are the major objectives of National Policy of
Education 1986 are mainly:
The educational policy as highlighted in the N.P.E. also emphasized on enhancing and promoting the
vocationalization of education, adult education, education for the mentally and physically challenged
persons, non-formal education, open universities and distance learning, rural university, early
childhood care and education. Delinking degrees from job was also one of the basic objectives of
National Policy of Education of 1986.
The Persons with Disabilities (Equal Opportunities, Protections of Right and Full Participation) Act,
1995 stresses the need to provide free of cost education to all children in an appropriate environment till
they are 18 years old and further emphasize their right to measures like: (a) Transport facilities to students
with disability or alternative financial incentives to the parents or guardians to enable their children with
disability to attend schools; (b) Removal of architectural barriers from schools, colleges or other institutions
imparting vocational and professional training; (c) Supply of books, uniforms and other materials to
students with disability attending school; (d) Grant of scholarship to the students with disability; (e) Setting
up of appropriate fora for the redressal of grievances of parents regarding the placement of their children
with disability; (f) Suitable modification in the examination system to eliminate purely mathematical
questions for the benefit of blind students and students with low vision; (g) Restructuring of curriculum for
the benefit of students with disability; and (h) Restructuring the curriculum for the benefit of students with
hearing impairment to facilitate them to take only one language as part of their curriculum.
1. To regulate the training policies and programmes in the field of rehabilitation of persons with
disabilities
2. To bring about standardization of training courses for professionals dealing with persons with
disabilities
3. To prescribe minimum standards of education and training of various categories of professionals/
personnel dealing with people with disabilities
4. To regulate these standards in all training institutions uniformly throughout the country
5. To recognize institutions/ organizations/ universities running master's degree/ bachelor's degree/
P.G.Diploma/ Diploma/ Certificate courses in the field of rehabilitation of persons with disabilities
6. To recognize degree/diploma/certificate awarded by foreign universities/ institutions on reciprocal
basis
7. To promote research in Rehabilitation and Special Education
8. To maintain Central Rehabilitation Register for registration of professionals/ personnel
9. To collect information on a regular basis on education and training in the field of rehabilitation of
people with disabilities from institutions in India and abroad
10. To encourage continuing education in the field of rehabilitation and special education by way of
collaboration with organizations working in the field of disability.
11. To recognize Vocational Rehabilitation Centres as manpower development centres
12. To register vocational instructors and other personnel working in the Vocational Rehabilitation
Centres
13. To recognize the national institutes and apex institutions on disability as manpower development
centres
14. To register personnel working in national institutes and apex institutions on disability under the
Ministry of Social Justice & Empowerment
The primary objective of CRC is to create the requisite infrastructure for training, manpower development,
research and to provide services to persons with disabilities. The scope of services extend to Himachal
Pradesh and the adjoining states of Punjab and Haryana. CRC functions as the outreach centre of the
National Institute for the Visually Handicapped and facilitates the process of capacity building at local
levels, in the region.
The main objectives are:
To serve as the Composite Regional Centre for rehabilitation and special education of persons with
disabilities.
To establish linkages with existing medical, educational, and employment services following the
principles of community-based rehabilitation, and offer extension services in the rural areas.
To stimulate growth of services by encouraging and supporting voluntary organizations, parent
groups and self- help groups.
To undertake human resource development by training rehabilitation professionals, village level
workers, multi-rehabilitation workers and other functionaries in the government and non-government
sector required for providing services to persons with disabilities.
To develop strategies for delivery of rehabilitation services suitable to the socio-cultural background
of the region.
To undertake research and development with specific reference to the needs of diverse groups of
people with disability, keeping in view the nature and severity of disability in the region.
To undertake public education programme for the creation of awareness among parents and the
community.
To undertake designing, fabrication & fitment of aids and appliances.
To undertake services of education and skill development, leading to enhancement of opportunities
for employment, rehabilitation, mobility, communication, recreation and integration in society.
District Disability Rehabilitation Centre (DDRC) is an initiative by the Ministry of Social Justice and
Empowerment, Govt. of India, to facilitate comprehensive services to Persons with Disabilities in the rural
areas. These units have a group of rehabilitation professions for providing services like identification of
Persons with Disabilities, Awareness Generation, Early Detection and Intervention, Provision / Fitment,
Follow-up and repairing of Assistive Devices, Therapeutic Services like Physiotherapy, Speech Therapy
etc., and facilitation of Disability Certificates, Buss Passes and other concessions/ facilities for Persons with
Disabilities.
DDRC’s is a joint venture of Central and State Governments wherein Central Government will
establish, initiate, implement the centre for three years involving funding for man power contingencies as
well as required equipments and coordination. State Government will provide provision for rent free , well
connected building, basic infrastructure, furniture, monitoring and coordination of activities through
District Management Team (DMT) Chaired by the District Collector and also identification of
implementing agency.
NIMH had the responsibility of establishing 16 DDRC’s among 7 states. After successfully establishing
and running for initiating three years, suitable implementing agencies have been identified with the help of
State Government and all the 16 DDRCs have been handed over to the District Administration to be run by
the identified implementing agencies.
Non-Governmental-Organizations (NGOs)
NGO plays very important role in promoting inclusive education under the “Education for All” or Sarva
Shiksha Abhiyan (SSA) in the Hindi language, in a state in India.
In the almost 130 years of history of special education in India, special schools run by NGOs have played
a major role (Alur, 2002; Mittal, 2009; Mukhopadhyay, 1999). NGOs offered education for children with
disabilities, a service that the government was unable to provide in large areas of India. Special schools run
by NGOs have been under the jurisdiction of the Ministry of Social Justice and Empowerment (MSJE).
Additionally, special schools and training institutes for special education teachers who serve both in
government and NGO-run schools are con ducted by the Rehabilitation Council of India (RCI) as
of 1993, under the auspices of the MSJE.
Beginning in the 1970s, another stream of education for children with disabilities, called integrated
education, was started in government schools. The Integrated Education for Disabled Children
(IEDC) scheme has been conducted by the Ministry of Human Resource Development (MHRD).
As a result, education of children with disabilities has been carried out by two ministries (MSJE
and MHRD) with different structures and orientations.
Schools and districts have a ‘zero-rejection’ policy when it comes to registering and teaching children in
their region.
All children follow substantively similar programs of study, with curriculum that can be adapted and
modified if needed.
All children contribute to regular school and classroom learning activities and events.
All children are supported to make friends and to be socially successful with their peers.
Totally blind: This term usually implies little or no visual sensitivity to light at any level. This condition
is rare, and people who are totally blind typically have severe physical damage to the eyes themselves or to
the visual nerves.
Legally blind: A legally blind person has a visual acuity of 20/200 or less in the better eye, after
correction. This means that what an individual with normal (20/20) vision sees at two hundred feet, the
legally blind person cannot see until he or she is within twenty feet.
Low vision: People with low vision can read with the help of large-print reading materials and magnifying
objects. They may also use Braille.
Partially sighted: Partially sighted individuals have less severe loss of vision than people in the other
three categories. A person with partial sight may be able to see objects up close or far away and with
corrective lenses may be able to function at normal levels.
Hearing Impairment
Hearing impairment is hearing loss, in one or both ears, that may be permanent or fluctuating, that adversely
affect educational performance. The Individuals with Disabilities Education Act (IDEA) offers the
following definitions: A hearing impairment is a hearing loss, whether permanent or not, that affects a
child’s educational performance. This definition includes children who have the capacity to receive some
auditory stimuli, including speech and language; this capacity is known as residual hearing, which can be
supported by the use of a hearing aid. Deafness is a severe hearing impairment that impedes the child’s
processing of linguistic information through hearing, with or without amplification. A student with this
condition cannot receive sound in all or most of its forms.
Typically classify degrees of hearing disabilities as follows:
The child is not able to raise both the arms fully without any difficulties.
They will generally need services at the pervasive level, typically throughout their life;
They are likely to have multiple disabilities, particularly in the areas of mobility and communication;
Their communication deficits make it difficult to accurately assess their intellectual functioning;
In educational settings, they may be placed along with students with moderate to severe MR or in their
own classroom;
Autism / Autism Spectrum Disorders (ASD):
Autism is a complex neurobehavioral condition that includes impairments in social interaction and
developmental language and communication skills combined with rigid, repetitive behaviors. Because of
the range of symptoms, this condition is now called autism spectrum disorder (ASD). It covers a large
spectrum of symptoms, skills, and levels of impairment. ASD ranges in severity from a handicap that
somewhat limits an otherwise normal life to a devastating disability that may require institutional care. The
name "spectrum" stems from the fact that these disorders affect each child differently. These disorders
involve delays in the development of many basic skills, including the abilities to socialize or form
relationships with others and to communicate effectively.
Children with autism may also have intellectual disabilities and behavioral challenges. Autism is a
developmental disability significantly affecting verbal and nonverbal communication, social interaction,
and behavior generally evident before age three, adversely affecting a child's educational performance.
Mental illness
Any mental disorder other than mental retardation
Differentiating Content
There are four aspects of the classroom that teachers can focus on to differentiate instruction: content,
process, product, and learning environment. Content refers to the information that is given to the students,
or the material they are supposed to learn. Although the core content and facts remain the same, teachers
can present the content in a variety of ways in order to reach the most students. For example, a teacher
could use textbooks, demonstrations, and videos to teach the same information, each of which is likely to
appeal to different students. The difficulty of the content could also be differentiated.
Curriculum Adaptations
Adaptations necessary to meet the needs of students with disabilities in the general education class.
1. SIZE - Adapt the number of items the learner is expected to learn or complete.
2. TIME - Adapt the time allotted or allowed for learning, task completion, or testing.
3. LEVEL OF SUPPORT - Increase the amount of personal assistance with a specific learner.
4. INPUT - Adapt the way instruction is delivered to the learner.
5. OUTPUT – Adapt how the student can respond to instruction.
6. DIFFICULTY – adapt the skill level, problem type, or the rules on how the learner may
approach the work.
7. PARTICIPATION – Adapt the extent to which a learner is actively involved in the task.
8. ALTERNATE – Adapt the goals or outcome expectations while using the same materials.
9. SUBSTITUTE CURRICULUM – provide different instruction and materials to meet a
student’s individual’s goals.
Lesson Plan
Students with various learning disabilities lesson plans should always be modified to ensure a successful
learner outcome. A learning disabled lesson plan should always include a needs assessment, objectives,
materials, teaching methods, lesson content and structure and assessment.
The first step an educator should take when starting to write lesson plans for students with various learning
disabilities is to look at their files to determine their eligibility for special education services, the
interventions the students have had and the students current level of performance, this can be also achieved
by conducting a pre-assessment.
When dealing with students with various disabilities in the same classroom, it can be a little challenging to
do a lesson plan that is individualized and goal oriented for each student. When writing a lesson plan for
students with various learning disabilities, always focus on the main principles of teaching students with
disabilities which are:
Engagement - Teachers should always make sure that they make the lesson engaging to the point that
the student is motivated to learn from the desire of being competent and for the love of learning, rather
than for a grade, teacher’s approval or acceptance into a good college.
Belonging, competence, value and safety - Students with various learning disabilities have to feel that
they belong, are safe and are valued before they really exert fully in the classroom, this is a critical
dimension of an effecting learning environment.
Connections with constructs - This is also known as relevance where the student has pre-existing
understandings of the subject matter being taught.
Information with conceptual frameworks - Special educators should focus on making the students
understand the facts and ideas within the context of what is being taught, so that knowledge can be
organized in ways that will help with retrieval and application. An example would be a teacher teaching
on the migration of honey bees can use illustrations as a way to help the students to organize the material
which in turn helps with retrieval.
Teaching Learning materials should encourage contacts between students and faculty, develop reciprocity
& cooperation, and encourage active learning, prompt feedback, emphasize time on task, communicate
high expectation and should respect diversity of talent and learning in students. The Teaching Learning
material used should not only be appropriate according to the need of the child but also according to:
· Child’s IQ level,
· Chronological age,
· Sex,
· Culture,
· Family background etc.
The teacher should also keep into consideration the safety of the child before preparing the teaching
learning material for e.g. the material should be rounded without any sharp ends while preparing it for
child with loco motor disability and do not keep knife, scissor and blade openly in the classroom. The
teaching learning material should provide information through multi-sensory approach i.e. audio, visual,
tactile and kinesthetic.
Cooperative learning
"Cooperative learning is a set of teaching strategies used to help learners meet specific learning and
interpersonal goals in structured groups (Slavin, 1995)". This definition of cooperative learning includes
the following three ideas:
It is not a single teaching or learning strategy.
It is a set of teaching strategies.
It helps the learners to achieve two types of goals, i.e. learning goals and interpersonal goals.
This implies that cooperative learning is conducive for the improvement of students' learning achievement
as well as for the development of interpersonal skills. Cooperative learning takes place in structured groups,
that is, the groups which are formed in a planned and systematic manner.
Peer Tutoring
It is a strategy where higher performing students are paired with lower performing students or students with
disabilities to review or teach academic material. This strategy has been proven to help students on both
sides master content and gain self-confidence in specific skills. Peer tutoring has been implemented with
students of all ages and levels in all subject areas. Introducing a peer tutoring program to help students with
disabilities and their typical peers may be an effective and efficient way to boost academic achievement.
Teachers and administrators should consider the different ways to implement a program as well as the
advantages and weaknesses as they determine whether a peer tutoring program would be a good fit in their
schools and classrooms.
Advantages of Peer Tutoring
Peer tutoring in special education can be an effective teaching method for all students involved. Let's look
at some of the specific advantages.
Peer tutors become teachers, which increases their own understanding of the material.
Peer tutoring helps the students build relationships, which builds communication and social skills.
Some students with disabilities respond better to peers than adults.
Students with disabilities get more individual attention than one teacher can provide on their own.
Because of increased individual attention, students with disabilities also get immediate feedback
and positive reinforcement more frequently, which results in higher academic performance.
Planning and preparing for peer tutoring requires additional time and organization for the classroom
teacher.
Peer tutors must be trained, monitored and graded, which takes time and energy away from other
important classroom tasks.
Some parents are opposed to peer tutoring because they don't see the benefits for their child. This
means that teachers must educate and convince them of the benefits.
Reflective Teaching
Reflective teaching is a practice that involves learning how to become a more engaging teacher by learning
from your environment. Being able to reflect on what things work and what things don’t can help you
improve as a teacher. Reflective teaching practices include being able to learn from your students, co-
workers and even yourself.
Many teachers do this by getting feedback from students. It may be as simple as asking the students their
thoughts on the lesson, or as elaborate as sending out surveys to parents and students via Google forms. It
is important to have this type of feedback because it can help guide you on what you need to improve on
and what you are already doing well.
Another way to practice reflective teaching is to keep track of your day in class. Some teachers write down
things in a notebook to help them remember certain things that happened during a lesson. Others write blogs
that can be used to share thoughts and insights on what worked well and what did not work in a lesson. You
could also keep a private blog that will give you a space to confidentially reflect your thoughts. Another
way to record your thoughts is through a video blog. By taking a video recording of yourself, you can set
goals for the upcoming week and reflect on those goals at the end of the week.
Multisensory Teaching
Multisensory instruction is an affective teaching method in the inclusive classroom. General education and
special education students can all benefit from multisensory learning.
General education and special education students can all benefit from multisensory learning. Individual
students process information differently. Utilizing various senses in the instructional setting helps enable
optimal learning for every student in the classroom. Incorporating visual, auditory, tactile, kinesthetic, taste
and smell in the instructional setting assist students in learning and retaining classroom material.
Teachers using multisensory teaching methods look for ways to actively involve the students and their
senses in classroom activities. Using two or more senses at the same time increases learning retention.
Curriculum can be adapted to incorporate multisensory elements. Additional multisensory classroom
activities can be used to enhance and build upon textbook curriculum.
Services to students with communication problems may be provided in individual or small group sessions,
in classrooms or when teaming with teachers or in a consultative model with teachers and parents. Speech-
language pathologists integrate students' communication goals with academic and social goals.
Physiotherapist
The physiotherapist is concerned with the gross motor skills and mobility of a child. In cases where there
has been an obvious physical difficulty the child will have been receiving support well before starting
school.
The physiotherapist is often involved with children who have dyspraxia, are blind or have cerebral palsy,
hydrocephalus, congenital syndromes, such as Downs Syndrome, spina bifida, and progressive muscular
conditions such as muscular dystrophy. He/she may also be involved post-operatively where a child has a
temporary physical difficulty, e.g. after an accident.
Occupational Therapists
Occupational therapists are health care providers who help patients overcome a wide range of mobility and
dexterity issues, including special needs children. They do this by training their patients in activities
representative of normal daily life. The therapist first assesses the patient's condition, defines specific
activities or actions that present difficulties for the patient, and sets out a course of therapy to exercise those
abilities. Learning to do this requires several years of education and training, and therapists who choose to
work with a specific population such as special-needs children require additional skills.
Another essential duty of special education counselors is to work with special education and general
education teachers and staff members to ensure that the needs of each special needs student are being met.
Special education counselors do this by advocating on the child’s behalf, collaborating with teachers to
develop more effective support services for the child, or working with teachers and staff members to
develop a better understanding of the interventions in place to help the child succeed. Much collaboration
and consultation is also undertaken with other special services workers, such as school psychologists,
occupational and physical therapists, speech-language pathologists, and the like.
What are the concessions provided by the CBSE for children with disabilities?
Individual Evaluation Programmes
Individual Evaluation Programmes for students with disabilities are to be designed by a special educator.
This programme would be in the form of setting specific goals for each child with special needs, based
upon their appraisal by a Special Educator. Earlier guidelines have called to revisit classroom rganization
required for the education of children with special needs.
During Examinations
(i) Scribes
All students with disabilities recognized by the CBSE are permitted to use a scribe. Here are the following
conditions the scribe should meet:
(a) A scribe should not have obtained their qualifications in the same subject in which the candidate is
appearing.
(b) Students can arrange their own scribe, who can be changed at the last minute in case there is an
emergency.
(c) In case the school is organizing the scribe, the student has the option of meeting the scribe the day
before the examination.
(d) The official who acts as the ‘Centre Superintendent’ of the examination centre shall forward a report
with the full particulars of the student with disability availing of the scribe facility, as well as of the
scribe.
(e) Candidates using scribe facilities will be accommodated in a suitable room, with a separate invigilator
appointed by the Centre Superintendent.
(f) The use of the scribe can be used in addition to the grant of extra time.
(g) Cost: The student with disability shall not be made to pay for the services of the scribe. The Board
shall pay the scribe remuneration, from time to time.
(ii) Compensatory time
Students with disabilities recognized by the CBSE are permitted to avail of extra time for completing their
examination paper. The extension of time depends on the length of the paper:
(a) For paper of 3 hours duration – 60 minutes
(b) For paper of 2½ hours duration – 50 minutes
(c) For paper of 2 hours duration – 40 minutes
(d) For paper of 1½ hours duration – 30 minutes
Compensatory time can be used in addition to the services of a scribe.
(iii) Special provisions for autistic children
An autistic candidate is permitted to use the services of a scribe or an adult prompter.
(iv) Special provisions for visually impaired candidates
(a) Candidates are permitted use of screen reading software (like JAWS – Job Access With Speech). The
candidate needs to take prior approval of the Board for this. They can also use a computer or a typewriter
for writing answers. There is no provision mandating that such software or hardware be provided by the
School or Board to the student.
(b) There shall be alternate questions provided where there are questions having visual inputs in the
subjects of English Communicative and Social Science (Class X).
(c) Separate question papers in enlarged print are provided in the subjects of Mathematics and Science
(Class X).
(d) Students shall be given separate question papers with multiple choice questions based on Practical
component in lieu of practical examinations in the subjects of Physics, Chemistry and Biology.
(e) Question papers administered in the subjects of Physics, Chemistry, Mathematics and Biology will not
have any visual input.
(f) There shall be alternate questions provided where there are questions having visual inputs in the subjects
of History, Geography and Economics.