In Goa inclusive education has been the topic of debate right from 2006 when the first scheme for financial aid for CWSN was released. The scheme stated that schools providing integrated education would receive financial aid for CWSN as well as providing them with teachers.
However the scheme made no mention of the support system required to include CWSN and therefore parents of CWSN had to bear a heavy financial burden if they wanted their children to be included in the regular school.
In 2012 the Government of Goa took the bold step of modifying the scheme with input from all the stake holders in the field of special education. The government has to be commended because it included NGOs, teachers, therapists and principals in the process of redrafting the scheme.
The redrafted scheme talked about improving the process of assessment in order to provide certification to CWSN so that they could receive financial aid. It also talked about providing improved support services to schools (regular and special) in terms of therapists, co curricular teachers and office staff. It also had provision for a vocational training.
But the biggest change mentioned in the redrafted scheme was the model of the resource room. This model provides for inclusion of children with all levels of disabilities – mild, moderate and severe. Starting from the year 2003, the resource room has been an important step in the process of including CWSN.
At this point I would like to stress that when we talk about inclusion we mean ALL children even those cannot do the general academic curriculum. That means that children who have moderate to severe intellectual disability (formerly called mental retardation) have an equal right to be a part of the regular school community. For these children more than anyone else the importance of being socially included is vital.
It is necessary for them to have a feeling of belonging to the community at large and it is necessary for regular students to learn values of tolerance, respect and human dignity. They should not be forced into special schools just because the government refuses to provide support to regular schools.
But three years down the line the scheme has not been put into action and all schools providing inclusive education are facing a constant struggle to get the required number of teachers for their CWSN. Every year principals have to go individually to request NOCs. Teachers who have worked for many years are not made permanent. Though the numbers of parents opting to put their child (no matter how severe the disability) into a regular school is increasing, the department of education has not seen fit to increase the numbers of teachers provided to schools.
Highlights of the Modified Scheme to Promote Inclusive Education
1. Clearly points out the difference between the two resource rooms- academic skills RR (for children with mild disabilities) and life skills RR (for children with severe disabilities)
2. Clear cut student teacher ratios for each type of RR
3. Provision of additional support services for children attending RR in terms of physiotherapists, occupational and speech therapists.
This article comes as an URGENT request to the Dept of Education to expedite the scheme as soon as possible, so that schools and parents wanting to opt for inclusive education can do so in the knowledge that the government has provided the support needed for inclusion to succeed.
