Disability is widely recognized as a cross cutting developmental issue that has relevance to all dimensions of social exclusion. Even today, if we link up disability to developmental issues, it raises serious concerns where people with disabilities are at a double burden of marginalization. Disability has been seen as both the reason for and the consequence of poverty. Trapped in the vicious cycle of poverty, people with disabilities are denied basic human rights at all levels of life. The major areas of concern are inclusion, participation, access and quality in all walks of life. Definition of disability which was restricted to a medical model was further redefined to a social model under the purview of the discourses on disability and development. The question still remains on how far is this definition of disability accepted by the society when we witness an intensive fight for the rights of people with disabilities in India.
The World disability report, 2011, published by World Health Organization (WHO) quotes, “Estimates for the number of children (0–14 years) living with disabilities in the world range between 93 million and 150 million. Many children and adults with disabilities have historically been excluded from mainstream education opportunities“. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) recognizes the right of all children with disabilities both to be included in the general education systems and to receive the individual support they require. Systemic change to remove barriers and provide reasonable accommodation and support services is required to ensure that children with disabilities are not excluded from mainstream educational opportunities. In a country like India where people with disabilities constitute 6 % of the total population, the UNCRPD holds tremendous relevance.
The data of AARTH-ASTHA National Trust ABILINE (011-26466250, 1800116800), a national cross-disability Helpline shows that the number of calls received on primary and secondary, inclusive and special education are high and increasing. On April 1, 2011, our country completed one year of the implementation of the Right to Education Act 2009. This is an Act that details the Right to Education for all children in our country and has therefore great significance for the education of children with disabilities. But has the RTE Act been able to address the challenges that the children with disabilities face in pursuing education throughout the country? Are the educational provisions provided under the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 being monitored as strictly as to deliver its services to every disabled child in the country? These are questions that needs due attention and careful assessment on eve of this years’ International Day of People with Disability.
Aarth-Astha , Kalkaji, New Delhi - 19
The World disability report, 2011, published by World Health Organization (WHO) quotes, “Estimates for the number of children (0–14 years) living with disabilities in the world range between 93 million and 150 million. Many children and adults with disabilities have historically been excluded from mainstream education opportunities“. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) recognizes the right of all children with disabilities both to be included in the general education systems and to receive the individual support they require. Systemic change to remove barriers and provide reasonable accommodation and support services is required to ensure that children with disabilities are not excluded from mainstream educational opportunities. In a country like India where people with disabilities constitute 6 % of the total population, the UNCRPD holds tremendous relevance.
The data of AARTH-ASTHA National Trust ABILINE (011-26466250, 1800116800), a national cross-disability Helpline shows that the number of calls received on primary and secondary, inclusive and special education are high and increasing. On April 1, 2011, our country completed one year of the implementation of the Right to Education Act 2009. This is an Act that details the Right to Education for all children in our country and has therefore great significance for the education of children with disabilities. But has the RTE Act been able to address the challenges that the children with disabilities face in pursuing education throughout the country? Are the educational provisions provided under the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 being monitored as strictly as to deliver its services to every disabled child in the country? These are questions that needs due attention and careful assessment on eve of this years’ International Day of People with Disability.
Aarth-Astha , Kalkaji, New Delhi - 19
