Education > What the law says> Draft Action Plan for Inclusive Education

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INCLUSIVE EDUCATION - DRAFT ACTION PLAN FOR  INCLUSIVE EDUCATION OF CHILDREN AND YOUTH WITH DISABILITIES 
FRAMEWORK
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION : 1.1  Review implementation of existing programmes, provisions to  identify factors leading to success or failure of the drive towards enrollment and retention of children with disabilities in mainstream educational settings. Address administrative issues arising out of review. 
SECTOR - ECCE, EE, SE, HE, TE Nodal Agency- D/SHE
Coordinating person/ designation: Director SE, D/S&HE
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.1.1 Collation of  state wise information  from centre and states regarding data collection,enrolment, delivery mechanisms, support mechanisms, monitoring, succss indicators, evaluation and utilization of funds under IEDC scheme, the SSA programme and earlier programmes. Specifically collate information on interventions for the girl child in all areas. x          D/WCD, D/EE, D/SHE, State Govts. CCPD,NIEPA, EDCIL
1.1.2 Preparation of Analysis report identifying inputs, perfoming and non performing states, systems of delivery, monitoring, areas of lag, models for replication, possibilities for convergence, utilization of funds. x          D/EE,D/SHE, State Govts. NIEPA,EDCIL
1.1.3  Review cross cutting issues such availability of reliable data for projection, definition of disability and appropriate educational settings for education purposes vis  a vis the PWD Act, RCI act,  placement of Special schools within mainstream education system.  x          M/HRD, M/SJ &E CCPD, RCI
1.1.4 Forward recommendations to states for comments and creative interaction. Development  of State  Action Plans for individual states based on interactions.The action plan to contain specific intervention required with time bound targets for inclusion of specified population.  x          D/EE, D/SHE,MHRD  
1.1.5 Refinement and revision of IEDC scheme into IECYD scheme with increased outlay and aiming at wider coverage for 11th plan x          D/SE  
1.1.6  Review of above activities on a monthly basis/review progress towards achievement of success criteria x  x       MHRD,MSJ&E  
SUCCESS CRITERIA :   A comprehensive report on previous measures that gives direction to next inputs. Evolution of guidelines for development of comprehensive state action plans. Development of a comprehensive IECYD scheme to provide funding for activities. 
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act]).
STRATEGIC INTERVENTION 1.2 : Generating awareness in the general community, persons in the education field and more specifically among parents and children with disability that the disabled have full rights to appropriate education in mainstream schools and that it is the duty of those involved in administration at every level including schools to ensure that they have access to education.
SECTOR - ECCE, EE, SE   Nodal Agency - D/WCD, D/EE, D/SHE
Coordinating person/ designation: Director SE, D/S&HE, Director EE, State SSA coordinator
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.2.1 Identification of target group, information to be disseminated, methodologies to be used and frequency and timing of campaigns x          D/EE, D/WCD, D/SHE NGOs, VECs, 
1.2.2  Identification of  government and non government machineries, creative team, to design and run the campaign at national and state level, district,block and village level x          D/EE, State Govts. NGOs, CCPD
1.2.3  Campaigns run at identified times, preferably before admission periods in schools. x  x x x x D/EE, State Govts. CBR groups, NGOs, VECs
1.2.4  Circulars to all schools affiliated to Central, State Boards informing of need to comply with  inclusive education practices and admit children with disability in their institution and to link this with recognition to schools. Follow up with monitoring and midterm review. x    x   x CBSE, COBSE, State Boards  
1.2.5  Organization of sensitization sessions for  all district officials, block level officers, principals and school administrators to introduce the concept of inclusive education and identify areas to support school staff. x  x       State Govts. NGOs, Office of Commissioner of Disabilities.
1.2.6  Identify system of incentives for districts recording increased verifiable enrollment, for schools, state education officers coming up with innovative ideas to increase enrolment and  retention of cwsn.              
1.2.7 Awareness raising at district level among medical professionals, PHC, govt hospitals regarding early intervention services and educational opportunities available at all district  x  x          
SUCCESS CRITERIA :  Significant rise in demand from parents side to get their children enrolled in schools. Officials and school administrators accept ownership of the process and support community and schools in accessing resources and information. 
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION 1.3 : Ensure  enrollment and intervention for all children with special needs in the age group 0-6 years in Early Childhood Care and Education Programs
SECTOR - ECCE,  Nodal Agency -D/WCD, D/Health
Coordinating person/ designation: Director ICDS
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.3.1  Identification of all service providers in Early Childhood Care and Education services. Meeting of all block level officers of ICDS for advocacy of inclusion of children with special needs in ICDS programmes. x          D/WCD, State Govts.  M of SJE & E, M/H National Trust
1.3.2 Compilation of data on number of children with special needs enrolled in Early Childhood services, particularly Anganwadis run under the ICDS scheme. Identify reasons for exclusion of those not covered under the scheme.Collect data on the girl child with disability. x  x       State Govts. D/WCD, M/H NIPCCD, National Trust, NGOs
1.3.3 Identification of appropriate location and availability of services  and service providers. x          State Govts. D/WCD, M/H National Trust, RCI
1.3.4  Advocacy meetings with block level officers ICDS, other service providers on including  CWSN in their programmes. x          State Govts. D/WCD, M/H National Trust, NGOs, CBR groups
1.3.5 Ensure home delivery of supplementary nutrition and other medical services that can be availed under the scheme for CWSN who cannot come to the centre. x  x x x x State Govts. D/WCD,  NGOs, 
1.3.6 Set  training schedule for Training of master trainers. Organize training  x  x       State Govts. D/WCD, M/H RCI
1.3.7 Identification of role of Anganwadi worker, supervisor in working with children with special needs, Identify training needs based on these. Identify incentives to motivate workers. x          State govts. National Trust,NGOs
1.3.8 Incorporation of disability component in all training modules of early childcare service providers. x  x       D/WCD ECCE providers
1.3.9 Identification of different target groups that need training , orientation, sensitizing (parents,careproviders,anganwadi workers etc).Identification of training resources(modules,Trainers etc) x  x x     State Govts. NIPPCD, M/SJ&E, M/H RCI, National Trust,NGOs
1.3.10 Identify and train parents groups, careproviders in the community to work with children with severe disabilities. Support working of group through funds x  x x     State Govts.NIPPCD, M/SJ&E, M/H RCI, National Trust
1.3.11  Enrollment drive for children not at present in early services. Specially focus on the girl child.   x x x x State govts. National Trust
1.3.12 Ensure pre-school intervention for  children with disabilities through access to resource persons and centres for ability development  (eg communication, physical development, learning of braille, sign language, lip reading etc) through  assistance from itinerant teachers, resource centres, special schools in all districts. x  x x x x State Govts.Block level functionaries NGOs ,Special schools, CBR groups, 
1.3.13 Ensure system of  availability and delivery of aids and appliances and specially designed material as required. x  x x x x State Govts., MSJ&E, Block level functionaries  
Success Criteria - Enrollment of children in the age group 0-6 in early intervention programme. Modules available for training different service providers in early childhood care and education. Appropriate Early intervention and education system available for children with special needs. Enable inclusion in elementary schools.
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION 1.4 : Facilitate free and compulsory elementary education for children with special needs in the age group 6-14 (extendable to 18 yrs.) in mainstream education settings currently under the Sarva Shiksha Abhiyan *
SECTOR - Elementary Education Nodal Agency- Dept.of E E, MHRD 
Coordinating person/ designation: Director EE
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.4.1  Review SSA guidelines for the inclusion of children with special needs and utilization of funds by states. Identify references to the girl child. x          State Govts. D/EE EDCIL, NIEPA
1.4.2 Review presence of block level,district level and state level infrastructure available for implementation of mainstreaming of children with special needs.Compile list with names/designation and contact numbers x          State Govts. D/EE EDCIL, NIEPA
1.4.3 Review block level /district level plans from states to identify current areas of intervention for children with special needs in different states.Make plans for areas that need strengthening. x          State Govts. D/EE EDCIL, NIEPA
1.4.4 Compile information on children with special needs identified and enrolled under the SSA scheme in the 6-14 yrs group.Review methodology of data collection ,assessments and success indicators by states and identify need for change if any.Special focus on the girl child. x          State Govts. D/EE EDCIL, NIEPA
1.4.5 Follow up and ensure enrollment of children identified but not yet part of mainstream schools. Identify areas of bottle neck and possible solutions.Specifically monitor enrolment of the girl child. x  x x x x State Govts.D/EE NGOs, VECs
1.4.6 Development of cluster model inclusive schools in each district .Set guidelines for schools.Funding for all activities provided.           D/EE, State Govts.  
1.4.7 Ensure pre-school preparation in terms of skill development,viz.Braille ,sign language, mobility and orientation training etc.for children  with moderate to severe disabilities through bridge courses adopted by assistance from itinerant teachers, resource centres, special schools. x  x x x x State Govts.D/EE  
1.4.8 Ensure formal and functional assessment to identify specific learning needs of children with special needs.  x  x x x x State Govts.District level  
1.4.9 Monitor information on enrollment in state schools and Kendriya Vidyalayas and Navodaya Vidyalayas.Specifically monitor enrolment of the girl student. x  x x x x State Govts, KVS, NVS  
1.4.10 Letter to private schools linking inclusion of children with disability in their institutions  to affiliation. Monitor enrolment by seeking information on existing enrolment . x    x   x State Boards, CBSE, COBSE  
1.4.11 Bringing special schools into mainstream education system by getting children  attached to them enrolled in / affiliated to mainstream schools in the neighbourhood, working out accreditation modalities.   x x x x  M/SJ&E, D/SE,D/EE  
  Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.4.12  Examine and give recommendation for options to written exams/Alternative Response Requirements x          CBSE/ COBSE/CISCE / State Boards  
1.4.13   Appropriate Special Schools run by NGO to be set up as Resource Centres to support learning  for those with profound disability or those unable to access education due to terrain.Setting up of mobile schools to reach children at home with itinerant teacher. x  x x x x M/SJ &E, D/EE, MHRD NGOs
1.4.14  Training of parent groups in the community to provide support to the children x  x x x x States NGOs, National Trust
1.4.15  Identification of opportunities for inclusive activities with mainstream schools for children with profound disability not in mainstream schools. x  x x x x States, Block level,VECs NGOs
1.4.16 Career conselling in schools at block levels to those wishing to pursue vocational studies. Assistance in identifying options and venues for admission to vocational training courses. x  x x x x State Govts.,D/EE, D/SE  
SUCCESS CRITERIA : All  children in the age group 6-14 accessing mainstream elementary education by 2010. Appropriate supported educational placement and services for children with profound learning  disabilities.
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION 1.5 : Facilitate transition of young persons with disability wishing to pursue secondary  education. 
SECTOR - Secondary Education Nodal Agency - D/SE
Coordinating person/ designation: Director SE
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.5.2  Data base on number of young persons with disability currently accessing secondary education in mainstream schools. Review incentives in terms of providing scholarships for  those pursuing higher studies.Focus on the girl learner x  x       D/SHE, State Govts.  
1.5.3  Letter to private schools linking inclusion of children with disability in their institutions  to affiliation. Monitor enrolment by seeking information on current enrolment  x    x   x State Govts.State Boards, COBSE, CBSE  
1.5.4  Monitor information on enrollment in state schools and Kendriya Vidyalayas and Navodaya Vidyalayas. Data on girl learners x    x   x State Govts, KVS, NVS  
1.5.5  All KVs and NVs to  have a disability centre. Work out charter, work to be done for the same x  x       KVS, NVS  
1.5.6  Examine and give recommendation for options to written exams/ Alternative Response Requirements x          NIOS,CBSE/ COBSE/CISCE / State Boards NCERT, NCTE
1.5.7  Review  support and facilities given during examinations to the disabled children in terms of time,amaneusis etc for any additions/changes  x          NIOS,CBSE/ COBSE/CISCE / State Boards NCERT, NCTE
1.5.8  Meeting with  CBSE, COBSE, CISCE, NIOS officials to ensure uniformity and consistency in the set of facilities/support given  to disabled children during examinations.Review impact x    x     NIOS/ CBSE/ COBSE/ CISCE / State Boards  
1.5.9  All schools, private and government, be informed of adaptations / support to be given for all examinations and schools' responsibility in arranging for the same.   x       CBSE/ COBSE/ CISCE / State Boards  
1.5.10  NIOS to ensure admission in Open School to those wishing to pursue open school system and provide inclusion in open school centres and give examination support x          NIOS  
1.5.11  MOU between NIOS and CBSE, COBSE  for transfer of credit for subjects at grade 10 and Grade 12 levels x  x       NIOS/ CBSE/ COBSE/ CISCE / State Boards  
SUCCESS CRITERIA : Increase in number of young persons with disability accessing secondary education. Smooth transition for young persons with disability wishing and able to access secondary and higher education.Consistency in providing for disabled friendly examination facilities across states and boards.
OUTPUT1 : Enrolment and retention  of all children with disabilities in mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION 1.6 : Ensuring physical access for children and youth with disabilities in  schools and educational institutions by enforcing the requirement for provisions of universal design in buildings  and provide support in transportation 
SECTOR - ECCE, EE, SE Nodal Agency - D/EE, D/SHE, MHRD
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.6.1  Review of existing recommendations for making all buildings disabled friendly. Promote awareness among public works departments,architects, administrators, principals of requirements through pamphlets, meetings, training etc. x  x       State Govts.,MUD, PWD  NGOs, Office of Chief Commissioner of Disabilities
1.6.2  Conduct access audit to identify and gather information on infrastructural / architectural barriers in existing educational institutions (schools, laboratories, libraries etc.)and set time targets to remove these.Identify rewards and punitive measures to ensure compliance. x  x x x x State Govt.,  NGOs, Office of Chief Commissioner of Disabilities
1.6.3  Ensure adoption of universal design in new educational buildings by linking it to approval and funding of new classrooms, schools, educational institutions in district plans. x  x x x x State Govts.,D/EE, D/SE Office of Chief Commissioner of Disabilities
1.6.4  Funding/ Dovetailing of existing schemes to assist in funding provided  for physical access to the disabled. x          D/SHE, M/SJ&E, D/EE, State Governments Office of Chief Commissioner of Disabilities
1.6.5  Review transport concerns. Provide for need based financial incentive to cover costs of transport.at all levels from ECCE to Secondary Education. x  x x x x D/EE, State Govt. Office of Chief Commissioner of Disabilities
1.6.6 Letter to Transport ministry that public transport vehicles,  have to be accessible to the disabled in terms of entry , exit and seating and sensitizing of persons manning public transport vehicles Follow up with meeting x          Ministry of Surface Transport, State Govt. NGOs, Office of Chief Commissioner of Disabilities
1.6.7   Earmarking of hostel accommodation for disabled youth wishing to pursue secondary and higher education.  x  x       D/SE, State Govts,  MSJ &E
1.6.8  Ensure priority given to girls with disability in provision of hostel accommodation. x          D/SE,State Govts, MSJ &E
SUCCESS CRITERIA : Increased  Retention of children with disabilities in schools. Modifications in  70% of existing structures by 2010. Adoption of universal design all new buildings. Enabling  students to access educational facilities through transport and hostel support.
OUTPUT 2 :  Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities.
STRATEGIC INTERVENTION 2.1 : Development of national norms for Inclusive Education, to set standards of implementation, training, monitoring and evaluation for the programme. 
SECTOR - ECCE, EE, SE, HE, TE Nodal Agency D/SHE, MHRD
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
2.1.1  Meeting with different stakeholders at central and state levels government and non-government agencies, disability rights groups, experts, parents groups to help  develop norms  and standards for good practices in inclusive education. x         D/SHE, NCERT, RCI, National Trust, NCERT, NCTE
2.1.2 Development of toolkit  for educational needs assessment for children with special needs, identifying need and role of different professionals including special educators within the inclusive setup at different levels           D/EE, NCERT NGO representatives
2.1.3 Set up a consultative body of resource persons, Identify infrastructure and administrative support for information gathering and functioning  of consultative body. Set time targets, terms of reference for the working of the group x         D/SHE, NCERT NCERT,
2.1.4  Organization of first meeting of all members of the consulting body, government representatives, nodal and implementing agencies and partners. x         D/SHE NCERT
2.1.5  Compilation of recommendations made by committee x         D/SHE, NCERT  
2.1.6 Forwarding of recommendations to nodal agencies for implementation  x         D/SHE  
2.1.7  Nomination of appropriate representative of the disabled onto CABE x         D/SHE  
2.1.8  Identify other sitting educational committees to include representative from the disability field. Appoint representative. x         D/SHE NGOs
SUCCESS CRITERIA :Broadly acceptable recommendations for norms and standards for inclusive practices. Identification of educational and ability development support needed for children and youth with disabilities. Revised IECYD scheme to reflect funding for resource support.
OUTPUT 2 :  Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities.
STRATEGIC INTERVENTION 2.2 : Provide inputs in all pre service and in service training for mainstream and special education teachers to enable them to work with children with disability in an inclusive education system.
SECTOR -  EE, SE Nodal Agency - D/EE, D/SHE, MHRD
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
2.2.1  Review existing curriculum with a view to adapt it to the needs of all children so as to ensure full participation of children with special needs.   Identify and introduce changes required in pre service teaching methodologies. (under National Framework review) x          NCTE,NCERT, State Govts, UGC under National Framework review Consultative body representatives
2.2.2  Content analysis of existing modules to identify gaps and developing strategies for effective integration of disability components.  Preparation and production of model training modules /framework for dissemination. x  x       NCERT,State Govts, UGC  Consultative body representatives
2.2.3 Training of master trainers at all levels of teacher training (inservice and preservice levels for inclusion of disability component in teacher training.   x x     NCTE,NCERT, State Govts, UGC under National Framework review  
2.2.4  Incorporation of  disability module in all teachers training syllabus at all levels (B.Ed., M.Ed.  and Elementary School Syllabi teachers) x  x       NCERT, NCTE, state govts,UGC  
2.2.5 Share framework and model syllabus with all teacher education organizations and institutions. x  x       NCERT   
2.2.6   Introduce major reorientation of in-service training towards adopting  inclusive practices in the classroom through cooperative learning, class organization and teaching methods (Primary,Elementary and Secondary )   x x x x UGC, NCTE, NCERT, SCERT, DIET Consultative body representatives
2.2.7  Introduce inclusive education components in special education courses. x  x x     RCI  
2.2.8  Introduce multi/cross disability training in special education courses.   x x x x RCI Consultative body representatives
2.2.9  Develop teacher training modules for satellite television teaching and distance education. use of television and distance education mode for training of teachers. x  x x x x NCERT, RCI, IGNOU, NIEPA Consultative body representatives
2.2.10  Compile data on number of in service teachers, requiring training. x          State Govts. Consultative body representatives
2.2.11  Set Schedule and provide for regular in-service training of teachers of mainstream schools.   x x x x State Govts.SCERT NGOs
2.2.12 Set schedule for impact assessment of training.     x   x NCERT NCTE
SUCCESS CRITERIA : Modules developed and disability component introduced in all teachers' training at all levels.Mainstream teachers able to identify and meet most educational needs of childern with disabilities. Special Educators geared to support mainstream school teachers in inclusive settings.
OUTPUT 2 : : Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities.
STRATEGIC INTERVENTION 2.3 : Appropriate  Resource services support through appointment of special educators, rehab professionals,  provision of resource room, etc to support mainstream school teachers in the class rooms.
SECTOR -  EE, SE Nodal Agency - D/EE, D/SHE, MHRD
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
2.3.1 Identify professional support required at block,district level for educational and ability assessment for children with different disabilities.Identify their roles.Ensure placement of these functionaries at required level. x x x x x D/EE, State Govts. National Trust, RCI
2.3.2  Data collection on number of special educators and other rehabilitation professionals available in the country. Match availability to need in education sector. x          RCI, MSJ& E, State Govts. National Trust
2.3.3 Set in motions steps to address the issue in keeping with needs of inclusive schools and practices. x x x     RCI, MSJ& E NGOs
2.3.4  Appointment of special educator as support for mainstream teachers in planning for educational inputs at the block level. Identification of their roles in the classroom. x x x x x State Govts RCI
2.3.5 Appointment of  other professional service support needed for children with disabilities like physical and occupational therapists, counsellors, speech therapists etc. at district level and block level and support funding for the same. x  x       State Govts, MSJ&E RCI, NCTE
2.3.6 Supporting formation of resource centres in mainstream schools. x  x x x x State Govts Commissioner of Disabilities.
2.3.7  Identifying NGOs, special schools as short term intervention centres to provide specific skill training for children like Braille training,sign language ability development and itinerant teacher support.Funding for the same. x  x x x x State Govts National Trust, RCI, MSJ&E
SUCCESS CRITERIA : Resource support in the form of special educators and rehabilitation professionals across disabilities available in adequate numbers to assist mainstream teachers at all levels.
OUTPUT 2 : : Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities.
STRATEGIC INTERVENTION 2.4 : Put in place an effective communication and delivery system for specific delivery of teaching/ learning material, aids and appliances, hardware/ software.
SECTOR -  EE, SE, HE, TE Nodal Agency - D/EE, MHRD
Coordinating person/ designation: 
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
2.4.1  Organization of meeting of senior functionaries of the ministry of SJ&E and HRD involved in disability work to identify all current delivery system present at the grass root level such as DDRCs, CDRC, Information centres etc. to identify a single delivery window for aids and appliances and information  x         D/EE, D/SHE RCI, National Trust, NCERT, CCPD
2.4.2 Development of resource centres at every block with identified support systems. x x x x x State Govts. D/EE RCI,MSJ&E,National Trust,CCPD
2.4.3  Identify and compile list and requirement of training material that may be needed including Braille books, audiotapes, large print books etc.Ensure production of material to meet demands. x x       D/SN NCERT, MSJ&E, National Institutes RCI, National Trust, NCERT, Office of chief commissioner of disabilities.
2.4.4 Review and identify requirement , role and duties of functionaries at district, block levels for  distribution of material.  x x       D/EE, MSJ &E  
2.4.5  Strengthen available district  centres through appropriate resources and funding to be able to meet needs of all children with special needs in terms of assistive devices. x x x x   State govts. CCPD.
2.4.6 Assess need for and develop a National  Resource Centre and regional centres which will house all TLM for different disabilities and be able to disseminate information and material. Funding for the same x x       D/SHE, MSJ&E National centres for Disability
2.4.7  Assess and Specify  role of National Institutes and their regional centres, dept. of rehabilitation science and special education training centres  as resource institutes for supporting inclusive education and in the production and distribution of material and aids  x         National Institutes, MSJ&E  
2.4.8 Identify and put up basic training material that can be available over the net for teachers. x x x     National Institutes  
2.4.9 Provide infrastructural facilities for the disabled students to access computers for educational purposes. Funding for the same. x x x x x States  
SUCCESS CRITERIA :  Availability of a  reliable, accessible system for dissemination of information,assistive devices, and teaching learning material at regional, district and block level. Increasd production of material to meet needs.
OUTPUT 2 : : Providing need based educational and other support in mainstream schools to children in order for them to develop their learning and abilities, through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnership with their communities.
STRATEGIC INTERVENTION 2.5 : Participation in sports, co-curricular activities,  to promote all round  ability development.
SECTOR -  EE, SE, HE, TE Nodal Agency -MSYA, D/SHE,MHRD
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
2.5.1 Review inclusion of children and youth with disabilities in current planning for sports and co-curricular activities at central and state level.  x         M/SYA,   
2.5.2  Include opportunities for participation of disabled children with their non-disabled peers  in sports meets at district and state and national levels. x x x x x State Govts. D/EE, D/SYA CCPD
2.5.3  Provide training support in terms of incentives for those who represent their state, country in special events like the Special Olympics etc.  x x x x x State D/SE, D/HE, M/SYA CCPD
2.5.4  Ensure participation of children  with disabilities in inclusive extracurricular events at state level, national level x x x x x State Govts, Schools, D/EE, D/SE, D/HE CCPD
2.5.5 Provide financial assistance, subsidies to those children wishing to join adventure events with their non-disabled peers. x x x x x State, D/SE  
2.5.6 Inclusion of young persons with disabilities in youth parliament, civic activities etc. with their peer group.  x x x x x M/SYA, Block level, NGO groups, CBR groups, 
2.5.7 Incorporate peer to peer activities in class rooms x x x x x Teachers, NGOs
Success criteria : Increased opportunities of particpating in cultural and sports activities to develop an all round personality and development of social responsibilities
Output 3: Support higher and vocational education through proper implementation of the existing reservation quota in all educational institutions and creation of barrier free learning environments.
STRATEGIC INTERVENTION 3.1 : Ensuring physical access for  young persons with disabilities  (18 plus age  group)  in all colleges and educational institutions by enforcing the requirement for provisions of universal design in buildings  and provide support in transportation.
SECTOR -   HE, TE Nodal Agency - UGC, D/SHE
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
3.1.1  Assessment of presence of architectural barriers in existing educational institutions, laboratories, college, university libraries, training institutions etc. through access audit. x         UGC, State Govts. CCPD
3.1.2  Put into motion processes for providing physical access to existing infrastructures. Support funding   x x x x UGC, State Govts. CCPD
3.1.3 Letter to Transport ministry that public transport vehicles have to be accessible to disabled in terms of entry , exit and seating and sensitizing of persons manning public transport vehicles  x x       UGC, State Govts. CCPD
3.1.4  Write and follow up on demand to transport department for  University Specials for disabled students x x       UGC, State Govts. CCPD
3.1.5  Earmarking of hostel accommodation for disabled youth wishing to pursue higher education. Follow up  x x x     UGC, State Govts. CCPD
3.1.6  Ensure priority given to girls with disability in providing hostel accommodation. x x x     UGC, State Govts. CCPD
3.1.7 Continue with free passes for travel by public transport  x x x x x UGC, State Govts.  
SUCCESS CRITERIA : Removal of physical barriers in 70% of old buildings and  all new buildings will be barrier free.Enabling students to access educational facilities.
Output 3: Support higher and vocational education through proper implementation of the existing reservation quota in all educational institutions and creation of barrier free learning environments.
STRATEGIC INTERVENTION 3.2 : Facilitate college and /or vocational education for young persons with disability through proper implementation of existing reservation quota and provision  of support  for educational material and during examinations.
SECTOR -   HE, TE Nodal Agency-D/SHE, MHRD, 
Coordinating person/ designation:
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
3.2.1 Set up monitoring cell with a disability coordinator in all universities to support the inclusion of young persons with disability in colleges and assist in access of facilities and concessions at the university level. x x x     UGC CCPD
3.2.2 identify training needs for lecturers,college administrators, support personnel like library staff,laboratory staff.Set schedule and carry out traning. x x x x   UGC RCI, CCPD
3.2.3 Ensure impelmentation of 3% reservation of seats for the disabled by colleges and professional institutions. Set up system to monitor enrolment x x x x x UGC, Colleges CCPD
3.2.4  Issue of directive to all state colleges/universities with regard to compliance with 3% reservation for young persons with disability and need to provide supportive services in any course they wish to study.Follow up  x   x     State Govts. UGC CCPD
3.2.5 Ensure compliance of  3% reservation in pvt. Colleges by linking it to affiliation. Amendment to legislation if necessary. x   x     State Govts. UGC CCPD
3.2.6 List professional institutions under HRD and write to ensure compliance with 3% reservations for the disabled. Follow up through monitoring enrolment  x x x x x D/SHE,UGC CCPD
3.2.7 Ensure availability of study/reading material for the disabled like Braille etc. Appropriate software and braille printers available for accessing computers in all college libraries. x x x x x UGC MSJ&E
3.2.8 Review scholarship scheme for higher education and make additional provisions if necessary. x x       UGC,  D/SE
3.2.9 Ensure proper facilities, support for examinations as needed. x x x x x
INCLUSIVE EDUCATION - DRAFT ACTION PLAN FOR  INCLUSIVE EDUCATION OF CHILDREN AND YOUTH WITH DISABILITIES 
FRAMEWORK
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION : 1.1  Review implementation of existing programmes, provisions to  identify factors leading to success or failure of the drive towards enrollment and retention of children with disabilities in mainstream educational settings. Address administrative issues arising out of review. 
SECTOR - ECCE, EE, SE, HE, TE Nodal Agency- D/SHE
Coordinating person/ designation: Director SE, D/S&HE
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.1.1 Collation of  state wise information  from centre and states regarding data collection,enrolment, delivery mechanisms, support mechanisms, monitoring, succss indicators, evaluation and utilization of funds under IEDC scheme, the SSA programme and earlier programmes. Specifically collate information on interventions for the girl child in all areas. x          D/WCD, D/EE, D/SHE, State Govts. CCPD,NIEPA, EDCIL
1.1.2 Preparation of Analysis report identifying inputs, perfoming and non performing states, systems of delivery, monitoring, areas of lag, models for replication, possibilities for convergence, utilization of funds. x          D/EE,D/SHE, State Govts. NIEPA,EDCIL
1.1.3  Review cross cutting issues such availability of reliable data for projection, definition of disability and appropriate educational settings for education purposes vis  a vis the PWD Act, RCI act,  placement of Special schools within mainstream education system.  x          M/HRD, M/SJ &E CCPD, RCI
1.1.4 Forward recommendations to states for comments and creative interaction. Development  of State  Action Plans for individual states based on interactions.The action plan to contain specific intervention required with time bound targets for inclusion of specified population.  x          D/EE, D/SHE,MHRD  
1.1.5 Refinement and revision of IEDC scheme into IECYD scheme with increased outlay and aiming at wider coverage for 11th plan x          D/SE  
1.1.6  Review of above activities on a monthly basis/review progress towards achievement of success criteria x  x       MHRD,MSJ&E  
SUCCESS CRITERIA :   A comprehensive report on previous measures that gives direction to next inputs. Evolution of guidelines for development of comprehensive state action plans. Development of a comprehensive IECYD scheme to provide funding for activities. 
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act]).
STRATEGIC INTERVENTION 1.2 : Generating awareness in the general community, persons in the education field and more specifically among parents and children with disability that the disabled have full rights to appropriate education in mainstream schools and that it is the duty of those involved in administration at every level including schools to ensure that they have access to education.
SECTOR - ECCE, EE, SE   Nodal Agency - D/WCD, D/EE, D/SHE
Coordinating person/ designation: Director SE, D/S&HE, Director EE, State SSA coordinator
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.2.1 Identification of target group, information to be disseminated, methodologies to be used and frequency and timing of campaigns x          D/EE, D/WCD, D/SHE NGOs, VECs, 
1.2.2  Identification of  government and non government machineries, creative team, to design and run the campaign at national and state level, district,block and village level x          D/EE, State Govts. NGOs, CCPD
1.2.3  Campaigns run at identified times, preferably before admission periods in schools. x  x x x x D/EE, State Govts. CBR groups, NGOs, VECs
1.2.4  Circulars to all schools affiliated to Central, State Boards informing of need to comply with  inclusive education practices and admit children with disability in their institution and to link this with recognition to schools. Follow up with monitoring and midterm review. x    x   x CBSE, COBSE, State Boards  
1.2.5  Organization of sensitization sessions for  all district officials, block level officers, principals and school administrators to introduce the concept of inclusive education and identify areas to support school staff. x  x       State Govts. NGOs, Office of Commissioner of Disabilities.
1.2.6  Identify system of incentives for districts recording increased verifiable enrollment, for schools, state education officers coming up with innovative ideas to increase enrolment and  retention of cwsn.              
1.2.7 Awareness raising at district level among medical professionals, PHC, govt hospitals regarding early intervention services and educational opportunities available at all district  x  x          
SUCCESS CRITERIA :  Significant rise in demand from parents side to get their children enrolled in schools. Officials and school administrators accept ownership of the process and support community and schools in accessing resources and information. 
OUTPUT1 : Enrolment and retention  of all children with disabilities in the mainstream education system. [Free and compulsory education from 0 to 14 under draft Bill /  free education 0 to18 yrs under PWD Act])
STRATEGIC INTERVENTION 1.3 : Ensure  enrollment and intervention for all children with special needs in the age group 0-6 years in Early Childhood Care and Education Programs
SECTOR - ECCE,  Nodal Agency -D/WCD, D/Health
Coordinating person/ designation: Director ICDS
Activity No. Activity Time Frame Implementing Agency Partner Agency
    yr1 yr2 yr3 yr4 yr5    
1.3.1  Identification of all service providers in Early Childhood Care and Education services. Meeting of all block level officers of ICDS for advocacy of inclusion of children with special needs in ICDS programmes. x          D/WCD, State Govts.  M of SJE & E, M/H National Trust
1.3.2 Compilation of data on number of children with special needs enrolled in Early Childhood services, particularly Anganwadis run under the ICDS scheme. Identify reasons for exclusion of those not covered under the scheme.Collect data on the girl child with disability. x  x       State Govts. D/WCD, M/H NIPCCD, National Trust, NGOs
1.3.3 Identification of appropriate location and availability of services  and service providers. x          State Govts. D/WCD, M/H National Trust, RCI
1.3.4  Advocacy meetings with block level officers ICDS, other service providers on including  CWSN in their programmes. x          State Govts. D/WCD, M/H National Trust, NGOs, CBR groups
1.3.5 Ensure home delivery of supplementary nutrition and other medical services that can be availed under the scheme for CWSN who cannot come to the centre. x  x x x x State Govts. D/WCD,  NGOs, 
1.3.6 Set  training schedule for Training of master trainers. Organize training  x  x       State Govts. D/WCD, M/H RCI
1.3.7 Identification of role of Anganwadi worker, supervisor in working with children with special needs, Identify training needs based on these. Identify incentives to motivate workers. x          State govts.