Organizational aspects of special schools for mental retardation in India

Abstract

The aim of this study was to find out areas for improvement in the system of special schools for mental retardation in India and to provide policy guidance. It attempted to find out regional variations between special schools in terms of service facilities, numbers of students enrolled in both day-care and residential facilities and composition and profile of human resources vis-à-vis students and special schools and to compare them with trends for the whole of India. The results indicate that enrollment of girl students is very low (37%) and that the staff-to-student ratio on average is 1:6 leaving scope for better utilization of the existing infrastructure. The study points out that the south and west regions account for 73% of special educational facilities while 26% of the schools provide residential facilities. Further the results indicate that only 31% of the special schools provide early intervention and early childhood education facilities. They also indicate that composition and deployment of staff is lopsided and there are wide variations among regions and within the different categories of staff. It is observed that staff profile comprises 51% special teachers, 31% rehabilitation professionals and 18% support staff. Based on the findings, seven major areas have emerged for improvement: regional balance in the growth of special schools, comprehensive services, equality between the sexes, full-time, qualified staff and optimal utilization of the existing infrastructure.

The Paradox of Majority Underrepresentation in Special Education in India

“…One explanation is that there are fewer identification and screening services available in rural areas, and the lack of inclusion of rehabilitation services in the general health care services results in higher death rates for infants and children with disabilities (Asian Development Bank, 2002). For instance, studying the availability of special education and rehabilitation services nationwide, Rao and Reddy (2004) found less than 15% in rural areas, with early intervention programs the scarcest. Because private agencies manage most institutions, the fees charged make them inaccessible to poor children.…”

The National Trust: A viable model of care for adults with intellectual disabilities in India

“…It organizes annual national conferences for parents to identify needs and discusses these needs with the government to inform the development of policy. Parental movements have contributed significantly to self-advocacy (Rao, 2008; Rao and Reddy, 2004). However, parents still require a policy that guarantees that their adult offspring with intellectual disabilities live within their community independently and with dignity.…”

Education of persons with intellectual disabilities in India

“…The programmes of SSA are as follows: Most of the special schools are funded by Government of India. According to the study of Rao and Reddy, 4 various services are available across these centres, as shown on table II.…”