The central government provides financial assistance for people with disabilities through various schemes, but the state government isn’t using these funds effectively-- Arman Ali, Advocate for disability rights
ALSO READ: Guwahati's Congested Roads & Car Sales On The Rise
Despite the promises of inclusive education outlined in national policies and acts, disabled children in Guwahati continue to face neglect and a lack of adequate resources. The Assam government, responsible for implementing these inclusive measures, has been criticised for not prioritising the education and well-being of these children.
The National Education Policy (NEP) 2020 emphasises the importance of inclusive education, ensuring that every child, regardless of their background or abilities, has access to equitable learning opportunities. It highlights the need to protect the presence, participation, and achievement of all individuals in the education system.
Similarly, Samagra Shiksha, an integrated scheme for school education, underscores that educational policies and practices should respect the diversity of all individuals in the classroom. It recognises education as a basic human right that should be provided to everyone, regardless of their social status, gender, age, ethnicity, race, language, religion, or disability. Yet, the reality on the ground in Guwahati is in stark contrast to these ideals.
Speaking to GPlus, Arman Ali, an advocate for disability rights said, "According to Article 21A of the Constitution, which guarantees education as a fundamental right, and Section 26 of the Persons with Disabilities Act, 1995, free and compulsory education must be provided to all children with disabilities up to the age of 18. Unfortunately, this is not being fully implemented in Guwahati."
He further explained, "The Rights of Persons with Disabilities Act (RPwD Act) of 2016 includes specific provisions for the education of children with disabilities. This act recognises 21 types of disabilities, and for each disability, there should be teachers who are trained to provide special care and education to these students."
Arman Ali pointed out a major issue, "There is a severe lack of special educators in Guwahati, which is why many disabled children are not attending school. Even the technologies designed to assist persons with disabilities are missing in most schools."
He continued, "For inclusive education to be effective, schools need proper infrastructure that accommodates the needs of students with disabilities. This includes learning aids, among other facilities. Unfortunately, most schools in Guwahati do not have these basic amenities."
Despite several laws and policies in place in India to protect and promote the rights of children with disabilities, many disabled children in Assam continue to be neglected. The lack of prioritisation and funding has left many wondering if these initiatives are truly being implemented or if they remain mere words on paper.
India has a robust legal framework aimed at ensuring inclusive education for children with disabilities. Key among these is the Rights of Persons with Disabilities (RPwD) Act, 2016, which mandates that children with disabilities have the right to free education in an appropriate environment up to the age of 18. The act recognises 21 categories of disabilities and requires schools to provide inclusive education, including access to special educators and necessary learning aids.
Ali also criticised the state government's lack of prioritisation in utilising central funds for disabled children. "The central government provides financial assistance for people with disabilities through various schemes, but the state government isn’t using these funds effectively. If we are serious about investing in the future of persons with disabilities, it must start with education. The government should treat these schemes with the same urgency as they do with programmes like 'Beti Bachao, Beti Padhao'. Unfortunately, that’s not happening here."
A source from the Composite Regional Centre (CRA) in Guwahati, speaking to GPlus, highlighted the lack of specialised training for educators. "Under the ADIP Scheme (Scheme of Assistance to Persons with Disabilities for Purchase/Fitting of Aids /Appliances Scheme), persons with disabilities are eligible for assistance, provided they have a 40% disability certificate. This scheme offers free appliances to aid their daily life," the source said.
He added, "But when it comes to education, it’s crucial that teachers have a degree in special education to understand and cater to the unique needs of these children. Samagra Shiksha Abhiyan (SSA)is responsible for implementing these inclusive education schemes, but there is still a significant gap in execution."
"There needs to be more awareness about the needs of disabled children and the importance of inclusive education. Parents, teachers, and the community as a whole need to be educated about how they can support these children", the source further added.
According to an official from Samagra Shiksha Abhiyan (SSA), efforts are being made to improve the situation.
Talking to GPlus, an official from Samagra Shiksha Abhigyan said, "Apart from regular schools, there are 145 daycare centres across Assam specifically designed to support disabled children. In Kamrup Metro alone, there are two such centres"
The official also shared some statistics, "There are about 60,013 disabled children in Assam, with 1,412 in Kamrup Metro. However, the teacher-student ratio is alarmingly low. There are only 741 special teachers across the state, and in Kamrup Metro, there are just 16."
This shortage is a huge constraint. Discussing the challenges in recruiting qualified teachers, the official said, "To become a special educator, teachers must complete specific courses which are recognised by the Rehabilitation Council of India (RCI). The mandate given to RCI is to regulate and monitor services provided to persons with disabilities, standardise syllabi, and maintain a Central Rehabilitation Register of all qualified professionals in the field of rehabilitation and special education."
"In 2023, we managed to train at least 10,000 regular teachers under SSA to support students with disabilities. Our goal for 2024 is to train another 18,000 teachers. If they are qualified under SSA guidelines, they will be able to teach students with disabilities," the official added.
However, the official from SSA acknowledged the difficulties in finding and retaining qualified special educators, "There aren’t enough special teachers to meet the demand. Not many teachers are pursuing degrees in special education, possibly because there are not enough job vacancies or incentives for them. Two years ago, we proposed creating more vacancies for special teachers, but the education department has not responded. This could be due to a lack of funds."
The official also pointed out the limited availability of institutes offering special education training in Assam, saying, "There are very few institutes where one can get trained in special education in Assam. This limits the number of qualified professionals entering the field, which further contributes to the shortage."
A parent of a child with a disability shared talking to GPlus, "My child has the right to education just like any other child, but the lack of proper facilities and trained teachers makes it very difficult. We end up feeling helpless because the support system is just not there. Although he was comfortable in the school he first attended, we realised he stopped going because there were no teachers to train him."
Although India has enacted several laws and policies to ensure that disabled children receive an inclusive education, the reality in Assam tells a different story. Many disabled children in the state continue to be neglected, raising serious concerns about whether these laws are being implemented effectively. While the central government provides financial assistance and guidelines, the problem may lie in how these resources are being managed at the state level.
The question remains: Is there a shortage of funds, or is the issue a lack of commitment to treating the education of disabled children as a priority?
Experts argue that it may not just be about money but also about the need for a dedicated focus. Without treating the education of disabled children as a mission, similar to other national campaigns like "Beti Bachao, Beti Padhao," the current situation is unlikely to improve.
