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Educational Status of Differently Abled Persons and Developed Policies in India

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Educational Status of Differently Abled Persons and Developed Policies in India


Chiranjit Majumder

https://doi.org/10.31142/ijtsrd21762



Chiranjit Majumder "Educational Status of Differently Abled Persons and Developed Policies in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3, April 2019, pp.341-346, URL: https://www.ijtsrd.com/papers/ijtsrd21762.pdf

A powerful instrument of social change is Education and often initiates upward movement in the social structure. Most important vehicle for Children with Disabilities (CWDs) is Education. A considerable segment of CWDs excluded from educational system in India. According to 2011 Census in India, the percentage of disabled persons who are Illiterate is about 45.48. The disabled male percentage with Illiteracy is about 37.63 and for disabled females is about 55.44 that means disabled females are more Illiterate than disabled males. The percentage of disabled persons who are Literate is about 54.52. The disabled persons who are Literate but below Primary level is about 10.59%, have primary level of education but below Middle is about 13.26%., have middle but below Matric / Secondary is about 9.13%, have Secondary level of Education but below Graduate is about 12.86, have graduate and above is about 4.65%. However, Indian Government stated to take some important steps for CWDs. Various report, commission, policy, committee and programme is responsible to improve the educational status of special persons. Such report, commission, policy, committee and programme are Sergeant report, Kothari commission, National Education Policy, National Policy on Education and Programme of Action, Integrated Education for the Disabled Children, Bahrul Islam Committee, Programme of Action, District Primary Education Programme, Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan. The objective of maximum of this is to take disabled children into general education system and to improve the quality of education.

Differently Abled Persons, Children with Disabilities Educational Status, Inclusive Education, Developed Policies


IJTSRD21762
Volume-3 | Issue-3, April 2019
341-346
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

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