Urgency In Training For Kids With Particular NeedsUdaipur Information | Udaipur Newest Information | udaipur native information । Udaipur UpdatesUdaipur Information udaipur native information
The famous saying, “Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for a lifetime. ”Trevor Noah went on and said,“ And it would be nice if you gave him a fishing rod. ” The same analogy can be expanded and applied to education. Fishing here is synonymous with education. Education is basically a tool for empowerment, freedom, and self-assertion. The systematic shortcomings in India’s education sector are many, but for the Children with Special Needs (CWSN) they are extreme. According to Plan International, a children’s advocacy group has commented that the CWSN is ten times more likely to attend school than other children.
Concrete measures towards the CWSN are important
Working on the training of CWSN is a job that requires more attention. It is unclear whether inclusive schools or special schools should be built for CWSN. However, the choice itself poses a problem as a simple approach for our country, which has to cope with the different geographical and socio-economic conditions, is not enough. For example, during the COVID-19 pandemic, children from a few socio-economic groups learn not only through online courses, but also through fun games like Scrabble word finder and on the other hand, the lack of access to the Internet suffers from education for less privileged children. India is actively trying to achieve the Sustainable Development Goals and one of the most important goals is education for all. In order to achieve this goal, serious discussions as well as concrete action are urgently needed.
Education Laws in India
The Right to Education Act (RTE) obliges all states to provide both compulsory and free education to everyone. Prior to the RTE Act, the 74th Constitutional Amendment Act empowered local bodies to offer basic education to everyone. In particular, the move required community involvement in education. Although the education sector has improved, the resources available for special children have always remained inadequate.
India is a signatory to the Salamanca Declaration, which took place in the 1990s and advocated CWS inclusion in all educational institutions. Later in 2006, the UN Convention on the Rights of Persons with Disabilities became the first international treaty to establish the right of people with disabilities to free, quality, and inclusive secondary education on a par with the community in which they live. As a signatory to this tragedy, India has taken on the responsibility of ensuring that CWSN has the right to education and the same is manifested in the Disability Rights Act (RPWD).
Serious efforts by SDMC
The SDMC’s efforts to ensure that the CWSN can take advantage of the various self-education interventions are commendable. SDMC launched a door-to-door enrollment campaign to ensure that all children, including the CWSN, are enrolled in schools in their neighborhood. The schools will also be used as voting booths during the voting session and according to the Election Commission, the voting booths should have a ramp and handicapped accessible toilets to ensure that such assets are already in the school that will serve as a big bonus. Special educators are also being recruited to bridge the gap between the CWSN and teachers and classmates. It is also very important to ensure that the children are having fun learning and like fun games Word decryptor are used to learning being fun. Although much has been done, much remains to be done.
Gaps in the system
To make education truly inclusive, there should be a partnership between government officials, teachers, parents and civil society organizations. Second, civil society groups should get involved through their direct involvement and continue to support them to make the cause a reality. Third, resource centers should play an important role in providing support for both academic and technological tools. Most institutions are making their campus and CWSN violation friendly, but much remains to be done. A roadmap must be drawn up taking into account the important factors. The socio-economic concerns surrounding the CWSN need to be ensured and both civil society and private actors should come together to meet the different needs of the CWSN and both financial and human resources need to be mobilized.
