scholarly journals Promulgation of RTE-Act among Disabled Children

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Krishna Mohan P ◽  
Dr. M. Ravi Babu
Keyword(s):  
Elementary Education ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Well Being ◽  
Point Of View ◽  
Educational Systems ◽  
Disabled Children ◽  
Legal Concept ◽  
Education Act ◽  
The Right

Disability is not merely a physical fact, but also involves a normative, cultural, and legal concept. The society’s perception of a disabled person also reflects its idea of a normally functional human being and the definition as considered by the society gives us an insight into the society’s self image. The recognition by the society of the terms mentally and physically disabled also implies a responsibility of the society towards the people who fit that description. A society with deep ethos of social responsibility is likely to be more open in its definition of disability. The Right of Children to Free and Compulsory Education Act, 2009 is landmark legislation in the history of the Nation that makes elementary education a fundamental right for children between the ages of 6-14. But millions of children with disabilities got left out in the Act. Being a Challenged Person i would like to extent to knowledge about educational and psychological well being of disabled children’s. In my point of view there are many challenges and issues are not implementing properly the challenges like lack of awareness, not involving the teachers directly, there is no implementation in lower level educational systems, there is any reviews of the act at least yearly once. Etc. This paper highlights some of the challenges that are faced by children with disabilities in achieving their right to education. If we can implement all above issues related challenges all most maximum numbers of disabled children are benefit in future. This paper also disseminates knowledge by giving suggestions for effective implementation of RTE for the children with disabilities.

Legislating Right, Contemplating Duty: Parliamentary Debate on RTE Second Amendment Bill

2021 ◽  
Vol 27 (3) ◽  
pp. 204-224
Author(s):  
Manoj Kumar ◽  
Ronita Sharma
Keyword(s):  
Elementary Education ◽  
Compulsory Education ◽  
Indian Children ◽  
Parliamentary Debates ◽  
Second Amendment ◽  
Parliamentary Debate ◽  
Lower House ◽  
Indian State ◽  
Education Act ◽  
The Right

The study is an attempt to understand the prevailing discourse in India on education as a right by closely reading the parliamentary debates on The Right of Children to Free and Compulsory Education (Second Amendment) Bill, 2017. Prior to the passing of the above-mentioned amendment bill The Right of Children to Free and Compulsory Education Act, 2009 had debarred schools from detaining or expelling a child till the completion of her elementary education. This provision was amended by the Indian Parliament by passing the bill. When the bill was moved in the Indian parliament it generated debate on the various aspects of education and schooling. The study critically analyses the texts of two proceedings of the parliamentary debate: one from the lower house (Lok Sabha) and the other from the upper house (Rajya Sabha). The study concludes that the deliberation on the bill turned the right-based approach on elementary education almost upside down. The 86th amendment in the Indian constitution and subsequent enactment of the Right of Children to Free and Compulsory Education Act, 2009 had recognized children in the age group of 6–14 years as ‘right holders’ while the Indian state had been identified as the ‘duty bearer’. The discourse emerged in the Indian Parliament during the debate on the Amendment Bill, 2017 constituted Indian children of school-going age, their parents and teachers as groups accountable to the state for achieving the goals for universal elementary education, while the Indian state was constituted as an entity with the right to demand compliances from children, parents and teachers.

Withdrawing the No-detention Policy: Punishing Children for the System’s Failure

Social Change ◽  
2019 ◽  
Vol 49 (2) ◽  
pp. 353-360 ◽  
Author(s):  
Ambarish Rai ◽  
Srijita Majumder
Keyword(s):  
Elementary Education ◽  
State Government ◽  
Compulsory Education ◽  
Qualified Teachers ◽  
Civil Society Organisations ◽  
Second Amendment ◽  
Systemic Factors ◽  
Education Act ◽  
And Shifts ◽  
The Right

The Right to Education Act, 2009 that came into existence after a decade-long struggle by civil society organisations, mandates that no children shall be detained till they complete their elementary education, that is, Class 8. However, an amendment to the Act, The Second Amendment Bill, 2017, on the Right of Children to Free and Compulsory Education, 2009, amends this provision by stating that regular examinations should be held in Class 5 and Class 8. If the child fails in the examination, s/he will be given additional instructions to take a re-examination within two months and if the child again fails, then the state government will have the discretion to detain the child in the same class. There are differing views on whether children should be detained for failing examinations in elementary school. Some argue that an automatic promotion reduces incentives for children to learn and for teachers to teach. Others point out that detention demotivates children and results in increased dropouts and shifts the focus away from the systemic factors that affect learning such as the availability of trained qualified teachers, adequate infrastructure, textbooks, safety and security in schools.

scholarly journals Study of Impact of Right to Education Act 2009 on Tribal Girls Education in Urban Schools of Nandurbar Tahsil

2021 ◽  
pp. 47-50
Author(s):  
Dr. Nisha Valvi ◽  
Priti Jadhav ◽  
Prof. Sanjeev Sonawane
Keyword(s):  
Elementary Education ◽  
Urban Schools ◽  
Primary Education ◽  
Compulsory Education ◽  
Revolutionary Change ◽  
Right To Education ◽  
Education Act ◽  
The Government ◽  
The Right

India celebrated with bliss and joy as it had becomeone of the countries with free and compulsory education in April 2010 when the right of children to free and compulsory education act (2009) became effective through the 86th Amendment in 2002. Even before the enactment of the right to education Act 2009,the dream of universalization of elementary education has been achieved in India with the implementation of Sarva Shiksha Abhiyan (SSA), mid-day meal scheme, and many other schemes in different point of time. The right to education act 2009 is also revolutionary and will bring a revolutionary change in the field of primary education. While Implementing it, all concerns should work hand in hand, correlating the objectives and practice. It has been the responsibility of the government to provide funds, infrastructure, recruit teachers and facilitate everything that is required for the universalization of elementary education.

scholarly journals Education is for everyone unless you are special

2015 ◽  
Vol 11 (4) ◽  
Author(s):  
Giovanni Tiso ◽  
Hilary Stace
Keyword(s):  
Special Needs ◽  
Learning Disability ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
School Principal ◽  
Disabled Children ◽  
Great Work ◽  
Prospective Student ◽  
The Road ◽  
Education Act

When meeting with the parents of a prospective student with a learning disability or other impairments, a school principal has a range of options. If the child comes from outside the school’s zone, they can refuse admission outright, or make it subject to the school’s special enrolment conditions. Otherwise, the Education Act 1989 gives disabled children the same access to compulsory education as others. The question then becomes: how inclusive should the school be? A school not wishing to burden itself with children with disabilities can adopt a soft approach. The principal can, for instance, be less than totally welcoming at the pre-enrolment interview, or complain about the lack of funding, or praise the great work that the school down the road does in this area, or point to a drab, uninviting special room. Parents of children with special needs are quick to pick up on these signals and will look elsewhere.

scholarly journals Industry and Inferiority in School Children Enrolled through Quota for Weaker Sections and Disadvantaged Groups: An Eriksonian Perspective

2017 ◽  
Vol 7 (3) ◽  
pp. 279
Author(s):  
Priyanka Padhy
Keyword(s):  
Elementary Education ◽  
Identity Development ◽  
Compulsory Education ◽  
Phenomenological Approach ◽  
Erik Erikson ◽  
Class 1 ◽  
Education In India ◽  
Education Act ◽  
Law And Justice ◽  
The Right

<p>A significant milestone in the landscape of Education in India was arrived at with the coming of The Right of Children to Free and Compulsory Education Act, 2009 (Ministry of Law and Justice, 2009). One of the highly debated provisions of the act has been that unaided private schools shall admit in class 1, to the extent of at least 25% of the strength of that class, children belonging to weaker section and disadvantaged group and provide free and compulsory elementary education.</p><p><br />While it was hoped that the act would lead to radical transformation in the Indian school system and become an effective instrument for any child to demand their basic entitlement, it has been recognised that it is not sufficient to allow access. The implementation of the act will be considered truly successful only if it addresses the issue of making children of marginalised communities „visible‟ within classrooms.</p><p><br />This study is a qualitative exploration of the experiences of 8 children enrolled under the EWS quota in private unaided schools of Delhi NCR. Using a phenomenological approach, the interview data has been thematically analysed in the light of the stage of Industry versus Inferiority as outlined by Erik Erikson‟s psychosocial approach to identity development. The study reveals complex layers of experiences, some facilitative and some detrimental, indicating the need for careful planning and monitoring of implementation, as well as stronger teacher preparation for the creation of truly inclusive climate in schools.</p>

Are we Ready for a “Microbiome-Guided Behaviour” Approach?

2019 ◽  
Vol 28 (04) ◽  
pp. 708-724
Author(s):  
ANDREA LAVAZZA ◽  
VITTORIO A. SIRONI
Keyword(s):  
Fecal Microbiota Transplantation ◽  
Negative Attitude ◽  
Well Being ◽  
Fecal Microbiota ◽  
Point Of View ◽  
Brain Functioning ◽  
The Central Nervous System ◽  
The Individual ◽  
The Right ◽  
The Mind

Abstract:The microbiome is proving to be increasingly important for human brain functioning. A series of recent studies have shown that the microbiome influences the central nervous system in various ways, and consequently acts on the psychological well-being of the individual by mediating, among others, the reactions of stress and anxiety. From a specifically neuroethical point of view, according to some scholars, the particular composition of the microbiome—qua microbial community—can have consequences on the traditional idea of human individuality. Another neuroethical aspect concerns the reception of this new knowledge in relation to clinical applications. In fact, attention to the balance of the microbiome—which includes eating behavior, the use of psychobiotics and, in the treatment of certain diseases, the use of fecal microbiota transplantation—may be limited or even prevented by a biased negative attitude. This attitude derives from a prejudice related to everything that has to do with the organic processing of food and, in general, with the human stomach and intestine: the latter have traditionally been regarded as low, dirty, contaminated and opposed to what belongs to the mind and the brain. This biased attitude can lead one to fail to adequately consider the new anthropological conceptions related to the microbiome, resulting in a state of health, both physical and psychological, inferior to what one might have by paying the right attention to the knowledge available today. Shifting from the ubiquitous high-low metaphor (which is synonymous with superior-inferior) to an inside-outside metaphor can thus be a neuroethical strategy to achieve a new and unbiased reception of the discoveries related to the microbiome.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Model Residential School Education to Scheduled Caste Pupils in Kerala

2021 ◽  
Vol 9 (2) ◽  
pp. 31-36
Author(s):  
P M Rejimon ◽  
R Smitha
Keyword(s):  
Compulsory Education ◽  
Residential Schools ◽  
Caste System ◽  
High Rate ◽  
Residential School ◽  
Caste Development ◽  
Education Act ◽  
The Government ◽  
Daily Wage ◽  
The Right

There are about forty lakh scheduled caste people in Kerala. Most of them are poor and daily wage workers. The socio-economic backwardness of scheduled caste people is a historically determined outcome of a caste system in India. Education is the only way for them to get out of this historical whirlwind of economic deprivation, denial of rights and social exclusion. The Government of India passed The Right to Education Act in 2010 and it ensures “free and compulsory education” for all children aged 6 to 14. The government of Kerala has introduced many innovative programs to provide education for scheduled caste pupils in the state. “Model Residential School” owned and managed by the Scheduled Caste Development Department of The Government of Kerala, is one of such successful initiatives. Model Residential Schools take special care to cater to the educational needs of the underprivileged children and help them to attain quality education. In this article, the investigators explore the role played by the model residential schools in the educational development of scheduled caste pupils in Kerala and particularly in solving the burning issue of a high rate of dropouts among scheduled caste pupils.

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