All schools insist on fitness certificate--physical and mental--at the time of 
admission.

Actually, all schools cannot be inclusive.
So, we are doing the wrong thing by forcing them to admit students with special 
needs.

Special schools must be enhanced at primary level, and then 
integrative/inclusive set ups thought of.

This for some disabilities and for others, special set ups only can equip them 
to live to some extent at least.


सादर / With thanks & Regards
राजेश आसुदानी Rajesh Asudani
सहायक महाप्रबन्धक AGM
बाजार आसूचना ईकाई MIU
भारतीय रिजर्व बैंक Reserve Bank of India
नागपुर Nagpur

0712 2806846

President
VIBEWA
Co-Moderator
VIB-India

A-pilll = Action coupled with Positivity, Interest, Love, Logic and laughter.

-----Original Message-----
From: AccessIndia [mailto:[email protected]] On Behalf Of 
Kanchan Pamnani
Sent: 20 December 2018 12:15
To: 'AccessIndia: a list for discussing accessibility and issues concerning the 
disabled.' <[email protected]>
Cc: 'Rama Chari' <[email protected]>; 'Rati Misra' <[email protected]>
Subject: [AI] Education

Schools' rejection of students with special needs is common: Mental health 
experts - Times of India

Sep 5, 2018,

MUMBAI: As the parents of a class VIII boy diagnosed with attention deficit 
hyperactivity disorder (ADHD) fight out his suspension with The Cathedral & 
John Connon School in the Bombay high court, the focus is back on the inclusion 
of children with special needs or the lack of it in city schools.
Activists feel schools still refuse to open their doors to students with 
special needs. "Inclusion does not mean just admitting a child in school, but 
also making sure the child is comfortable in the environment and learns to the 
best of one's ability. The onus lies on the school to make sure that the child 
is socially accepted by counselling the peers and their parents,"
said Rekha Vijaykar, director of the NGO ADAPT - Able Disabled All People 
Together. While the Right to Education Act 2009 vouches for inclusion, the 
Persons with Disability Act 2016 outlines responsibilities of educational 
institutes to promote and facilitate inclusive education. The Act requires 
schools to admit students without discrimination and provide infrastructure and 
academic support like suitable pedagogical methods and other measures to ensure 
academic and social participation and development. Mental health professionals 
say they often encounter cases where such students are asked to leave school. 
"Many elite schools are known to force students with ADHD, autism or learning 
disabilities to drop out. Since the law of the land, including RTE Act and 
Persons with Disability Act, does not allow them to cancel their admission, 
they threaten parents with consequences and ask them to instead take the 
leaving certificate. Violation of child rights is rampant in city schools," 
said psychiatrist Dr Harish Shetty. Vijaykar agrees that rejection of students 
with special needs is common and it's detrimental to a child's progress. "A 
student with ADHD was asked to leave his school in Khar and was out of class 
for nearly two years until he joined us. His academic progress has been 
affected since then," she said. But schools put the onus on parents. "Schools 
have a handful of counsellors or sometimes just one for hundreds of students. 
In spite of that, when we make an effort to help the child and ask the parents 
for a clinical diagnosis, they are in denial. This makes it difficult for us to 
help the children in a classroom setting. We also have to consider the safety 
and progress of other students," said a school counsellor. Some believe that 
schools and parents must put the child's best interest at the fore. "The 
casualty in a fight between the school and parents is the child. School 
counsellors are trained to identify ADHD; they must bring parents on board. 
Schools need to give parents the time to process the information and parents 
come around once they feel there are no repercussions for the child to get 
tested. Early identification is critical," said Upasna Saraf, special educator, 
Bombay Cambridge Gurukul.





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