Re: [AI] Text of the key note address at AICB byShri. Prasanna Kumar Pincha.

[Asudani, Rajesh]

A very well thought out and eloquently worded address, particularly championing 
disability specific schools in this age of much touted inclusivity is 
praisworthy.


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:accessindia-boun...@accessindia.org.in] On Behalf Of 
Kotian, H P
Sent: Monday, October 26, 2015 12:19 PM
To: AccessIndia: a list for discussing accessibility and issues concerning the 
disabled.
Subject: [AI] Text of the key note address at AICB byShri. Prasanna Kumar 
Pincha.


Keynote Address

 By Prasanna Kumar Pincha



I am overwhelmingly honoured to associate myself with this important 
conference; and, to be delivering this keynote address on a theme of utmost 
contemporary relevance, namely, the Right to Education Act and other 
educational initiatives --  issues and challenges. Implicit in the theme is the 
fact that it is in the context of the blind.

It goes without saying that education brings empowerment; that education 
prepares one for life; and, that education aims at ensuring all-round 
development of an individual. At a deeper and, perhaps a more philosophical 
level, education must awaken in one an irresistible craving to delve into the 
depths and dimensions of life, of existence, of consciousness and above all, of 
the cosmos itself. It is therefore, no wonder that the 86th amendment to the 
Constitution of India with the consequential insertion of Article 21A seeks to 
elevate the right to education to the category of fundamental right. It is 
common knowledge that through a subsequent amendment in the RTE Act, children 
with disabilities have been explicitly included in the category of 
'Disadvantaged Children' which by all manner of means, a welcome move.

On this momentous occasion therefore, I take the opportunity to flag up for 
deliberation some of the broad thematic areas together with some illustrative 
examples of issues and challenges that continue to stare us in the face in the 
fervent belief that collective and critical reflection will bring in greater 
clarity of thought, deeper perspicacity of perception, and, shared 
understanding in respect of a range of questions, concerns, queries, and 
curiosities.

Quality Education

To my mind, quality education is non-negotiable. As a blind individual, my 
primary concern ought to be to receive quality education on an equal basis with 
others regardless of whether that quality education happens to me through the 
agency of a blind school or through some other agency including through the 
agency of a so-called mainstream/general school. My specific need/condition 
coupled with other relevant circumstantial factors will determine the agency 
that best serve my educational needs and interests as a blind person.

As I take the floor to address this august gathering this afternoon, I am 
reminded of a slogan which I had coined so passionately years back and it 
reads:  "Give me quality education; and, I will ensure my inclusion". Besides, 
let us not lose sight of the fact that inclusive education will remain high on 
rhetoric and low on substance unless the qualitative dimension of education for 
blind students is appropriately addressed.

Therefore, the larger issue/challenge here is to substantially improve the 
qualitative dimension of education for blind students in the mainstream 
schools; and, at the same time, to ensure that the blind schools are managed, 
maintained, and run on modern and scientific lines.

Inclusive Education

The expression 'inclusive education' has been variously and variantly defined, 
understood and interpreted by academicians, activists, and habilitation and 
rehabilitation professionals across the spectrum. To put it briefly, the 
popular understanding of the concept of inclusive education as distinguished 
from integrated education envisages a system where students with disabilities 
would receive education together with students without disabilities under a 
common roof and under a common teacher sharing common resource room. Unlike 
integrated education, the concept of inclusive education completely rules out 
any separate or exclusive resource teacher. Without splitting hairs over the 
nuanced distinction between these two concepts, I wish to submit that my 
perspective on the concept of inclusive education is rights-driven; rather than 
agency or set-up driven. While entirely agreeing with the mandate of Article 24 
of the UNCRPD which recognizes 'inclusion' as a 'primary goal', I feel that is 
somewhere a process as well. Now, my idea of inclusive education envisages a 
system, environment, and institutional and other arrangements which enables 
persons with disabili

Re: [AI] Text of the key note address at AICB byShri. Prasanna Kumar Pincha.

[avinash shahi]

Inspiring read. Certainly, we should do away with the terminology such
as 'special education'.

On 10/26/15, Kotian, H P  wrote:
>
> Keynote Address
>
>  By Prasanna Kumar Pincha
>
>
>
> I am overwhelmingly honoured to associate myself with this important
> conference; and, to be delivering this keynote address on a theme of utmost
> contemporary relevance, namely, the Right to Education Act and other
> educational initiatives --  issues and challenges. Implicit in the theme is
> the fact that it is in the context of the blind.
>
> It goes without saying that education brings empowerment; that education
> prepares one for life; and, that education aims at ensuring all-round
> development of an individual. At a deeper and, perhaps a more philosophical
> level, education must awaken in one an irresistible craving to delve into
> the depths and dimensions of life, of existence, of consciousness and above
> all, of the cosmos itself. It is therefore, no wonder that the 86th
> amendment to the Constitution of India with the consequential insertion of
> Article 21A seeks to elevate the right to education to the category of
> fundamental right. It is common knowledge that through a subsequent
> amendment in the RTE Act, children with disabilities have been explicitly
> included in the category of 'Disadvantaged Children' which by all manner of
> means, a welcome move.
>
> On this momentous occasion therefore, I take the opportunity to flag up for
> deliberation some of the broad thematic areas together with some
> illustrative examples of issues and challenges that continue to stare us in
> the face in the fervent belief that collective and critical reflection will
> bring in greater clarity of thought, deeper perspicacity of perception, and,
> shared understanding in respect of a range of questions, concerns, queries,
> and curiosities.
>
> Quality Education
>
> To my mind, quality education is non-negotiable. As a blind individual, my
> primary concern ought to be to receive quality education on an equal basis
> with others regardless of whether that quality education happens to me
> through the agency of a blind school or through some other agency including
> through the agency of a so-called mainstream/general school. My specific
> need/condition coupled with other relevant circumstantial factors will
> determine the agency that best serve my educational needs and interests as a
> blind person.
>
> As I take the floor to address this august gathering this afternoon, I am
> reminded of a slogan which I had coined so passionately years back and it
> reads:  "Give me quality education; and, I will ensure my inclusion".
> Besides, let us not lose sight of the fact that inclusive education will
> remain high on rhetoric and low on substance unless the qualitative
> dimension of education for blind students is appropriately addressed.
>
> Therefore, the larger issue/challenge here is to substantially improve the
> qualitative dimension of education for blind students in the mainstream
> schools; and, at the same time, to ensure that the blind schools are
> managed, maintained, and run on modern and scientific lines.
>
> Inclusive Education
>
> The expression 'inclusive education' has been variously and variantly
> defined, understood and interpreted by academicians, activists, and
> habilitation and rehabilitation professionals across the spectrum. To put it
> briefly, the popular understanding of the concept of inclusive education as
> distinguished from integrated education envisages a system where students
> with disabilities would receive education together with students without
> disabilities under a common roof and under a common teacher sharing common
> resource room. Unlike integrated education, the concept of inclusive
> education completely rules out any separate or exclusive resource teacher.
> Without splitting hairs over the nuanced distinction between these two
> concepts, I wish to submit that my perspective on the concept of inclusive
> education is rights-driven; rather than agency or set-up driven. While
> entirely agreeing with the mandate of Article 24 of the UNCRPD which
> recognizes 'inclusion' as a 'primary goal', I feel that is somewhere a
> process as well. Now, my idea of inclusive education envisages a system,
> environment, and institutional and other arrangements which enables persons
> with disabilities including persons with blindness to access, use and enjoy
> her or his right to education on an equal basis with others, and includes a
> range of choices such as, mainstream schools, special schools as they are
> called or for that matter, disability-specific schools, etc.
>
> What I perceive as a formidable challenge for the mainstream/general schools
> is the humongous task to ensure that blind students do not feel excluded in
> the crowd of sighted students for want of a level playing field which
> expression includes dearth or complete non-availability of 

[AI] Text of the key note address at AICB byShri. Prasanna Kumar Pincha.

[Kotian, H P]

Keynote Address

 By Prasanna Kumar Pincha



I am overwhelmingly honoured to associate myself with this important 
conference; and, to be delivering this keynote address on a theme of utmost 
contemporary relevance, namely, the Right to Education Act and other 
educational initiatives --  issues and challenges. Implicit in the theme is the 
fact that it is in the context of the blind.

It goes without saying that education brings empowerment; that education 
prepares one for life; and, that education aims at ensuring all-round 
development of an individual. At a deeper and, perhaps a more philosophical 
level, education must awaken in one an irresistible craving to delve into the 
depths and dimensions of life, of existence, of consciousness and above all, of 
the cosmos itself. It is therefore, no wonder that the 86th amendment to the 
Constitution of India with the consequential insertion of Article 21A seeks to 
elevate the right to education to the category of fundamental right. It is 
common knowledge that through a subsequent amendment in the RTE Act, children 
with disabilities have been explicitly included in the category of 
'Disadvantaged Children' which by all manner of means, a welcome move.

On this momentous occasion therefore, I take the opportunity to flag up for 
deliberation some of the broad thematic areas together with some illustrative 
examples of issues and challenges that continue to stare us in the face in the 
fervent belief that collective and critical reflection will bring in greater 
clarity of thought, deeper perspicacity of perception, and, shared 
understanding in respect of a range of questions, concerns, queries, and 
curiosities.

Quality Education

To my mind, quality education is non-negotiable. As a blind individual, my 
primary concern ought to be to receive quality education on an equal basis with 
others regardless of whether that quality education happens to me through the 
agency of a blind school or through some other agency including through the 
agency of a so-called mainstream/general school. My specific need/condition 
coupled with other relevant circumstantial factors will determine the agency 
that best serve my educational needs and interests as a blind person.

As I take the floor to address this august gathering this afternoon, I am 
reminded of a slogan which I had coined so passionately years back and it 
reads:  "Give me quality education; and, I will ensure my inclusion". Besides, 
let us not lose sight of the fact that inclusive education will remain high on 
rhetoric and low on substance unless the qualitative dimension of education for 
blind students is appropriately addressed.

Therefore, the larger issue/challenge here is to substantially improve the 
qualitative dimension of education for blind students in the mainstream 
schools; and, at the same time, to ensure that the blind schools are managed, 
maintained, and run on modern and scientific lines.

Inclusive Education

The expression 'inclusive education' has been variously and variantly defined, 
understood and interpreted by academicians, activists, and habilitation and 
rehabilitation professionals across the spectrum. To put it briefly, the 
popular understanding of the concept of inclusive education as distinguished 
from integrated education envisages a system where students with disabilities 
would receive education together with students without disabilities under a 
common roof and under a common teacher sharing common resource room. Unlike 
integrated education, the concept of inclusive education completely rules out 
any separate or exclusive resource teacher. Without splitting hairs over the 
nuanced distinction between these two concepts, I wish to submit that my 
perspective on the concept of inclusive education is rights-driven; rather than 
agency or set-up driven. While entirely agreeing with the mandate of Article 24 
of the UNCRPD which recognizes 'inclusion' as a 'primary goal', I feel that
  is somewhere a process as well. Now, my idea of inclusive education envisages 
a system, environment, and institutional and other arrangements which enables 
persons with disabilities including persons with blindness to access, use and 
enjoy her or his right to education on an equal basis with others, and includes 
a range of choices such as, mainstream schools, special schools as they are 
called or for that matter, disability-specific schools, etc.

What I perceive as a formidable challenge for the mainstream/general schools is 
the humongous task to ensure that blind students do not feel excluded in the 
crowd of sighted students for want of a level playing field which expression 
includes dearth or complete non-availability of Braille textbooks, dearth of 
aids and appliances including those required for learning subjects like 
mathematics, and lack of appropriate alternative arrangements to make up for 
the inability to see all  that is written on the blackboard, etc.