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Thursday, 12 December 2013

Inclusion of Children with Special Needs: A Perspective

Title: Inclusion of Children with Special Needs: A Perspective
Author: Praseetha Unnikrishnan
ISBN: 978-93-82395-26-3
First Edition: 2015
Binding: Hard Cover
Language: English

About the Author:
Dr. Praseetha Unnikrishnan is an avid researcher having deep interest in the field of disability and research work. She is a Gold Medalist in Master of Labour Welfare (MLW) from Gujarat University, Ahmedabad and Master of Social Work (MSW) from IGNOU, Delhi. She is also a recipient of citation from Gujarat Vidyapeeth, Ahmedabad for being topper in M. Phil. (Social Work). She has done her PhD from the Department of Social Work, University of Delhi, with JRF/ SRF scholarship from UGC.
Her doctoral work has been published as a book entitled ‘Mainstreaming Children with Visual Impairment – A Paradigm’ sponsored by ICSSR and published by Anmol Publications, New Delhi. Besides this Mittal Publications has published a book co-authored by her on adjustment behaviour of Adolescents titled Turbulent Teens - Approaches towards adjustment. She has also published few papers including two papers exclusively dedicated to disability studies in National and International accredited journals. The present book is based on her M. Phil. work on issues pertaining to educating children with disability with an inclusive approach.
She has rich experience in the field of Open and Distance Learning and has worked with the erstwhile Distance Education Council of IGNOU and the Distance Education Bureau of UGC in the capacity of Assistant Director. Presently she is working as an Assistant Director in IGNOU, Maidan Garhi, New Delhi.

About the Book:
In India, after Independence, the Country has witnessed a phenomenal increase in Educational opportunities for the persons with disability. Although Special education system has done pioneering work in the field of education of children with disability, it is faced with various problems. Most of these Special schools are run by NGOs with assistance from Central and State Governments. Further the infrastructure which is available for education in its present form would not be able to take care even of the annual addition to the educable age-group.  Also by being in a Special school, children live in secluded and sheltered environment which may create problems in social adjustment later on. Apart from the social and psychological advantages offered by the placement of handicapped children in an ordinary school, this appears to be most effective way of providing educational opportunities for Children with Disabilities in large numbers (Mohsini and Gandhi et al; 1982:2-4). Thus the post-independence developments marked the birth of ‘Integrated Education’ and a new era in granting ‘equality status’ to the disabled in India.

The current scenario of  persons with disability and Integrated Education including the study of various Historical and Policy developments have thrown light on the number of problems faced by persons with special needs especially in an integrated setup in India. The Policy developments speak a gamut about the various achievements in the field of welfare and development of the disabled. Though many State Governments have started implementing the Welfare schemes with good intentions, implementation aspect of any worthwhile scheme demands a genuine concern for the  cause, of all those for whom the policies and schemes were targeted. 

The book has been a sincere effort to present a real picture of the actual situations in which the beneficiaries are receiving the benefits under IEDC scheme and the improvements observed therein. The book has shown that though many things appear on paper the reality seems to tell a different story. Also regarding the type of education for the disabled though much has been written and debated on this aspect it can only be said that the schools whether ‘integrated’ or ‘inclusive’ should respond to the needs of the Children with Disabilities wherever they are. 

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