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Comparative Study
| Published: January 25, 2018
Barriers to Inclusive Education for Children with Special Needs in Schools of Jammu
Faculty, Department of Life Long Learning, University of Jammu and Nodal officer SSA and MDM for Jammu Province, India Google Scholar More about the auther
Research Scholar, Department of Strategic and Regional Studies, University of Jammu, India Google Scholar More about the auther
DIP: 18.01.012/20180601
DOI: 10.25215/0601.012
ABSTRACT
Right to education act and all Inclusive educational (IE) strategies ensure provision of education towards educating the differently- abled children along with normal ones. It seeks to address the learning needs of all children with a specific focus on those who are vulnerable to marginalization and exclusion. The children with various disabilities find it difficult to fully participate in outdoor and indoor educational activities either due to social, physical or environmental limitations. The present empirical study was conducted to access barriers for CWSN in schools of Jammu. The data was gathered from 105 schools of Jammu district. The findings of the study reflect upon the institutional barriers in the form of infrastructural and environmental constraints, in addition paper also reflects the problem of correct diagnosis of children with mental disabilities since right diagnosis is the first step towards the appropriate treatment. The result also reveals the need for appropriate for alignment of TLM to make it more inclusive for CWSN children. In addition paper also suggests the strategies for institutional planners to minimize the prevalent barriers to make education more inclusive.
Keywords
Inclusion, Marginalization, Exclusion, Disabilities, CWSN, Diagnosis, Environment, Infrastructure.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2018 Sharma P & Samia K
Received: December 25, 2017; Revision Received: January 04, 2018; Accepted: January 25, 2018
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.012/20180601
10.25215/0601.012
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Published in Volume 06, Issue 1, January-March, 2018