Short Abstract:

More than 75% of the over 2 million children with disabilities in India do not go to school, many being bound to homes. For those enrolled in school, their education requires significant improvement. Governments want to improve but lack the expertise. Based on Perkins’ 194 years of expertise on ground, it has built Model Programs in schools through capacity building ensuring every child can learn.

Long Abstract:

Introduction

More than 75% of the over 2 million children with disabilities in India do not go to school, many being bound to homes. Those enrolled in school are in programs needing significant improvement. Many local governments and schools want to do better but there is little capacity and expertise among educators and service providers around where to start, and how to provide inclusive, quality education for the children.

Children with disabilities in India are ready to learn. By supporting existing schools to become model programs, Perkins shows that it is possible to deliver quality education to these children. Model programs acquire and demonstrate best practices in helping children with disabilities learn.

Model Programs in India: transforming schools for inclusive education

Mumbai

Perkins India in partnership with Pratham and the Brihanmumbai Municipal Corporation (BMC) is working in 3 government schools with attached Urban Resource Centres (URCs). The schools are inclusive schools with the goal of mainstreaming children with disabilities into the regular classrooms. The URCs have been built for additional educational and therapeutic interventions for children with disabilities.

Gujarat

Perkins India in partnership with the Blind Peoples Association (BPA), is working in 3 schools in the rural areas of Gujarat. We are working with 1 inclusive school, 1 special school and 1 daycare centre attached to a regular school.

Rajasthan

Perkins India in partnership with the Piramal Foundation, is working in an inclusive school in Bagar, Rajasthan. This school works on best practices to integrate children with disabilities in the regular classroom using concepts of Universal Design for Learning (UDL).

Model of Change

Perkins’ Model School approach is fundamentally linked to the concepts of evolution and change. Schools now are asking for flexibility to incorporate social changes (Anijovich, 2007) such as recent heightened awareness around inclusion, diversity, equity, and access.

The Model School concept is related to each school’s response to current societal and community issues. It is developed based on each school’s needs, responding to local conditions. When in practice, this model contributes to the unique experiences and cultures of different schools. Identifying common ground, defining a process cements the Model School concept as the axis of change, ensuring a sustained process.

Some countries in Latin America have successfully implemented the Change Model and have showcased tremendous results. An example is illustrated below:

In the case of a school in Mendoza, Argentina, a state-managed special education school serving as a regional school primarily for students from the San Martín Area provides support to ninety students who are part of inclusive education processes.

Through the Change Model, the school has seen use of inclusive activities with aids, including multimedia resources, devices for augmentative communication, and calendars. Families have re-engaged in their children's learning processes while teachers are considering person-centred planning for some students, recognizing the need for increased collaboration with families and a deeper understanding of the student.

Model Program Process

In order for a school to become a Model Program, integration of the Perkins Quality Improvement process and Perkins International Academy (PIA) teacher training is required. Piloting and supporting established local school programs to model best practices, will be a replicable approach to reach children throughout India.

Perkins International Academy

PIA, is a three-part standard curriculum centred on the diversity and life experiences of a child with disabilities, with a focus on developing the skills practitioners need to include these children in health and education services.

Perkins Quality Improvement- tool and assessment to quality education

In Latin America, Europe and Asia, measurable improvements in the quality of education for children with disabilities through the Perkins Quality Improvement process has been achieved. It is an evidence-based performance benchmarking tool driving program quality which was developed ten years ago.

The quality improvement framework includes a set of over 40 quality indicators used to evaluate, enhance, and implement technical assistance. These are categorized into seven domain areas as detailed below:

Knowledge About Student: Formal and non-formal assessments of the student are implemented and tracked regularly so teachers can respond to inclusive teaching methods.

Planning, Activities, and Content: Teachers implement a child-centred approach wherein educational practices are individualised, flexible, respectful of, and responsive to each student.

Organising the Education Environment: Adapted and accessible environments and materials are in place maximizing learning.

Program Management: Program administration promotes the allocation of resources, supports children’s right to education, and teachers’ professional development.

Staff Engagement: Teachers’ specialised knowledge for addressing children's needs through collaborative work and family engagement.

Student Engagement: Learners with disabilities have access to the school curriculum (academic or functional) on an equal basis with others.

Family Support: Families are included, supported, and empowered as partners in the education of their children.

Conclusion

In practice, through a sustained collaboration with schools, the goal is for the Model School to be seen as an organization committed to flexible and dynamic transformation. The quest for improvement is the Model School’s core translating into a state of constant revision and change. The Model School does not aspire to reach a definitive state or goal, but rather is continuously evolving and searching for enhancement.

Guaranteeing equal opportunities requires broad recognition of inclusion as a basic human right. Improving the educational environment for Children with Disabilities means maintaining an attitude of ongoing monitoring , self-reflection, and implementing practices promoting autonomy and independence.

References

(1839). Seventh annual report of the trustees of the New-England Institution for the Education of the Blind to the Corporation (p.3). Lewis.

(1841). Ninth annual report of the trustees of the Perkins Institution and Massachusetts Asylum for the Blind to the Corporation. (p.4). Eastburn.

Jacobs, L., Perera, M.C., Tango-Limketkai, A. (2018). A home visiting teacher’s manual. Seeing Is Believing Project / Perkins School for the Blind. https://perkinsglobalcommunity.org/asia/resources/home-visiting-manual-for-teachers-of-children-with-multiple-disabilities-and-visual-impairment/

McCarthy, M.L. & deWit, N.C.I. (2017). Getting ready for braille! Perkins School for the Blind.

Perkins School for the Blind Annual Reports.

Vazquez, M.A. (2022). Development of a New Model to generate changes in teacher practices and student learning.