PRASHAST App

In recent years, there has been an increasing recognition of the need for inclusive education for students with special needs in India. The Directorate of Education in Delhi has initiated programme that focuses on early identification and intervention for disabilities. This initiative is powered by the PRASHAST app, which facilitates school-level screenings for 21 disabilities under the Rights of Persons with Disabilities Act, 2016.

About Neurodivergence

Neurodivergence refers to variations in the human brain and cognition. Conditions like ADHD, autism, and learning disabilities fall under this category. It is crucial to understand that a child excelling in one area may face challenges in another. For instance, a student may shine in public speaking but struggle with focus in the classroom. Recognising these differences is essential for effective teaching and support.

Implementation of PRASHAST App

The PRASHAST app is designed for teachers to identify students who may require additional support. Teachers observe students using a checklist and submit their findings to special educators. This process allows for timely interventions and ensures that students receive the necessary resources and accommodations.

Role of Special Educators

Special educators play a vital role in this initiative. They assess the observations made by teachers and determine the need for further evaluation. They can recommend interventions but cannot diagnose conditions. This collaborative approach helps in addressing the unique needs of each student effectively.

Challenges in Inclusive Education

Despite the positive steps taken, several challenges remain. Large class sizes can hinder individual attention. Additionally, long waiting lists for therapy services can delay crucial interventions. Some parents may also be hesitant to accept that their child requires support, viewing issues as mere academic underperformance.

Community Involvement and Awareness

Raising awareness in communities is essential for encouraging acceptance of neurodivergent conditions. Schools are encouraged to involve parents in the process, offering counselling and support to build trust. This can help mitigate stigma and promote a more inclusive environment.

Legal Framework and Educational Policies

The initiative aligns with the National Education Policy 2020 and the Right to Education Act 2009. These policies emphasise the importance of inclusive education and the need for schools to provide appropriate support for all students. Compliance with these regulations is crucial for encouraging an equitable learning environment.

Future Directions for Inclusion

For true inclusion to be achieved, ongoing investment in training, resources, and infrastructure is necessary. Schools must create a culture of understanding and support, ensuring that all students, regardless of their challenges, can thrive in the educational system.

Questions for UPSC:

1. Examine the implications of the Right to Education Act 2009 on inclusive education in India.
2. Critically discuss the challenges faced in implementing the National Education Policy 2020 regarding special needs education.
3. Estimate the impact of community awareness on the acceptance of neurodivergent students in mainstream schools.
4. Point out the role of special educators in the identification and support of students with learning disabilities.

Answer Hints:

1. Examine the implications of the Right to Education Act 2009 on inclusive education in India.

1. Guarantees free and compulsory education for all children, including those with disabilities.
2. Mandates schools to provide necessary support and accommodations for students with special needs.
3. Promotes an inclusive environment by requiring schools to adapt infrastructure and teaching methods.
4. Establishes accountability for schools to ensure no child is denied admission based on disability.
5. Encourages awareness and sensitivity towards the needs of differently-abled children among educators and staff.

2. Critically discuss the challenges faced in implementing the National Education Policy 2020 regarding special needs education.

1. Large class sizes hinder individual attention and tailored support for students with special needs.
2. Inconsistent training and preparedness of teachers to effectively identify and support neurodivergent students.
3. Long waiting lists for therapy services delay necessary interventions for students needing support.
4. Resistance from some parents to acknowledge their child’s special needs, viewing them as academic issues.
5. Insufficient resources and infrastructure in schools to accommodate diverse learning requirements.

3. Estimate the impact of community awareness on the acceptance of neurodivergent students in mainstream schools.

1. Increased awareness can reduce stigma associated with neurodivergent conditions, encouraging acceptance.
2. Community involvement can encourage parents to seek support for their children, promoting inclusivity.
3. Awareness initiatives can educate educators about the diverse needs of neurodivergent students.
4. Positive community attitudes can lead to better integration of neurodivergent students in classroom settings.
5. Support from local organizations can provide additional resources and networks for families.

4. Point out the role of special educators in the identification and support of students with learning disabilities.

1. Special educators assess observations made by teachers to determine students’ needs for further evaluation.
2. They recommend tailored interventions and support plans based on individual student assessments.
3. Act as a liaison between teachers, parents, and external support services for comprehensive care.
4. Provide in-house counselling and education to parents to build trust and understanding of learning disabilities.
5. Facilitate access to resources and therapy services, ensuring students receive necessary support.