The Central Board of Secondary Education (CBSE) has recently reinforced its commitment to making schools more inclusive for Children with Special Needs (CwSN) by issuing a directive that emphasizes the need for accessible facilities. Despite these guidelines, the reality of integrating CwSN students into mainstream education remains challenging, primarily due to the lack of infrastructure and trained educators equipped to meet the diverse needs of these students.
Infrastructure Challenges
Many schools report that they are not yet equipped with the necessary infrastructure, such as ramps, Braille books, and specialized therapy services, to fully support CwSN students. Schools in older buildings face significant challenges in meeting these requirements, particularly when it comes to installing ramps or lifts.
Jyoti Arora, Principal of Mount Abu Public School in Delhi, points out that while sensitization towards CwSN students is crucial, there are multiple challenges in implementing inclusive education. She emphasizes that not all schools have the capacity to cater to all types of disabilities, and the shortage of trained educators further complicates the situation. Arora suggests that the government should create specialized setups for CwSN students to ensure their needs are met without segregating them from their peers.
Promoting Inclusivity
A CBSE official, speaking anonymously, acknowledged that similar directives have been issued in the past, but the current one is a reinforcement aimed at ensuring that schools fulfill the minimum infrastructure requirements to prevent discrimination against CwSN students. The directive aligns with the Rehabilitation of Persons with Disabilities Act 2016 and the National Education Policy, emphasizing that all schools must adhere to these standards.
Revised Guidelines for Accessibility
The CBSE’s revised guidelines mandate that schools construct proper ramps on the ground floor to ensure barrier-free access, provide CwSN-compliant toilets, and, where necessary, install lifts or ramps for access to upper floors. For students with visual impairments, schools are required to use pictograms alongside Braille and raised alphabets on signage and equip toilets with fire alarms that have both audio and visual signals.
Sree Lakshmi Murthy, Principal of Shree Maharishi Vidya Mandir in Maharashtra, highlights the difficulties in retrofitting older school buildings with these facilities. She notes that while some modifications, such as renovating toilets, are feasible, adding ramps or lifts to existing structures can be practically challenging. Murthy suggests that schools with CwSN students should consider relocating these students to ground floors to minimize accessibility issues.
Compliance and Adaptation
Radhika Srinivasan, Principal of Billabong High International School in Mumbai, asserts that most schools affiliated with national and international boards are mandated to comply with these guidelines as part of their affiliation norms. However, she acknowledges that while it may be difficult to reconstruct older buildings, temporary modifications can be made to support access, such as installing railings or temporary ramps.
Srinivasan’s school, which is already compliant with CBSE guidelines, has implemented ramps, lifts, and signages to ensure accessibility. Additionally, the school has a well-established center that caters to students with special needs, offering counseling and support services.
Conclusion
While the CBSE’s directive is a step in the right direction for promoting inclusivity, the challenges faced by schools, particularly older institutions, highlight the need for a more supportive approach in implementing these guidelines. Schools require not only infrastructure upgrades but also a concerted effort to train educators and raise awareness among all stakeholders to ensure that CwSN students can thrive in a supportive and inclusive environment.
