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INCLUSIVE EDUCATIONGap between Rhetoric and Reality
Kolkata 2007
ANINITIATIVE
BYVolunteers of
CHILD RIGHTS AND YOU (CRY)&
SRUTI disAbility CENTRE
CONTENTS
1. Introduction……………………………………………………………………
2. Summary of the Study…………………………………………………………
3. The Methodology……………………………………………………………..
4. Analysis of current status of the schools……………………………………
5. Experience of Students with Disabilities
in Mainstream School…………………………………………………………
6. Recommendations…………………………………………………………….
7. Annexure……………………………………………………………………….
8. Acknowledgement……………………………………………………………..
9. Bibliography ………………………………………………………………….
INTRODUCTION:
All mankind is of one author, and is one volume; when one man dies, onechapter is not torn out of the book, but translated into a better language;every chapter must be so translated … No man is an island, entire of itself….anyman’s death diminishes me, because I am involved in mankind….”
John Donne is no more, but his philosophy still lingers. His dream of a society where all
human beings are a part of the whole and is inclusive is what we dream of and hope to
achieve. And this is precisely the reason why Sruti disAbility Rights Centre along with the
youth volunteers of Child Rights and You (CRY) is conducting a survey on inclusive
education.
Children herald a new tomorrow and education plays an influencing role in shaping the
worldview of children by creating a society that is inclusive and without barriers. It is in this
context that schools are acknowledged as a crucial sphere for developing a tolerant and
plural community by means of imparting education and developing equal opportunities for
all. Schools adopting inclusive means are the beacons to an inclusive world that is tolerant to
the differences. It has been more than a decade since the Peoples with Disabilities Act
(1995) has been passed; yet as discovered from the study many schools have not adhered to
the essence of the Act, even when the infrastructure of the school is concerned. Students
with disabilities have to be accepted from within the society and this acceptance comes from
the nature of inclusion in schools. However, this temperament is lamentably lacking in
certain schools of West Bengal.
SUMMARY OF THE STUDY
The purpose of the study carried out by the volunteers of Sruti disAbility Rights Centre and
Child Rights and You (CRY) underlines the problems faced by the students with disabilities
attending mainstream and regular schools. It reveals how inclusive schools in the city
actually are. This study aims to find out the gap between the policy and the existing situation
which will be used for advocacy purpose and lobbying with government bodies and school
authorities to ensure inclusive education for children with disabilities.
The Methodology
In order to understand the concept of inclusive education we had reviewed various literature
which included books, reports, websites etc.
On the basis of our understanding we had designed 2 sets of questionnaires which are
annexed at the end of the report.
Trying to cover the various aspects of inclusive education to make this study as detailed as
possible, we have seeked appointment from almost 65 schools among which we got
appointment from only thirty schools of Kolkata which includes 16 government schools and
14 private schools. Based on the interviews of the Principal and senior teachers (where the
Principal was not available), the report aims to find the true picture of the society which
claims of “inclusion”.
In order to reveal the true nature of inclusion in the schools of Kolkata, we spoke to several
individuals having different kinds of disabilities and who had access to regular schools. In
the survey we did come across certain findings that expose the regrettable loop holes that are
existent in the education system in West Bengal. Interestingly, many of the concerns shared
by the respondents were common to all. This was however predictable. Our study follows
the earlier analysis regarding the attitude of the city schools towards students with
disabilities, and the experiences of students with disabilities who have been educated in the
mainstream education and the challenges they have faced, attempts to draw light upon the
wide lacuna between rhetoric and the reality
However our study was not without limitations which were mostly due to external factors.
Firstly, establishing contacts with students with disabilities attending mainstream school was
the greatest challenge for us, as most students still attend special schools. Secondly, in spite
of repeated attempts in trying to organize a focus group discussion we were unable to gather
parents of students with disabilities attending regular schools on the same day and time.
However it was interesting to note, that in most of the cases ( especially females), the
parents were responding to majority of the questions posed to the students.
Analysis
Firstly the report attempts to assess the level of knowledge that the school authorities have
vis-à-vis the various legislative and policy provisions for the children with disability
Implementation of the Act
Constitutional Provisions/ PWDAct / National Trust Act
Do the schools know?
Article 21A (Constitution); Section 26 of thePersons with Disabilities Act, 1995:guarantees education as a fundamental right.Free and compulsory education has to beprovided to all children with disabilities up tothe minimum age of 18 years.
63% of the government schools and 43% ofthe private schools are not aware of the rightto free education for all children withdisabilities.
The 93rd Amendment to the Constitutionmade it mandatory for the Government toprovide free and compulsory education to“all” (which includes children with disability).The government claims to have allocatedfunds for the disabled children.
However, only 13% of the government schoolsand 7% of the private schools are aware ofthe existence of such funds.
In 1995 the Government passed the Personswith Disabilities Act; more popularly knownas the PWD Act. Again, in 1999, theGovernment passed the Multiple DisabilityAct and set up the National trust for Welfareof persons with Autism, Cerebral Palsy,Mental Retardation; both of which ensurethat every child with a disability has accessto free education in an appropriateenvironment till he attains the age ofeighteen years.
However, only 38% of the government schoolsand 36% of the private schools are aware of it.
The government has also made it mandatoryfor schools to observe a 3% reservation fordisabled children in their institutions.
50% and 36% of the private schools are notaware of the 3% reservations for disabledchildren. In practice, the percentage ofdisabled children in government schools isonly 0.16% whereas in private schools it isonly 0.31% which contrasts sharply with the3% reservations which the government hasmade mandatory.
Based on the convenience of the majority, society has defined what’s ‘normal’ and
what’s ‘abnormal’. To maintain this segregation society has also perpetuated myths about
the ‘other’ (people with disability). For instance the identity of people with disability get
reduced to their disability. Social stigma defines the attitude that people at large have
towards people with disability. Schools furnish no exception, right from reservations
towards granting admission to children with disability to playing a role in making the school
environment a little more inclusive. Section II intends to map the attitude that govt. schools
and private schools have towards children with disability.
94% government schools and 100% private schools interviewed agree that society
should adapt to disabled children rather than them adapting to society.
63% government schools and 79% private schools said that disabled children should
be educated in mainstream schools.
88% government school and 93%private school agree to the fact that segregation
restricts understanding of each other.
81% government school 71% private schools feel segregation is a violation of human
rights.
100% government and private schools believe that unless equal opportunities are
provided to children with disabilities in India, they will remain invisible,
responsibilities of NGOs and private institutions, and remain to be termed
underclass.
63% government schools and 50% private schools don’t think it is mandatory for
children with disabilities to be included in regular schools.
81% government schools while 50% private schools don’t agree with experts’
suggestion of home-based work with children with disabilities.
63% government schools and 64% private schools do not think level of IQ scores
(government and doctors insist on it) should be accounted for while judging if
children with disabilities should be under inclusive/exclusive strategy.
According to 75% government schools and 64% private schools, going to a regular
school is best for the development of a child with disability.
With regard to the transport facilities to the children with disabilities or in the
alternative financial incentives to parents or guardians to enable their children with
disabilities to attend schools; the Government made mention of the removal of
architectural barriers from schools, colleges or other institutions imparting vocational
and professional training and setting up of ramps in school buses. All the
government and private schools think that the school buses should have ramps.
However, in reality; none of the schools have ramps.
According to Action Plan for the Inclusive Education of Children and Youth with
Disabilities formulated by Ministry of Human Resource Development, an MOU has
been signed between National Council for Teacher’s Education and the
Rehabilitation Council of India towards the convergence so as to ensure disability
element in B.ED and M.ED courses and also for in-service teachers.
However, we found that merely 19% of the teachers in government schools are trained
and oriented in interacting and providing assistance to children with disabilities. The
scenario in private schools was even worse with no teachers who had been specially
trained.
Gap between Rhetoric and Practice
Only 25% of the government schools and 29% of the private schools think that enough
policy changes are being initiated to integrate mentally and physically challenged
children.
69% of the government schools and 36% of the private schools are not even aware of
the fact that education of the disabled comes under the union ministry of social justice
and empowerment
The PWD act makes a special mention about the employment of teachers with
disabilities under a special quota. However we found that while only 19% of government
had employed teachers with disabilities, the private school count was only 14%.
There is widespread debate about whether or not inclusive education is desirable. In the
course of our fieldwork, we found a couple of interesting points which could be very
indicative of the former debate:
When asked to the school authorities whether the ‘regular’ children interact with the
children with disabilities, 75% government schools and 93% private schools
responded positively.
13% government schools and 57% private schools agreed to the fact that the
‘regular’ children tease the children with disabilities.
44 % of the government schools and 50% of the private schools follow plans with
respect to Sports, Recreation and Cultural activities of children with disabilities
19 % of government schools and 71% of private schools provide counseling services
to children with disabilities
50% of government and private schools provide special services to these children to
make their studies or learning easier.
Experience of Students with Disabilities inMainstream Schools
a. Acceptance from the Regular Schools
66% of the respondents, as the study reveals, have been rejected from the main steam
schools they had sought admission to. As our study discovered, some of the respondents to
our survey, claimed that they had been rejected from the schools that they approached. This
rejection stems from the fact or rather the belief that such students should avail the facilities
of a special school. Some of them were granted admission on a trial basis depending upon
the adjusting capability of the pupil. The lack of trained teachers became an impediment for
them to continue in the schools. This was probably the primary reason for the schools to
refuse admission as the authorities were reluctant to accept such students. In some cases, the
disabled student was asked to leave the school after a stint in the Montessori class. The
reason being, the teachers were uncertain how to deal with such a student in the higher
classes.
Sudha, being disabled visually sought admission in a reputed mainstream school in
south Kolkata that generally admits students with disabilities. Sudha got admission in
the montessori section and did exceedingly well in her class. But Sudha reveals that”
the teachers were unsure as to how to tackle me in the higher classes. so the principal
asked my parents to remove me from the school”. Needless to say Sudha’s parents
were compelled to take her away and seek admission for her in another school. Now
sudha is in class xii and is doing very well academically.
b. Transport: The Problem of commuting to school
33% of the students have claimed that the lack of convenient transport facilities have laid
obstacles in commuting to school.
Though most of the respondents found access to schools in the vicinity of their homes and
commuting to school was not a problem, for those who lived in far flung areas, special
transport had to be arranged by the respective households which was rather expensive
c. Infrastructure: Common Problem for All
Nearly 83% of the respondents considered the school infrastructure needs to be improved.
Students with cerebral palsy or floppy water syndrome felt restricted from certain parts of
the school. It was left to the guardians or friends to escort them. The lack of lift or ramp
evidently constituted a hazardous problem for the students with disabilities to have access to
every nook and corner of the school.
Commuting to school itself became a major problem for such students, particularly for those
living in far flung areas. The absence of ramps in school buses meant that other meant
difficulty in commuting to school.
d. The Attitude of the Peers
1 out of every 6 students with disabilities was subjected to peer pressure that included
taunts over their disability and mental trauma. Friends constitute an integral part of student
life. Peers, in fact, form a mirror image of the society at large. In this regard, our study
developed a mixed response. However, most of the respondents claimed that they were
fortunate to have good friends throughout school life.
e. The Problems Faced During the Examinations83% of the respondents claimed of having faced problems during the examinations and
that included even the Board exams. Perhaps, this was one of the most pressing of all
problems. To add to the problems, the examination system isn’t supportive to the special
needs of the disabled. These problems ranged from the pattern of the question papers to
the difficulty faced by the writer assisting the disabled student.
This problem was more acute for a blind student who is presently in class XII. This
individual, though a good student had to face up to the allegations that the writer was
helping during the exams. Again it was claimed by one of the students that the answer
scripts of the class X board exams were not evaluated separately but along with the scripts
of the regular students. There was no evidence of separate and special evaluation of the
answer scripts of the students with disabilities.
f. Problems in the Curriculum85% claimed that they were not allowed to choose the subjects or the stream of their
liking after class X. Several of our respondents were not happy with the pattern of the
curriculum. It should be more oriented towards the needs of the students with disabilities.
Under this problem, it is mention worthy that a student with disability does not have
similar access to choices as normal student. There are noticeable inequalities between
them. A number of the respondents complained that they were not permitted to pursue
Science due to their disability.
Parmeet, an individual having visual disability was not permitted to take computer applications
amongst his subjects in class XI-XII. A lot of effort had to be put up by the parents to convince the
school authorities otherwise. The board authorities were reluctant to allow him take up the subject
as they were not convinced as to how he would manage the computer practical classes. With the
installation of a software called JAWS in his school, the board authorities finally relented though with
an enormous amount of skepticism.
g. Attention from the Teachers34% of the respondents acknowledged that the teachers had given them special attention
as and when required.
The teachers at school played a pivotal role in shaping the mindset of students with
disabilities and helping them adjust to the mainstream environment. The respondents
asserted the cooperative attitude of the teachers. Individual and special attention was given
in certain cases by the teachers. The teachers took effort in treating the student with
disability at par with the normal student.
LIST OF RECOMMENDATIONS
For Government
a. Ensure implementation of PWD Act 1995.
b. Ensure no child is denied admission in mainstream education on the ground of
disabilities.
c. Ensure mainstream schools have teachers trained to deal with children with
disabilities.
d. Facilitate access of students with disabilities to government hostels.
e. Provide scholarships to students with disabilities.
f. Provide right kind of learning materials and books for children with disabilities in
Government schools.
g. Promote understanding that education of children with disabilities is not a charity
issue but rights issue through massive awareness programmes.
h. Make necessary changes in curriculum and examination systems.
For School Authorities
a. Admission – Lay down criterion for admission of children with disabilities in clear
terms and advertise and encourage entry where possible.
b. Ensure trained teachers and Resource rooms are available for children with
disabilities.
c. Children with disabilities should be included in all co-curricular activities.
d. Make necessary changes in terms of physical access to all parts of the school
building.
e. Make necessary arrangement for evaluation/examination of the students with
disabilities.
f. Organize diverse awareness activities to encourage interest in disability issues. The
aim of these programmes should be to sensitize students and all staffs of the
institution.
g. Provide opportunities for students to meet people with a range of disabilities and to
hear and discuss first-hand experiences of mobility problems in the built
environment.
h. Integrate students with disabilities into classes and extra-curricula activities, not least
by making buildings accessible to them.
i. Include staff (full or part time) with disabilities in regular teaching programmes.
j. Appoint trained/sensitive staff to counsel students during studies and to offer career
counseling to them in all stages.
Students with disabilities should have a wider choice in selecting subjects. Students should
be allowed to take up the stream of their choice. Students with disabilities generally are
disallowed to take up Science or even Commerce :the reason being that laboratory
assistance is denied for those taking Science. Some of the students were also denied to
take up Commerce as the board authorities were unsure whether the student would be able
to cope with the syllabus.
During the exams, students with disability (for the visually disabled) should avail the
computer instead of having the help of a writer. This would eliminate allegations that
the writer helps the student.
For inclusion to move beyond words, the students with disability must have access to
opportunities and share the same spaces but like their peers must share the common
resources of the school. Schools have to change their outlook from being mere institutions
that give guidance to inculcating a broader change in the social environment to foster a
just society.
APPENDIX
QUESTIONNAIRE PREPARED FOR THE SCHOOL AUTHORITIES
i. Name of School:
ii. Address of School:
iii. Name & Designation of the Interviewee:
iv. Is your school i Govt. School, ii Govt. aided School, iii Private run
v. Whether the school is: Co-educational All Girls All Boys
vi. Which board is followed by this school? ICSE CBSE WBSC
vii. Admission Procedure:
viii. In your advertisement/notice regarding admission does your schoolmention about enrollment of children with disabilities?
Part I
1. How many children are there in the school?
2. How many children among them are with disabilities?
3. What sort of disability do these children have? Kindly Specify;
If yes,a. Locomotiveb. Visualc. Auditoryd. Intellectual functioningIf not, why are these children with disabilities not given admission?
4. Have you heard of “early prevention” of disabilities in general?
5. Are the teachers/ resource persons aware of such disabilities inchildren?
Have they received any training in this regard?
6. Do you know whether our country has a policy on disability?
7. Have you heard of Persons with Disabilities Act, 1995 with regardto education?
If yes, do you know what it states?
8. Are you aware of the National Trust for Welfare of persons withAutism, Cerebral
Palsy, Mental Retardation and Multiple Disability Act, 1999?
9. Are you aware of 3% Reservations of children with disabilities inschools?
10. Are you aware of the Rehabilitation measures to beundertaken by the state for children with disabilities?
11. How has each of the assistance devices mentioned belowhelped the children with disability in receiving education?
Hearing Aid Wheel chair Tricycle Surgical Learning equipments Prothosis, orthosis, pedagogy
12. Have enough policy changes been initiated to integratephysically and mentally challenged children?
13. Are there any special schools in the locality?
14. Are students and teachers aware of the socio-economicdisadvantages/implications of the children with disabilities to helpthem further?
Are there any strong pressure groups for the cause ofdevelopment of virtues such as empathy and compassion towardschildren?
15. Are you aware that “Education of the disabled come underthe Union Ministry of Social Justice and empowerment, buteducation comes under Human Rights Development?
16. Have you faced any problem regarding the definition of‘mental illness’ and ‘mental retardation’ (in case child is mentallyretarded)? What according to you would qualify as illness and what as
retardation? Do you this they are the same? If so, then why?
17. Have children with disabilities experienced any barriersconcerning “physical”, ‘architectural’, and ‘examination system’?
18. Do you think barriers of attitude exist due to lack ofawareness?
19. Do you think there are adequate Government-led specialschools?
If yes, is Government providing adequate structure or specialservices in order to enable children to learn?
20. Do you think Government has allotted enough resources inits budget, taking enough initiatives to keep to its legislation(concerning PWD Act)?
21. Do you agree that inclusive education is a holistic educationsystem that enables development and enriching of all children?
Part II
22. Do you agree that society should adapt to disabled childrenrather than the children with disabilities to be normalized insociety?
23. Should children with disabilities be educated in mainstreamschools (mainstream playgroups nursery schools, education inordinary schools and colleges)?Do you think it is mandatory for children with disabilities to beincluded in regular schools?
Do you believe that children with disabilities should be kept outand be sent to special schools or live in special residential places?
24. Should there be adequate support provided to them for thispurpose?
25. Do you agree that segregation would restrict understandingof each other and that familiarity and tolerance should reduce fearand rejection?
If yes, then why?
26. Do you think segregatory practice is a violation of HumanRights?
27. Do you believe that unless equal opportunities are providedto children with disabilities in India, they will remain invisible,responsibilities of NGOs and private institutions, and remain to betermed underclass?
28. Do you think it is mandatory for children with disabilities tobe included in regular schools?
29. Do parents of majority children persuade them to acceptdisabled children as classmates, given the deeply entrenched socialprejudices?
30. “Special schools are more of a medical intervention”. Are theschools in sync with Social Development Models that respect theRight to Self-esteem of this ‘large’ minority?
31. What kind of restructuring of the community do you believein – a society ‘built to last’ or ‘built to change’?
32. Experts suggest home-based work with children withdisabilities?
Do you agree? If yes, does it become a Human Rights violation?
33. Do you think level of IQ scores (government and doctorsinsist on it) should accounted for while judging if children withdisabilities should be under inclusive/exclusive strategy?
34. Do you believe that children learn best from peer interaction? If yes, then do you believe in depriving “profoundly” disabledchildren from the process of learning?
35. Do you believe that awareness and sensitivity to differenceswill only be possible if all children live, learn and play together andunderstand sharing and collaboration?
36. What according to you is the best for the development of achild with disability 1. going to a special school 2. going to anregular school
37. Do you think that the school buses should have ramps?
Part III
38. Have any special services been provided to these children tomake their studies or learning easier in your school?
39. Are counseling services provided to children with disabilities?What is the examination procedure for children with disabilities?
40. Is the school doing anything about professional rehabilitationor assistance towards children with disabilities?
If yes, then to what extent?
41. Has a teacher with disability been employed in the school?
42. Is it mandatory for children with disabilities to have aCertificate while seeking admission?
43. Have any NGOs referred children with disabilities to theschool?
If so, who are those NGOs? Kindly Specify.
44. Have there been any plans that have been followed withrespect to Sports, Recreation and Cultural activities of children withdisabilities?
If not, why, and for what reason? Please specify.
45. Are the teachers trained and oriented in interacting andproviding assistance to children with disabilities?
If yes, please specify in what areas and how.
46. Are children with disabilities regular to school? If no, then have there been any efforts taken to motivate thesechildren to be regular to school?
47. Do the majority of the regular children interact with childrenwith disability?
48. Do peers tease children with disabilities? Have teachers taken any actions in order to discourage this?
Are you interested in organizing and participating in awarenessprogrammes?
49. Should special training be given to general teachers to equipthem to deal with special children?
50. “Within their own families children with disabilities still dohide”. Have main-stream schools done much in order to result ingeneral acceptance of these children and thus encourage them toattend school?
51. “The 93rd Amendment to Constitution (86th) has made itmandatory for Government to provide free and compulsoryeducation to “all” (includes children with disabilities)”.
Are you aware of this? If yes, have you implemented it? If not, why not?
52. Persons with Disabilities Act come under three main sectors –Prevention, Rehabilitation, and Integration – is your child availingof all the opportunities?
If not, the how is your child deprived?
53. Is there any scope for your Curriculum to be changed fromtime to time from the perspective of special children
The Questionnaire Prepared For The Students With Disabilities
Who Attended Mainstream School
INTERVIEWERS PLEASE MENTION THESE POINTS TO ALL PARTICIPANTSBEFORE STARTING THE INTERVIEWS-
All information collected for this survey will remain confidential.The participants are free to give information without beingfrightened of their names being used for advocacy work, withoutasking their permissions.
The participants can skip any questions if they do not want toanswer it.
The participants can add any information they feel like on anyother aspects of their lives which is not relevant to study oninclusive education.
Background Information
Name :Gender :Address :Nature of disability :Is the disability since birth? : If no, then when and how was itacquired :
Education
School : Board :
What made your family choose this school?:
How was the admission procedure?
Do you know about the PWD (People with Disability) Act?
Was your school aware of this act?
Are you aware of the Government scholarships offered to studentswith disabilities?
Did you receive any scholarshipGovernment : Other :
Infrastructure
Did the school offer hostel facilities?
Describe infrastructure of the school? Did you face problemsmoving around?
In this regard questions were asked pertaining to the accessibilityof class rooms, he laboratory and the wash rooms.
Were there times when you had to make any compromises?
Was commuting to school difficult? What transport did you makeavail of?
Was computer education available at your school? Did you enjoy it?
Vocational education? What do you have to say for that?
Teaching Methodology/ Curriculum/ Resource
What was the teaching procedure?
Here questions regarding the comfort level of students vis a visthe teaching methods were asked.
Did you get individual attention from the teachers? If so in whatways?
Do you believe that the present curriculum has benefited you? Doyou want to include any changes in the curriculum?
How was the system of examination? How did you face it? Do youthink it was an unnecessary pressure created? Were there specialconcessions made for you?
Were there regular systems of evaluation? i.e. Tutorials andassignments?
Did the institution provide you with any kind of extra resource?
How did you cope with the changing syllabus of middle and highschool?
How did you handle your first board exam? What was your score?
Was there a constant variation in your performance or was itstable? How did you perform throughout school?
What stream did you take up in +2? Why?
Could you cope well with the new syllabus? Was it difficult?
Social Interaction
What was your relationship with your classmates? Are you still intouch with them?
Did you participate in any co-curricular activities in school andotherwise?
As you gradually moved from primary to middle school, behaviourof the teachers and mainly peer group, was it consistent?
Did you change school after class X?
If yes, why? How did you face the new situation? In what way wasit different from your previous school? Was the attitude of thepeople any different?
How did you sail through higher secondary board exam? Whichboard?
Do you have any personal experience which is the hallmark of yourschool life?
What about higher studies?
Were there any other students with disabilities in your school?What was your experience with them?
Do you feel that during your years in school, the institution waschanging their strategy or approach towards you?
Did they recognize your talent? Nurtured it?
Were you assigned any responsibilities? Like a prefect or amonitor?
Attitudinal
How has your family support been?
Do you fell students with disabilities go to mainstream school orspecial schools?
Would you recommend other students with disabilities to studyin your school?
Would you like to join CRY- Sruti disAbility Right Centre’s jointcampaign on inclusive education?
Acknowledgements
The report would not have been possible without the efforts of thevolunteers of Child Rights and You (CRY) and Sruti disABILITY Centre.The following volunteers have to be thanked for their contribution in themaking of the report:DEBPARNA SIRCARINDIRA BASU ROYMANDEEP PLAHAMITHU THAKURNEHA SARAFPOULAMI SAHAPROMA BASURAMANIKA NANDYRIDDHI KOTHARISANJEEV PILLAYSASWATI DEBNATHSAPTARSHI MONDALSIDDHARTA GHOSESULAGNA GANGULYSUKANYA BHOWMICK
CRY AND Sruti disability Centre would also like to thank the schoolauthorities the students and the parents who gave up their time toallow us proceed with the survey.