Inclusion of Children with Intellectual and Multiple Disabilities: A Community-Based Rehabilitation Approach, India

Lakhan, Ram (2013) Inclusion of Children with Intellectual and Multiple Disabilities: A Community-Based Rehabilitation Approach, India. Journal of Special Education and Rehabilitation, 14 (1-2). pp. 79-97. ISSN 1409-6099

[img] Archive
007.pdf - Published Version
Available under License Creative Commons Attribution.

Download (444kB)
Official URL: http://doi.org/10.2478/v10215-011-0035-1

Abstract

Background: Inclusion of children with intellectual disabilities (ID) and multiple disabilities (MD) in regular schools in India is extremely poor. One of the key objectives of community-based rehabilitation (CBR) is to include ID & MD children in regular schools. This study attempted to find out association with age, ID severity, poverty, gender, parent education, population, and multiple disabilities comprising one or more disorders cerebral palsy, epilepsy and psychiatric disorders with inclusion among 259 children in Barwani Block of Barwani District in the state of Madhya Pradesh, India. Aim: Inclusion of children with intellectual and multiple disabilities in regular schools through CBR approach in India. Резултат: Инклузијата беше овозможена за гра­нични случаи 2 (66,4%), лесни 54 (68,3%), уме­ре­ни 18 (18,2%) и на возраст од 5 до 12 го­ди­ни 63 (43%); на 63 (30,6%) деца што живеат во сиромашни семејства, несиромашни 11 (18,9%); од необразовани родители 52 (26%), со основно образование 11 (65%), со средно учи­лиште 10 (48%), со гимназиско об­ра­зо­ва­ние 0 (0%) и дипломирани 1 (7%); женски 34 (27,9%), машки 40 (29,2%), племенски 40 (28,7%), неплеменски 34 (28,3%); со ком­би­ни­ра­ни пречки со церебрална парализа 1 (1,2%), епи­лепсија 3 (4,8%) и психијатриски на­ру­шу­ва­ња 12 (22,6%) им беше овозможено ин­клу­зив­но образование. Забележана е значајна раз­ли­ка во инклузијата меѓу ИП-категориите (c2= 99,8 p < 0,001), нивото на сиромаштија (c2=3,37 p 0,044), образованието на родителите (c2=23,7, p < 0,001), КП со ЦП (c2=43,9 p < 0,001) и со епилепсија (c2=22,4 p < 0,001). Result: Inclusion was possible for borderline 2(66.4%), mild 54(68.3%), moderate 18(18.2%), and age range from 5 to 12 years 63 (43%). Children living in poor families 63 (30.6%), not poor 11(18.9%), parental edu­ca­ti­on none 52 (26%), primary level 11 (65%), midd­le school 10 (48%) high school 0 (0%) and bachelor degree 1(7%), female 34 (27.9%), male 40 (29.2%), tribal 40 (28.7%), non-tribal 34(28.3%) and multiple disabled with cerebral palsy 1(1.2%), epilepsy 3 (4.8%) and psychiatry disorders 12 (22.6%) were able to receive inclusive education. Sig­ni­ficant difference in inclusion among ID ca­te­gories (c2=99.8, p < 0.001), poverty (c2=3.37, p 0.044), parental education (c2=23.7, p < 0.001), MD CP (c2=43.9, p < 0.001) and epilepsy (c2=22.4, p < 0.001) were seen. Заклучок: Инклузијата остварена преку РЗЗ е мож­на и прифатлива во сиромашните рурални сре­ди­ни во Индија. РЗЗ може да ја олесни ин­клу­зи­јата на децата од категоријата на гра­нич­ни­те случаи, од лесната и умерената ка­те­го­ри­ја со вклучување на нивните родители, на нас­тав­ниците и претставниците на заедницата. Conclusion: Inclusion through CBR is feasible and acceptable in poor rural settings in India. CBR can facilitate inclusion of children with borderline, mild and moderate categories by involving their parents, teachers and community members.

Item Type: Article
Subjects: L Education > LC Special aspects of education
Depositing User: Prof. Dr. Vladimir Trajkovski
Date Deposited: 08 Jun 2015 13:17
Last Modified: 08 Jun 2015 13:17
URI: http://eprints.jser.fon.edu.mk/id/eprint/49

Actions (login required)

View Item View Item