India is striving for universal enrolment up to secondary level in schools. The planning documents reveal that Net Enrolment Ratio (NER) is more than 100 percent whereas Gross Enrolment Ratio (GER) is less than 100 percent in elementary education. The paper analyses the data on disability in schools as reported under Unified District Information System of Education (UDISE) . The data has been collated since 2010 on eleven types of disabilities under UDISE. The data reveals the pattern of enrolment and drop-out of CWSN. The paper also tries to find the pattern of enrolment and drop-out of SLD children as it is hidden disability and misses the attention of educational planners. The findings reveal that drop-out of CWSN starts from class Vth onwards. It reaches up to 80 percent in sr. secondary stages. Similarly drop out of SLD children is less in lower classes but very steep in sr. secondary classes. It is as high as ninety percent from year one to year four. It also reveals that drop-out percent increases in higher classes compared to lower classes. These findings are significant to examine existing policies for access and retention in schools. The findings are also significant to modify teaching learning strategies, evaluation provisions and incentives schemes in light of the findings. It is reported that children with disability are getting enrolled but not being retained in the schools. The paper would help educational planners to build inclusive education in India.
Veera Gupta, National University of Educational Planning and Administration – New Delhi, India
Stream: Education and Social Welfare
This paper is part of the ECSS2016 Conference Proceedings (View)
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