Divyangjan Empowerment

DIVYANGJAN EMPOWERMENT
(Inclusive, Equitable & Quality Education)

I) Introduction

As per Census 2011, in India, out of the 121 Cr population, about 2.68 Cr persons are 'disabled' which is 2.21% of the total population. As per mandate of NEP 2020, in this era where ‘inclusive development’ is being emphasized as the right path towards sustainable development, focused on taking initiatives for the educational rehabilitation of disabled persons.

II) Addressing Rehabilitation Services:

Presently we are running various UG, PG & research level courses  (DEd, BEd & MEd Hearing Impairment) under Special Education department wherein we  are   generating teachers to promote and facilitate full and equal enjoyment of rights and fundamental freedoms of students with special needs (Divyangjans).

Subsequently, to achieve the national goal of Universalization of Elementary Education (UEE) and to achieve the Millennium Development Goals (MDG) the department aims to develop knowledge, skills and desirable attitudes among the teacher trainees for which exposure to hands on practice is provided in our own Model School “ Badhir VidyalayaJamunipur, Prayagraj.

In order to facilitate Inclusion of the differently abled students exposure is also provided at “Balika Inter College”, Prayagraj to blossom their talents to their fullest extent..

University’s campus is build up in such a way that conducive and barrier free environment could be provided specially to PwD’s (Divyangjans). In continuation to this “Divyangjan Bhawan” is being constructed wherein all round services shall be provided to Divyangjans under one roof.

Facility of Sign language interpreter as well as with the help of sophisticated Audiological equipments installed in a acoustically treated room Audiology services along with speech therapy is being provided to children with special needs (CWSN) for fostering their speech and language skills.

We ensure the availability of services and disabled peoples’ awareness of the services, including those in rural and remote communities, is essential to improving access. Where services do exist people with disabilities may encounter a range of physical, communication, information, and coordination barriers when they attempt to access health care service.

III) Progressing towards achieving  SDG 4:

The global report on inclusive education presents the work and views of the International Disability Alliance (IDA) on how to achieve Sustainable Development Goal 4 (SDG4) – ensure inclusive and equitable quality education and promote lifelong learning opportunities for all – in compliance with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), especially respecting its Article 24 on the rights of all learners with disabilities.

A critical message of this report is that an inclusive education system is the only way to achieve SDG 4 for all children – including children and youth with disabilities – whomever and wherever they are.