Abstract
Purpose: The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators. Method: Sample of 40 special schools mentally challenged children and 40 Government schools under inclusion education system mentally challenged children of both gender participated.Similarly10 teachers of five special school and 10 teachers of five govt. school under inclusion education system. Measures used were self-made questionnaire. Result: Percentage revealed that Governmental facilities and availability of special educators significantly differ between special schools and Governmental schools under inclusion education structure. Contribution of the Research: After implementation of right to education act, education becomes the fundamental right of each and every child. Article 21-A included disabled children in this act. The contribution of the study is to betterment of Governmental facilities for all mentally challenged children of both schools and maintain proper ratio in class between special educator and mentally challenged children. Therefore the study enlightens more awareness among society about inclusion education system for mentally challenged children.
Highlights
The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators
From the above comparative chart it can be understood that all the parents and teachers of government schools has agreed or said yes that these government schools provide inclusive education facilities to M.R. children
From the above comparative chart it can be understood that this chart is made for to access availability of government facilities among M.R. children according to parents and teachers of both types of schools. 5% parents of government schools get governmental facilities and 955 do not get any facility
Summary
The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators. The contribution of the study is to betterment of Governmental facilities for all mentally challenged children of both schools and maintain proper ratio in class between special educator and mentally challenged children. The study enlightens more awareness among society about inclusion education system for mentally challenged children. Mental retardation (MR) is a developmental problem manifested during a child’s years of development (i.e. 0-18 years old) It is a condition whereby a child’s intelligence and adaptability are significantly below the average level of his peers. Comparison of Educational Facilities of Mentally Challenged Children of Special School and Government School in Kolkata. Hereditary factors or chromosomal abnormalities: in the rarest cases, abnormalities with the X or Y chromosomes may cause disability. 48 XXXX and 49 XXXX syndromes affect a small number of girls worldwide, while boys may be affected by 47 XYY, 49 XXXXY or 49 XYYYY
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