The Hindu : Kerala / Thiruvananthapuram News : Integrate, but with special care

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Wednesday, Sep 03, 2008
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Integrate, but with special care

The revelation that a disproportionate number of mentally challenged children are being admitted in some government schools in Thiruvananthapuram, allegedly to avoid ‘division fall’ has caused concern. The Education Department claims it is borne out of its interest in the welfare of such children. What steps can the government take to make its “integrated approach” work? Our readers respond:

Model for all

This trailblazer of a step taken by the government schools in Thiruvananthapuram to admit mentally challenged children in regular schools needs to be appreciated. This attitude must serve as a model for all. Mentally challenged children do not need separate schools, but special care and concern. In our country, it is more practical to supply necessary equipment to existing schools than to build a new school itself. The government should support this healthy mingling.

Stephen Robert

Thiruvananthapuram

Different needs

The State’s attempt to admit mentally challenged students in government schools must be lauded. But, its implementation will not be easy since the needs of mentally challenged children are totally different from those of normal ones. Their needs are to be met in a different way. Dealing with the mentally challenged and normal children simultaneously might prove to be an arduous task for teachers too.

Suman Balu

Thiruvananthapuram

Dubious intention

Mentally challenged children need to be given personal attention, so as to make them feel important. One wonders whether money-minded school authorities will be able to do that.

Dayle Vaz

Thiruvananthapuram

A smokescreen

When there are exclusive centres for mentally challenged children, why this irrational step? This is a smokescreen to make good the shortfall of students, which would lead to division fall. To achieve this so-called ‘integrated approach to education,’ the government ought to revamp the syllabus and bring it on a par with global standards.

Ravikumar N.

Thiruvananthapuram

Twin flaws

The shocking instance of admitting children with certain disabilities into the mainstream has highlighted two fundamental flaws in the system. One is how the rule-based approach de-humanises the bureaucracy. The obsession to achieve targets and benchmarks at any cost promotes an end-justifies-the-means approach. The other is that it has exposed the inadequacy of the system to address the learning requirements of children with disabilities.

Educationists, sociologists and psychiatrists across the world have stressed the need to provide an exclusive channel to teach disabled children. Any attempt to force these children into the mainstream educational system is insensitive and tantamount to denial of their rights.

But, every controversy has a positive side. The present episode has provided an opportunity to review the infrastructure for teaching children with special requirements and start teaching cum learning institutions to create a pool of trained teachers. Such institutions should also admit children with disabilities. As these teachers fulfil a vital social need, their emoluments should be attractive so that more people take up the profession.

V.N. Mukundarajan

Thiruvananthapuram

New institutions

The government should realise that mentally challenged children are very different from normal kids, with whom they cannot be expected to cooperate or compete. The authorities have to accept this reality and establish new institutions for such children with tools to help them to understand things better. As someone rightly said “nature is the best teacher.” So let these children learn and grow up in environs in which they are comfortable.

Vivian Richard

Thiruvananthapuram

Teachers matter

Mentally challenged children can be admitted to normal schools, but under the tutelage of efficient teachers, who are equipped to meet their needs. The teachers must conduct awareness programmes for other children about the ‘special ones’ so that they can relate to them, understand them better. Then charity will begin at school.

P. James Raja

Thiruvananthapuram

Just words?

Governments speak, but seldom practise. In this case too, the State government has made a loud statement. Is this a case of selfless service? Will these children be properly taken care of in alien environs?

Merwyn Fernandes

Thirunvananthapuram

Point to prove

With proper implementation of this plan, the State government can prove that mentally challenged children are not a hindrance. The recognition itself will bring them great joy. However, only selfless service and commitment on the part of teachers and parents will instil in them the feeling that they ‘belong.’

M. Christu

Thiruvananthapuram

Accepting them

Mentally challenged children need to be accepted in society. This approach marks a big stride towards that goal. In this context, it is imperative that normal students are made aware of the ‘special’ lives of these children. To make this proposal more effective, well trained teachers, who can cater to the needs of these children, have to be appointed.

Sudhir

Thiruvananthapuram

A criminal offence?

If ‘division fall’ is the primary reason for admission of disproportionate number of mentally challenged children, this must be treated as a criminal offence, as this is the highest neglect the authorities can show to this group. What is essentially needed is an analysis of division fall. If causes are known, solutions can be suggested. This could be due to reasons like incompetent teachers, absence of primary facilities for teachers and students, inconvenient location, ill equipped libraries and laboratories and finally lack of demand. All these except the last can be easily addressed, if the Education Department officials can spare some time. Only when teachers inspire students do they crowd to schools, government or private. If adequate demand for such schools can be created by rejuvenating the team, this problem can be sorted out.

If the intention is indeed integration of education, the issue can be handled in a different way. An atmosphere has to be created in which the more fortunate students spend some time daily, with the less fortunate. Both parties will benefit from this. Let us not forget that the line between sanity and insanity is narrow, and even those who are mentally sound can develop problems later.

N.R.U.K. Kartha

Thiruvananthapuram

Right move

There is nothing wrong in admitting mentally challenged children to common schools. Health professionals opine that a friendly and co-operative attitude towards these children helps them to mingle with others. In this context, the move to admit special children with others in a school in Thiruvananthapuram is a welcome step. Their mental, as also physical nature, will develop as a result of this.

At the same time, this should not be for accommodating these children in specified schools to avoid “division fall” or “just for the sake of students.” It should be for a humanitarian purpose. It should be people-oriented and the government, school authorities and the local panchayats should be solicitous about the welfare of these children.

S.N. Thiruvazhiode

Poonithura

Special care needed

If mentally challenged children are to be integrated with the rest, the percentage of mental retardation should be measured by a doctor. The doctor should issue a certificate clarifying whether a child is fit for integrated education or not. In most cases, mentally challenged children will have bodily ailments too and they require special attention. In some cases, such children will be aggressive too.

Is it right to forcefully integrate them with other children?

Even if there is a specialist teacher there are chances that these children will be marginalised. Creating teaching jobs at the cost of these children is a sin. These schools should be run by the education and health departments jointly.

Kurian Jacob A

Chavakkad

Grim consequences

There is no doubt that mentally retarded pupils deserve special attention and coaching. This proposal, to teach them in schools meant for normal children, has no justification. The target group deserves coaching by teachers trained suitably.

If mentally challenged pupils are allowed to mingle with normal ones unpleasant situations might result. They might be ill-treated, harassed. Teachers of regular schools will be in no position to prevent such situations. So, it is imperative that mentally challenged children are given special attention and care by engaging trained teachers.

J.M. Rahim

Thiruvananthapuram

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