Vakil, S., Welton, E., & Khanna, R. (2002). Special education in India: The success of a model program. TEACHING Exceptional Children, 34(5) 46-50.
- “Only in the past decade has the Indian government enacted legislation that has empowered children with disabilities and their farmilies” (p. 46).
- “In 1992, India enacted its first piece of legislation related to special education: the Rehabilitation Council of India Act” (p. 46). This act mandated “minimum standards” of education for people who work with individuals with disabilities.
- “…most of the services seem to be provided to children with disabilities through private or nongovernmental organizations, where the family has to pay a fee or depend on charity” (p. 47).
- “Lack of appropriately trained personnel has been one of the many constraints in providing services for children with disabilities in India. Training programs were isolated with little or no collaboration. There were no standard syllabi and little uniformity in the teaching curriculum at various institutions” (p. 47).
- “Though India has passed legislation to meet the needs of students with disabilities, these services have still not been provided to people with moderate to profound mental retardation” (p. 47).
- The school in this article believed that individuals with disabilities (intellectual) can take an active role in society as people who are productive and capable. They also designed their curriculum to be vocational for the most part to ensure that students leave the school with skills to enter the workforce or the community in some meaningful way. They go through the following stages while in the school: (1) basic stage, (2) prevocational stage, and (3) vocational stage.
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