The professional orientation, whether medical or welfare, is primarily a technical one which sees the problem as belonging to the individual with a disability and which needs to be clinically ‘repaired’ or fixed, rather than seeing the primary source of exclusion and discrimination as being based outside the individual with a disability. The responsibility for 'caring' for disabled people has thus generally fallen on specialized, segregated institutions funded by government and/or civil society. There has been little or no commitment to addressing disability in other areas of governmental responsibility. In case of CWSN most of the school has limited themselves within the medical checkups only. We look in to the table the role of the head master is excellent in encouraging the positive acceptance of children with special needs in the school. In case of the general teacher those who have attended the training are good in assessing the child’s current level of functioning based on his/her classroom performance and work samples and learning the use of aids and appliances to be used by these children, i.e., handling of the equipment but area has to be improved in the modification of teaching and learning material in the context of learner needs. The objective of the present study to assess the opportunities being provided to CWSN in the school and the peer group attitude towards the CWSN of Chhattisgarh state mainly Bastar and Durg District. It was observed the peer also are not much sensitized towards helping the CWSN often in the village it is seen that the person with disability is know by his disability and when the name is called it is well associated with his impairment that does not sound good and it is imitated by the children in the village.
Cite this article:
Anand Murti Mishra. Assessment of Facilities and Opportunity being provided to Children for Special Needs of Chhattisgarh. Res. J. Humanities and Social Sciences. 2019; 10(2):739-743. doi: 10.5958/2321-5828.2019.00121.9