INTRODUCTION:

Disability is often viewed as a deficit, a negation of what a “normal” life should be, and the experience of disability has often elicited extreme discomfort, fear and superstition in all types of societies- ancient and modern. This ignorance and fear in its extreme forms has often resulted in conscious and unconscious denial and extinction of disability, not only in fascist and Victorian era but also in democratic societies where disability was and still is something to be ashamed of and hidden.

There are 3 types of dimension to view the disability based on the dimension and view the facilities and provisions is provided to the differently able person so it is worth to know the view these are the medical model, charity model and the last one is the Social and Human Rights Model Human rights.

The Medical model of Disability views disability as an individual affliction that can be cured or alleviated by means of specialized professional intervention. Thus, disability has historically been regarded predominantly as a health and welfare issue and state intervention has, therefore, largely been channeled through medical and welfare institutions. 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.

OBJECTIVES OF THE STUDY:

1. To assess the opportunities being provided to CWSN in the school and

2. The peer group attitude towards the CWSN of Chhattisgarh state mainly Bastar and Durg District.

REVIEW OF THE LITERATURE:

Baquer and Sharma (1997), have pointed out that: separate special education systems lead to social segregation and isolation of the disabled, thus creating separate worlds for them in adult life. Inclusive education has the potential to lay the foundation of a more inclusive society where being “different” is accepted, respected and valued. The school is the first opportunity to start this desirable and yet difficult process. It is difficult because it is wrought with fears and apprehensions on the part of parents, teachers, and other children.

The World Bank Report (2007), reported that, educational attainment and attendance of the Children with disability were very poor and far below than the national averages. Data suggests that people with disabilities have much lower educational attainment rates, with 52 percent illiteracy against a 35 percent average for the general population.

Krishnaswamy and Shankar (2003), point towards differentiated instruction as an approach for the teacher to weave individual goals into the classroom content and instructional strategies.

Valmiki (2003), emphasizes culture specific pedagogy and culturally responsive teaching as major initiatives in making education culturally inclusive.

According to Malhotra (2003), teachers should be provided flexible syllabi, which would give them more time and freedom.

Evans (1997), giving a description of the theoretical elements and assumptions related to structuring the curriculum for pupils with learning difficulties points out that since learning is a social process and involves the structuring of knowledge, it calls for the teacher's mediation between the child and the environment.

Visser and Krosnick (1998), found they are not fixed for life and can be remoulded or even reversed from negative to positive attitudes.

Wilton and Vakilrad (1993), found that girls were more positive towards children with ID than boys were. Attitudes can also be affected by age for example.

AREA OF STUDY:

The study has been conducted in two district of Chhattisgarh state, the block in which study had to be undertaken were selected through lottery methods. There are 7 blocks in Bastar district and 3 blocks in Durg District. Bastar district is having 2492 CWSN (Children with special needs) enrolled whereas Durg district is having 2351 number of CWSN as per the records of the current financial year 2014-2015.

RESEARCH METHODOLOGY:

The collection of primary data collected through interview schedule, observation and focus group discussion.

Area and sample collection of Data
District	Name of the Block	No of school taken	Teachers interview	CWSN	Parents interview	FGD
Bastar	Bastar	10	10	20	20	4
	Bakawand	10	10	20	20	4
	Bastanar	10	10	20	20	4
Durg	Dhamdha	10	10	20	20	4
	Durg	10	10	20	20	4
Total		50	50	100	100	20

RESULT AND DISCUSSION:

As a part of awareness In order to bring about attitudinal and behavioral change in the community and the parent towards CWSN children widespread awareness program on, the need, importance and potential of children with special needs has been organized based on various modes like ma-beti mela, bal sammelan, and through print and electronic media, success stories etc. The impact of such program fights against the barrier which prevents children with special need from coming to school.

Table no 1. Toilet inside the school for CWSN.

Code	Variable	Frequency	Percentage
1	Yes	8	16%
2	no	42	84%
	Total	50	100

The table reveals that 16% of schools only has standard toilet and being used by the CWSN and toilet is fitted with commode and grab-rails whereas 84% do not have

Table no 2. Whether the drinking water facilities is in accessibility of CWSN

Code	Variable	Frequency	Percentage
1	Drinking facilities in accessibility of CWSN	5	5%
2	Drinking facilities is not in accessibility of CWSN	95	95%
	Total	100	100%

Table no 2 Reveals that 5 % of school are having drinking water outlet which is accessible to CWSN where as 95 % of school has the provisions of drinking water but not in the accessibility of the CWSN. The drinking water provisions for the CWSN and that has to be in the accessibility of the CWSN here in case of the study area only 5% of school has the provisions of drinking water outlet for CWSN and kept in the accessibility of CWSN and avoided sharp turns in the walkways. It is a kind of positive sign that in the case of clearing walk ways of any hung and protruding

Table no 3. Health checks up facilities in the school for CWSN.

Code	Variable	Frequency	Percentage
1	Yes	91	91%
2	no	10	10%
	Total	100	100

The table reveals that out of 100 CWSN 91 children said that they receive medical checkup facilities in a regular basis and 10 said the services are not regular. Health is the most ingredient element for the survival of the CWSN as well for everyone. The health issue of the CWSN should be more focused with the visit of specialist doctors but it depends on also the availability of doctors. As a part of medical checkup the school has tried it best to do comparatively well .91 % children undergone through regular health check up and treated for their illness and normal diseases but it was really a matter of concern that it was found that the specialist doctors never visits the CWSN in the school.

Table no 4. Whether the electricity is favorable for study on not

Code	Variable	Frequency	Percentage
1	Favourable electricity	67	67%
2	Not favourable electricity	33	33%
Total		100	100

Table no 4 reveals that 67 % of school has favorable electricity facilities where as 33 % of school does not have in the study area. Electricity is one of the most important element which helps in adopting all sort of Modern new tools and technique in the education of CWSN so it has to be in priority. The graphical presentation says that only 67% of schools are having favorable electricity where as the 33% of school does not have. When we see the curriculum for the CWSN it is observed that there is a need of improvement in the adaptation and accommodations which has to be made in procedures for assessment, use of teaching strategies including signs & gestures and use of teaching learning material as per the needs of varied needs of CWSN .The availability and accessibility to teaching learning material within the class rooms has to be ensured.

Table no 5. Attitude of Peer towards CWSN

Code	Variable	Frequency	Percentage
1	yes	60	60%
2	no	40	40%
Total		100	100

Table no 5 reveals that that the peer attitude has not brought a laudable change in the CWSN because 40% of CWSN says the attitude of the peer is not apathetic. As a part of responsibility under SAS the head teachers the general teacher and the peer has an important role in the education of CWSN. Their roles are described briefly below which will spell out their performance.

Table no 6.What kind of support they need from the school.

Code	Variable	Frequency	Percentage
1	Conducive atmosphere	30	30%
2	Well designed classroom and trained teacher who better understand the feelings of CWSN	20	20%
3	Facilities of everything like water food cloth equipments in time and even comfortable bed for sleep	50	50%
	Total	100	100%

Table no 6 Reveals that 30 % of CWSN child expect that the atmosphere of the school has to be conducive 20% says the class room has to be well designed and they should have good and trained teacher who should understand their feeling emotion perception.

CONCLUSION:

From the above analysis it could come to a conclusion that how far the CWSN is in the priority and what kind of contribution contributed from the three significance player .If 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 as well Keeps a record of the visits made by resource teachers to their school but Organizing the delivery of resource support required by the child and providing Suggestion ways to adopt the evaluation system according to the needs of CWSN is not up to the mark that’s needs improvement in addition in the area of motivating general teachers to adopt good pedagogical practices conducive to the learning Of children with special needs is also a lacking area which has to be improved. 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, There was a gap in the Collaboration with the resource teacher to make necessary modifications in the classroom and curriculum. As a part of innovation and use of strategies/instructional interventions which can help the CWSN is not being promoted as a result children with special educational needs could not learn better. 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.

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Received on 20.05.2019 Modified on 30.05.2019

Res. J. Humanities and Social Sciences. 2019; 10(2):739-743.

DOI: 10.5958/2321-5828.2019.00121.9