Safety and Security of CWSN
Instead of talking of the international standards, slogans and tag lines like IDPD, Inclusion Matters, Disability Rights, Equity and Equality, Equal Opportunity, Accessible World, Together we Can and Celebrate Abilities, let us check about the safety and security concerns of the CWSN in our schools and how much we are doing for their basic fundamental right that is the Right to Education [Article 21(A)].
Schools are entrusted with the responsibility of creating the citizens of tomorrow. All Students deserve school environment that is safe, inclusive and supportive. A safe and secure environment is a prerequisite for effective learning and teaching process. This includes safety & security from any kind of abuse, violence, psycho-social issue, disaster (natural and manmade).
Safety: A state in which hazards and conditions leading to physical, psychological or material harm are controlled in order to preserve the health and well-being of individuals and the community.
Security: It is a condition that is created taking measures in coordination with concerned people to make the environment free of crime, violence and injury. Arnold Wolfers said, “Security in any sense, measures the absence of threats to acquired values and in a subjective sense, the absence of fear that such values will be attacked”.
The concept of security has remained a slippery idea hence meant different things to different people at different times. The subject of security was dominated by the idea of school security, in the past, and was largely defined in terms of threat of natural hazards. The focus of every school used to be on the physical infrastructural capabilities that their institution should develop to deal with the threats (Natural hazards). These threats used to come mostly from nature and were not only the threats to the core values of the school but also endangered the lives of staff and students too.
The modern notion that is the human security goes beyond the natural threats and includes a wide range of threats and dangers which a school and its enrolled students face at present. Here the main nexus or true lens is the student and to view school campus, school administration, learning-teaching process, sports, cultural activities and the environment and the security for his/her development. It is an effort to prioritize the safety of the student and to have such policies, strategies and practices which will enhance the student safety and security.
The Children with Special Needs do face many challenges in our school settings. Our schools lack the basic infrastructure to accommodate their needs. More than the physical infrastructure there are attitudinal barriers, financial constraints and many myths which cause much pain to these special need students and influence their safety and security like:
Stereotyping: Stereotyping any special ability as mentally deficient influences the performance and self-image of the student belonging to that ability. Often teachers and the peer students assume that these children are dull, non-serious and incapable hence adversely impact their academic performance but damages the self confidence too.
Physical Abuse: The CWSN face a lot of physical abuse within the school premises. The peers sometimes took advantage of their helplessness and exhibit such behaviour which demotivates these students. Such instances discourage parents from this marginalized community to send their children to schools, which results in high dropout rates.
Denial of Admission: Sometimes the school administration deny admission to the CWSN on the pretext that these students may hinder the smooth progress of other students in the classroom transactions. Discrimination in admission further pushes this disadvantaged section to the fringes.
What is to be done? As a fundamental right of every citizen of nation, the CWSN students too have equal right to education. To get admission and have full access to all the facilities and the processes of education with all respect and dignity, the school leadership, system leadership and the pedagogical leadership must provide them all the necessary facilities so that they may not face any difficulty in the schools and have smooth schooling like:
Barrier Free Access: In order to have easy access to different places, the schools ought to have ramps at the entry gate, classrooms, library, laboratory, conference hall, smart classrooms, toilets, playground, canteen etc. The railings need to be provided on both sides of ramp. The schools must have a well drafted plan for children with visual impairment and low vision so that they could move around safely and independently.
The school should make provision to provide a school map in Braille indicating all the facilities including classrooms, common rooms, library, toilets etc. that may be suitably placed at the main gate of the school or at any other suitable place. The walkway must be leveled and clear of any hung and protruding obstructions and without sharp turns..
Bright colours (preferably yellow) should be used at every change in slope, at the beginning and ending of a staircase for easy recognition. All signage should be in print, visuals and Braille at the readable height of the children. The school/ classroom design should allow the teacher to be able to pay personal attention to the child, including effective positioning and placement, keeping in mind the individual needs of CWSN.
Curriculum: Use of teaching strategies including signs & gestures and use of teaching learning material as per the needs of varied needs of CWSN. Adaptation and accommodations needs to be made in IEP and procedures for assessment. Availability and accessibility to teaching learning material within the class rooms to be ensured. Use of peer support effectively to ensure increased participation of CWSN in schools. Use of enabling technologies to meet the needs of CWSN.
Role of HOIs:At its core, inclusive schooling is the ideal schooling. Students come to school with unique sets of experiences, backgrounds, challenges and strengths. It is the responsibility of the HOI to provide them the sense of safety and security, an effective learning experience and equal opportunities to succeed. To create an inclusive school, the HOI must focus to implement the strategies that support meaningful and accessible learning for all students and promote a sense of belonging and inclusive culture to foster student success.
Need of the hour: There are three main themes of Inclusion Education from the learner’s perspective: i) Presence: All students get equal access in enrollment. ii) Participation: All students take part in all aspects of school life (e.g., both curricula and extra-curricular activities). iii) Learning: All students learning needs are recognised and met. All the learners may get judged as per their capacities and capabilities hence stereotypes and prejudices are completely erased and the safety and security of the CWSN may get the proper attention.
Masood Ali Mir is Sr. Academic officer SCERT-JK
