{"id":15035,"date":"2022-07-27T18:56:57","date_gmt":"2022-07-27T13:26:57","guid":{"rendered":"https:\/\/manovikasfamily.org\/gyanshala\/?p=15035"},"modified":"2023-06-08T20:10:28","modified_gmt":"2023-06-08T14:40:28","slug":"probable-areas-of-research-in-special-inclusive-education","status":"publish","type":"post","link":"https:\/\/manovikasfamily.org\/gyanshala\/probable-areas-of-research-in-special-inclusive-education\/","title":{"rendered":"Probable Areas and Trends of Research in Special\/Inclusive Education-Dr Alok Kumar \u201cBhuwan\u201d, Managing Secretary, Manovikas, Delhi"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"15035\" class=\"elementor elementor-15035\" data-elementor-post-type=\"post\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3ef50d7 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3ef50d7\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3e5470a\" data-id=\"3e5470a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-60c442b elementor-widget elementor-widget-text-editor\" data-id=\"60c442b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h1><span style=\"font-weight: 400;\">1. Preambles\u00a0<\/span><\/h1><p><span style=\"font-weight: 400;\">Globally, there are millions of children living with disabilities in the world. In India, <\/span><b>National Statistical Office conducted the Survey of Persons with Disabilities its 76th round (July \u2013 December 2018)<\/b><span style=\"font-weight: 400;\"> to estimate indicators of incidence and prevalence of disability, cause of disability, age at onset of disability, facilities available to the persons with disability, difficulties faced by persons with disability in accessing\/using the public buildings and public transport, arrangement of regular caregiver, out-of-pocket expenses relating to disability, etc. However, children with disabilities in India have traditionally been marginalised within or excluded from schools because of their apparent difficulties. \u2018Persons with Disabilities (Divyangjan) in India- A Statistical Profile: 2021\u2019 after the 76th round of the National Statistical Survey indicates the <\/span><b>education level among persons with disabilities<\/b><span style=\"font-weight: 400;\"> are as under:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Among persons with disabilities of age seven years and above, 52.2 per cent were literate.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Among persons with disabilities of age 15 years and above, 19.3 per cent had the highest educational level, secondary and above.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Among persons with disabilities aged 3 to 35, 10.1 per cent attended preschool intervention programmes.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The percentage of persons with disability of age 3 to 35 enrolled in ordinary school was 62.9 per cent.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The percentage of persons of age 3 to 35 years with a disability who ever enrolled in Special School among those who were not enrolled in ordinary school or were enrolled in regular school but were not currently attending was 4.1 per cent.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">The National Education Policy (NEP) 2020 highlights equitable and inclusive education: <\/span><b>\u2018Learning for All\u2019<\/b><span style=\"font-weight: 400;\">. It was observed that the overall <\/span><b>enrolments in schools are declining steadily from Grade 1 to Grade 12<\/b><span style=\"font-weight: 400;\">. This enrolment decline is significantly more pronounced for Socio-Economically Disadvantaged Groups (SEDGs). There are even more significant reductions for female students within these SEDGs and often even steeper in higher education.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">UN Convention on the Rights of the Child (1989) required radical changes to traditional approaches to provisions for children with disabilities. One year later, the <\/span><b>1990<\/b><span style=\"font-weight: 400;\"> World Conference on Education for all focused on a much broader range of children with disabilities who may be excluded from or marginalised within education systems. This conference declared that inclusive education is the only means to achieve the <\/span><b>\u201cEducation for All\u201d<\/b><span style=\"font-weight: 400;\"> goal.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The subsequent international documents reaffirmed this trend. For example, in the Convention on the rights of persons with disabilities (2006), disabled persons should be able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others through <\/span><b>reasonable accommodation<\/b><span style=\"font-weight: 400;\"> of their disabilities.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The Rights of Persons with Disabilities Act, 2016 defines inclusive education and sets provisions that the appropriate Government and the local authorities shall endeavour that all educational institutions funded or recognised by them provide <\/span><b>inclusive education to children with disabilities<\/b><span style=\"font-weight: 400;\">. It also guides the training of professionals and staff to support inclusive education at all levels of school education.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">This paper talks about innovative and recent trends for exploring the education of children with disabilities. The researchers may introduce the movement from special education to inclusive education and moving from isolation to inclusion and provide that solutions must focus on prevention, cure and steps to make these children as normal as possible.<\/span><\/p><h1><span style=\"font-weight: 400;\">2. Broaden the Horizon of Special Education Zones (SEZs)<\/span><\/h1><p><span style=\"font-weight: 400;\">The education system in India is constantly changing due to legislation, policies and education frameworks. The <\/span><b>NEP 2020 talks about Special Education Zones (SEZs)<\/b><span style=\"font-weight: 400;\"> based on socio-cultural identities for <\/span><b>Socio-Economically Disadvantaged Groups (SEDGs)<\/b><span style=\"font-weight: 400;\">. SEDGs are broadly categorised based on\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">gender identities (particularly female and transgender individuals),<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities),\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">geographical identities (such as students from villages, small towns, and aspirational districts),\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">disabilities (including learning disabilities and intellectual and developmental disabilities (IDD)), and\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">socio-economic conditions (such as migrant communities, low-income households, children in vulnerable situations, victims of abuse or trafficking, orphans, including child beggars in urban areas, and the urban poor).\u00a0<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">It can be challenging for general and special educators, school counsellors and psychologists, administrators and practising clinicians to keep up with these changes and be current in all areas relating to special education. The special education literature knowledge base should reflect these changes; however, there is no current resource that effectively and comprehensively does this. The purpose of &#8220;Probable Areas and Trends of Research in Special\/Inclusive Education&#8221; is to fill this void by providing detailed areas of active research and current scenarios <\/span><b>based on policies<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p><h1><span style=\"font-weight: 400;\">3. Probable Research Areas in Special\/Inclusive Education<\/span><\/h1><p><span style=\"font-weight: 400;\">Choosing exciting and probable research areas in Special\/Inclusive Education is your first challenge. There is some general advice for selecting a topic you are interested in! First, the research process is more relevant if you care about your concern\u2014narrow<\/span><b> your topic<\/b><span style=\"font-weight: 400;\"> to something manageable. If your issue is too broad, you will find too much information and be unable to focus. This paper can help you choose and limit the scope of your subject.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The best suggestion is to <\/span><b>think of the who, what, when, where and why questions:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Why did you choose the topic?\u00a0 What interests you about it?\u00a0 Do you have an opinion about the issues involved?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Who are the information providers on this topic?\u00a0 Who might publish information about it?\u00a0 Who is affected by the issue?\u00a0 Do you know of organisations or institutions affiliated with the problem?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">What are the central questions for this topic?\u00a0 Is there a debate about the topic?\u00a0 Is there a range of issues and viewpoints to consider?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Where is your topic important: local, national or international?\u00a0 Are there specific places affected by the subject?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">When is\/was your topic important?\u00a0 Is it a current event or a historical issue?\u00a0 Do you want to compare your case by period?<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">As a researcher, you may have some basic questions about the education of the students in the classroom:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Why are these pupils in a special\/general\/inclusive\/remedial education classroom?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Will I have students like this in my class? I&#8217;m going to be a high school or college teacher.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Are these children called divyang, disabled, differently abled, special, exceptional, or handicapped?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">What does special\/inclusive education mean?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How will I know if some of my students have special learning needs?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How can I help these pupils?<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">One of our goals in research is to answer these questions and address other concerns you may have. Unfortunately, providing satisfactory answers to these queries is not an easy task.<\/span><\/p><p><span style=\"font-weight: 400;\">We have observed among researchers, guides, and special educators that confusion, controversy, and honest disagreement exist about specific issues. Therefore, as you continue your research work, review the literature, acquire some information and data, and gain experience with the samples, you will <\/span><b>develop your personal views and meaningful answers<\/b><span style=\"font-weight: 400;\">.<\/span><\/p><p><span style=\"font-weight: 400;\">The easiest step is to have a <\/span><b>brainstorming<\/b><span style=\"font-weight: 400;\"> session to see what topic is best for the researcher. It\u2019s best to find something that interests the researcher, but the researcher shouldn\u2019t be afraid to leave their comfort zone a little bit. Look at what is happening in the news and see if anything <\/span><span style=\"font-weight: 400;\">sparks a creative burst of thought. Then, make a long list of possible choices and begin the selection process.<\/span><\/p><p><span style=\"font-weight: 400;\">The researcher can start brainstorming on <\/span><b>critical issues<\/b><span style=\"font-weight: 400;\">, like\u00a0 Intellectual and Developmental Disabilities, and create a concise review on matters like\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ageing, retirement, and end of life<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Education<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Employment and economic self-sufficiency<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Health and wellness<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Justice<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Long-term support and services<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Self-determination and self-advocacy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Social inclusion<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Supports for families<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Workforce issues etc.\u00a0<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">You may try for <\/span><b>intersectionality<\/b><span style=\"font-weight: 400;\"> in the research topics like\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Cultural Diversity<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Disability Identity<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Gender Sexuality<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Health Disparities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Legal System<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Mental Health<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Poverty<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">IDD &amp; Race Ethnicity<\/span><\/li><\/ul><p><a href=\"https:\/\/docs.google.com\/document\/d\/1bKD8pkgjmvsl71Varrp06Y7lTkbtSapT6KwNRGrgIj8\/edit#heading=h.a9ikzgnk25wz\"><b>An extensive list is provided as an annexure of this paper<\/b><\/a><span style=\"font-weight: 400;\">, unreservedly recommended for researchers, professionals, governments, NGOs, colleges and universities to start research on these issues.<\/span><span style=\"font-weight: 400;\">\u00a0<\/span><\/p><p><span style=\"color: #1e73be; font-family: 'Roboto Slab'; font-size: 36px;\">4. Setting Trends in Research\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The researchers should understand the need for research, like the example below:<\/span><\/p><p><i><span style=\"font-weight: 400;\">A parent of a 50-year-old son or daughter with a disability born before the first National Policy on Education (NPE) was formulated by the Government of India in 1968. The parents had raised a child in an era before education was a right for children with disabilities. During those eras, diagnosing any disability, predominantly intellectual and developmental disabilities, was regarded as a heavy burden, and the quality of care and life was variable. The information from the studies presented here indicates that, while life for a child with disabilities and their families is very different today from the 1968s, there is still some way to go concerning healthcare, education and complete community acceptance.<\/span><\/i><\/p><p><span style=\"font-weight: 400;\">The <\/span><b>evolving awareness<\/b><span style=\"font-weight: 400;\"> of issues through trend-setting research studies brings with it responsibilities which relate to:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The need for parents of a child diagnosed with a disability, whether prenatally or at birth, to receive accurate information about the healthcare needs of children with disabilities.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The importance of this information being delivered in a non-threatening, balanced, natural and supportive manner.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The reality is that not every child with a disability is sick nor has multiple health problems.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It the importance for people with disability to receive the same healthcare as the rest of the population.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Anxiety about illness and noting that many symptoms experienced by children with disabilities are the same as any other child would experience.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">The importance of research delivering its<\/span><b> findings accurately <\/b><span style=\"font-weight: 400;\">and not overwhelming and frightening families; rather that it be <\/span><b>considerate of the real-life implications<\/b><span style=\"font-weight: 400;\"> of a statistically significant result. <\/span><b>Up-to-date <\/b><span style=\"font-weight: 400;\">research suggestions, on the research horizon, we can identify the ongoing need for some <\/span><span style=\"font-weight: 400;\">suggested topics as<\/span><span style=\"font-weight: 400;\">:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The collaborative teaching approach for teachers who teach special children and how it benefits both children and teachers.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Consider different peer and social interactions for special children in school.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Should special education schools be separate from mainstream schools to build confidence in the kids?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How can teachers help special kids stay away from bullying when in school?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The interaction between students with disorders, delays and other physical impairments and functioning students<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How does it sound for a parent to have a physically lacking kid in certain areas?\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">How can parents of special children ensure their better academic performance and self-confidence?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The free and compulsory right to education for children with disabilities.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Does an inclusive environment help students with disorders or hinder their academic performance?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Students with autism and bullying<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">What are the best practices for special children to learn<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Can mainstream teachers effectively teach special education<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">up-to-date research on fertility, sexuality and relationships?<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understanding implications for managing the dual diagnosis of autism in children and adults with Down syndrome.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">What are speech-language therapists, and how do they work in an inclusive environment.<\/span><\/li><\/ul><h1><span style=\"font-weight: 400;\">5. Sophisticated studies<\/span><\/h1><p><span style=\"font-weight: 400;\">Sophisticated studies also tease the effects of different family environments and individual characteristics to understand better and predict unique risks and needs. Some <\/span><span style=\"font-weight: 400;\">examples of sophisticated research<\/span><span style=\"font-weight: 400;\"> are as below:\u00a0\u00a0\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">They maintain the quality of life for people with intellectual disabilities during end-of-life in India.\u00a0<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">Changing disease patterns and improved life expectancy have resulted in a growing cohort of older India with intellectual disabilities, with the provision of end-of-life care to this group only recently emerging as a priority area.\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Intellectual Disability and Complex Intersections: Marginalisation under India&#8217;s Insurance Regulatory and Development Authority (IRDAI)<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">This research question can meet its aims for people with disabilities who also experience complex social disadvantages.<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Debates about dedifferentiation: twenty-first century thinking about people with intellectual disabilities as distinct members of the disability group<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">Dedifferentiation describes a shift from regarding cognitive impairments as the origin of difficulties experienced by people with intellectual disabilities and, instead, regarding their problems as socially produced and familiar to all people with disabilities.\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Supported Decision Making: Understanding How its Conceptual Link to Legal Capacity is Influencing the Development of Practice<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">The research should aim to help understand the conceptual link between supported decision-making and legal capacity and how this influences practice development. It should examine how the concept has been defined as a process of supporting a person with decision-making; a system that affords legal status; and a means of bringing a person&#8217;s will and preference to the centre of any substituted decision-making process.\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The significance of research to practice during the COVID-19 pandemic<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">The COVID-19 pandemic has brought unprecedented and swift changes to our lives. Threats to health and wellbeing are magnified for people with intellectual disabilities due to individual and social structural factors.\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><i><span style=\"font-weight: 400;\">We are exploring t Finally, the impact of an arts-based, day options program for young adults with intellectual disabilities.<\/span><\/i><\/li><\/ul><p><i><span style=\"font-weight: 400;\">This study should explore the perceived impact of participation in creative art therapy and music-based, day options programs on the social and emotional well-being of young adults with intellectual disabilities.\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Post-school options for young adults with intellectual disabilities in India.<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">This research should examine life after school for young adults with intellectual disabilities in India. But, first, we need to identify a snapshot of the post-school destination after the National Skill Qualification Framework (NSQF) in India.\u00a0<\/span><\/i><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Inclusive citizenship: refusing the construction of \u201ccognitive foreigners\u201d in the twenty-first century.\u00a0\u00a0<\/span><\/li><\/ul><p><i><span style=\"font-weight: 400;\">In such research, we should argue that claims for full inclusion and citizenship for the growing number of people with significant intellectual, cognitive, and psycho-social disabilities are unrealised because of cognitive ableism embedded in law, policy, and social practice that construes people as \u201ccognitive foreigners\u201d, excluded from belonging on this basis.<\/span><\/i><\/p><h1><span style=\"font-weight: 400;\">6. Innovative ideas<\/span><\/h1><p><span style=\"font-weight: 400;\">Innovative ideas in the research are fundamental like:\u00a0\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Cross-Cultural Perspectives\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Quality of Life<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">End-of-Life Care:\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Supervisor Training\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Work Quality and Staff Enjoyment<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Supports Intensity Scale<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Clinical Judgment<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Consent for Self-Advocates and Support Staff<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adaptive Behavior\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching Practical Communication Skills<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Positive Behavior Support\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Behaviour Support Plans\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Health Promotion\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Crisis: Prevention &amp; Response in the Community<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Efficacy of Special Education and Related Services<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Daily Choice Making &#8211; Make my choice\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching Self-Management\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching Problem Solving\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching Goal Setting and Decision Making\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Increasing Variety in Adult Life<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching Students with Severe Disabilities in Inclusive Settings<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching Buddy Skills\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Social Inclusion at Work<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A Family-Centered Approach\u00a0<\/span><\/li><\/ul><h1><span style=\"font-weight: 400;\">7. Research on Support Areas<\/span><\/h1><p><span style=\"font-weight: 400;\">The researchers should also think of doing some research on support areas and support activities like-\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Human Development Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teaching and Education Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Home Living Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Community Living Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Employment Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Health and Safety Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Behavioural Activities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Social Activities<\/span><\/li><\/ul><h1><span style=\"font-weight: 400;\">8. Annexure of suggested issues\u00a0<\/span><\/h1><ol><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Accessing Curriculum<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Accountability Systems<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adaptive Technology<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">ADD\/ADHD<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Anxiety<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Arts Instruction<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Assistive Technology<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Autism<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Blindness\/Deafblindness<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Career Readiness<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Child Find\/Eligibility<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Chronic\/Complex Conditions<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Classroom Management<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Co-Teaching<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Common Core<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Communication Disorders (Deaf\/Hard of Hearing)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Compliance and Ethics<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Cultural Diversity<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Data-Based Individualization<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Disproportionality<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Distance Education<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Diversity in the Field<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Early Childhood (Ages 0-5)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Early Intervention (Ages 0-3)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Educators with Disabilities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">e-Learning\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Elementary Level (Grades K-5)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Emotional and Behavioral Disorders<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Evidence-Based Practice<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Family\/Parent<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Functional Behavioral Assessments<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Gifted and Talented<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Governance<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">High Leverage Practices<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">High support needs\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">History<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Inclusion<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Independence\/Life Skills<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Individualised Education Programs (IEPs)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Instructional Planning<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Instructional Technology<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Intellectual\/Developmental Disability<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">International Programs<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Learning Disabilities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Legal guardianship\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Linguistic Diversity<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Literacy Instruction<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Maltreatment\/Bullying<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Member Updates<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Membership<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Mental Health<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Middle School (Grades 6-8)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Multi-Tiered Systems of Support<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Multiple Disabilities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Trust schemes\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">NIOS<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Online learning<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Open Schooling\/learning<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Paraeducator\/Paraprofessional<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Peer Support<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Physical Health<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Policy\/Advocacy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Position Statements<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Positive Behavior Interventions and Supports (PBIS)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Positive School Climate<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Poverty, Homelessness, and Insecurities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Professional Collaboration<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Professional Development\/Training<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Progress Monitoring<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Quality of Life\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Residential Care\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Remote Learning<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Secondary Level (Grades 9-12)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Self-Determination<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Severe Disabilities<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Social Skills<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Specially Designed Instruction<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Student Engagement<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Supported decision making\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teacher Effectiveness<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Think College<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Transition Age (Ages 18-22+)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Transition to Adulthood<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Transition to College<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Trauma<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Twice Exceptional<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Universal Design for Learning<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Visual Impairments<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Volunteer Leadership<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Working with Families<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Working with Colleagues<\/span><\/li><\/ol><h1><span style=\"font-weight: 400;\">References:\u00a0<\/span><\/h1><ol><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Government of India, Ministry of Statistics and Programme Implementation, National Statistical Office, Social Statistics Division, Persons with Disabilities (Divyangjan), in India &#8211; A Statistical Profile: 2021<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Rights of Persons with Disabilities Act, 2016<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Education Policy 2020<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">AAIDD, Critical Issues in Intellectual and Developmental Disabilities: Contemporary Research, Practice, and Policy\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">SAGE Publications, Inc, Special Education in Context, People, Concepts, and Perspectives\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Anthony F. Rotatori, Festus E. Obiakor, Jeffrey P. Bakken, Emerald Group Publishing Limited, Current Issues and Trends in Special Education, Identification, Assessment and Instruction<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Jessica Gust, How to Select the Right Research Topic in 5 Easy Steps<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Procedia &#8211; Social and Behavioral Sciences, Volume 15, 2011, Pages 1955-1959, New trends in the education of children with disabilities\u00a0<\/span><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>1. Preambles\u00a0 Globally, there are millions of children living with disabilities in the world. In India, National Statistical Office conducted the Survey of Persons with Disabilities its 76th round (July \u2013 December 2018) to estimate indicators of incidence and prevalence &hellip; <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"footnotes":""},"categories":[224,295,149,153],"tags":[],"class_list":["post-15035","post","type-post","status-publish","format-standard","hentry","category-blog","category-disability","category-education","category-meg"],"_links":{"self":[{"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/posts\/15035","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/comments?post=15035"}],"version-history":[{"count":10,"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/posts\/15035\/revisions"}],"predecessor-version":[{"id":15046,"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/posts\/15035\/revisions\/15046"}],"wp:attachment":[{"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/media?parent=15035"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/categories?post=15035"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/manovikasfamily.org\/gyanshala\/wp-json\/wp\/v2\/tags?post=15035"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}