Infrastructure of special education Schools: Teachers’ Viewpoint

The concept of teachers’ viewpoint on infrastructure of special education schools is very suitable theme and need of the hour in today's context. India is a developing country where as per Census 2011, out of the 121 Cr populations, about 2.68 Cr persons are with disabilities which are 2.21% of the total population {Disabled persons in India--a statistical Profile{. Provide special assistance for person with disabilities, accessibility in all aspects of life, safety, controlled and fruitful learning process, we need to create favorable continuity in the surroundings and in educational provisions as well. Therefore, the precise infrastructures, such as barrier free access to the educational campus, a comfortable classroom environment and accurate safety measures are must for facilitating healthy teaching and learning process in view of inclusion. Good access also benefits others; including parents of young children in strollers; people with momentary illness of injury; old aged people; delivery people and customers with heavyweight or trolleys. {The Human Rights and Equal Opportunity Commission Act, 1986 (HREOC){ is often asked if it can certify or approve buildings and services as providing access at a level that would comfortable with the law. In conclusion, the integration of special education needs much improvement in the field of accessibility so that the right of children with disabilities to have education without any discrimination can be given with actual dignity. Therefore, the vital development of infrastructure of special education schools should be made possible under certified standards. In this view, this study would throw light to understand clearly the need, importance and execution of good infrastructure of special education schools.