Enhancing Accessibility for Children with Special Needs: Analysis  based on UDISEPlus 2021-22 Data

Executive Summary

The accessibility of toilets for children with special needs (CWSN) in schools is a crucial aspect of inclusive education. The article provides an overview of the analysis conducted on the availability and functionality of CWSN-friendly toilets in India and across different states.

The analysis reveals that while progress has been made in providing CWSN-friendly toilets, areas still require attention. In India, approximately 27% of schools have CWSN-friendly toilets, with government schools showing a relatively higher percentage. However, the functional aspect of these facilities needs improvement, as indicated by the lower percentage of schools with functional CWSN-friendly toilets.

The state-wise analysis highlights variations in the availability and functionality of CWSN-friendly toilets. Some states, such as Chandigarh, Chhattisgarh, and Punjab, demonstrate a higher percentage of schools with CWSN-friendly toilets. However, maintenance and functionality remain areas of concern in certain states, including Arunachal Pradesh, Jammu and Kashmir, and Mizoram.

Different types of school management, such as government, government-aided, private unaided, and others, exhibit varying levels of progress. Government schools generally have more CWSN-friendly toilets, but the functional aspect requires attention. Private unaided schools and schools managed by other entities face challenges in providing accessible facilities, indicating the need for targeted efforts in these areas.

Focusing on maintenance, regular inspections, and awareness programs is essential. Proper maintenance will ensure the sustained availability and functionality of CWSN-friendly school toilets. Additionally, efforts should be made to enhance inclusivity in private unaided schools and schools managed by other entities, ensuring that all CWSN children have equal access to suitable facilities.

In conclusion, while progress has been made in providing CWSN-friendly toilets in schools, there is still work to be done. By addressing maintenance issues, increasing awareness, and implementing targeted strategies, India can further enhance accessibility and ensure inclusive education for all CWSN children.

Introduction

In India’s school education context, CWSN stands for Children with Special Needs. These children require additional support and accommodations due to various disabilities or learning difficulties. The term CWSN is used to address the diverse range of disabilities and challenges faced by these children in the educational system.

Types of CWSN

1. Intellectual disabilities: Children with below-average intellectual functioning and limitations in adaptive behaviors.
2. Visual impairments: Children with partial or total blindness.
3. Hearing impairments: Children with partial or total hearing loss.
4. Speech and language impairments: Children with difficulties in speech production or language comprehension.
5. Orthopedic impairments: Children with physical disabilities affecting movement or mobility.
6. Learning disabilities: Children with specific reading, writing, or mathematical difficulties.
7. Autism spectrum disorders: Children with challenges in social interaction, communication, and repetitive behaviors.

Definitions of CWSN

The government of India recognizes CWSN under the Right to Education Act 2009 and the Persons with Disabilities Act. A “person with a disability” includes individuals with visual, hearing, speech, or locomotor impairments, mental illness, autism, and multiple disabilities per the Disabilities Act.

Number of schools by management and availability of ramps with handrails for Children With Special Needs (CWSN), 2021-22

India/ State/ UT	Total Schools					Number of schools having ramps with handrails for CWSN					Percentage of Schools having ramps with handrails for CWSN
	All manage ment	Govern ment.	Gover nment. aided	Pvt. unaided	Others	All manage ment	Govern ment.	Govern ment. aided	Pvt. unaided	Others	All manage ment	Govern ment.	Govern ment. aided	Pvt. unaided	Others
India	1489115	1022386	82480	335844	48405	740395	589986	35791	107503	7115	49.7	57.7	43.4	32	14.7
Andaman and Nicobar Islands	416	342	2	72	0	147	134	0	13	0	35.3	39.2	0	18.1	0
Andhra Pradesh	61948	45137	1542	15058	211	22251	17880	324	4014	33	35.9	39.6	21	26.7	15.6
Arunachal Pradesh	3603	2985	68	503	47	637	577	7	46	7	17.7	19.3	10.3	9.2	14.9
Assam	60859	45490	3841	5852	5676	37468	36618	200	526	124	61.6	80.5	5.2	9	2.2
Bihar	93165	75558	742	8097	8768	34949	31217	203	1929	1600	37.5	41.3	27.4	23.8	18.3
Chandigarh	233	123	7	76	27	126	70	4	48	4	54.1	56.9	57.1	63.2	14.8
Chhattisgarh	56512	48743	417	7063	289	34411	32163	159	2049	40	60.9	66	38.1	29	13.8
Dadra and Nagar Haveli and Daman and Diu	460	388	8	63	1	403	375	4	23	1	87.6	96.7	50	36.5	100
Delhi	5619	2762	247	2610	0	5619	2762	247	2610	0	100	100	100	100	0
Goa	1510	814	557	139	0	831	701	107	23	0	55	86.1	19.2	16.6	0
Gujarat	53851	34699	5590	13559	3	31935	25773	2156	4004	2	59.3	74.3	38.6	29.5	66.7
Haryana	23726	14562	16	8261	887	10881	7545	8	3151	177	45.9	51.8	50	38.1	20
Himachal Pradesh	18028	15380	0	2646	2	11807	11374	0	433	0	65.5	74	0	16.4	0
Jammu and Kashmir	28805	23173	1	5526	105	4280	3780	0	493	7	14.9	16.3	0	8.9	6.7
Jharkhand	44855	35840	1175	1559	6281	16630	15549	116	335	630	37.1	43.4	9.9	21.5	10
Karnataka	76450	49679	7110	19650	11	44735	35407	2679	6647	2	58.5	71.3	37.7	33.8	18.2
Kerala	16240	5010	7183	3164	883	9895	3866	4923	886	220	60.9	77.2	68.5	28	24.9
Ladakh	978	838	28	112	0	306	291	2	13	0	31.3	34.7	7.1	11.6	0
Lakshadweep	38	38	0	0	0	29	29	0	0	0	76.3	76.3	0	0	0
Madhya Pradesh	125582	92695	740	30345	1802	47933	35550	279	11783	321	38.2	38.4	37.7	38.8	17.8
Maharashtra	109605	65639	24037	19268	661	86420	55670	17758	12696	296	78.9	84.8	73.9	65.9	44.8
Manipur	4617	2889	583	1010	135	1681	1449	122	104	6	36.4	50.2	20.9	10.3	4.4
Meghalaya	14600	7783	4172	2120	525	3099	2584	355	134	26	21.2	33.2	8.5	6.3	5
Mizoram	3911	2563	230	1034	84	742	681	15	44	2	19	26.6	6.5	4.3	2.4
Nagaland	2718	1960	0	757	1	446	400	0	46	0	16.4	20.4	0	6.1	0
Odisha	62291	49072	5807	6104	1308	43285	36863	1764	3969	689	69.5	75.1	30.4	65	52.7
Puducherry	736	422	33	281	0	426	360	6	60	0	57.9	85.3	18.2	21.4	0
Punjab	27701	19259	450	7978	14	23574	17229	292	6039	14	85.1	89.5	64.9	75.7	100
Rajasthan	106373	68948	0	34826	2599	44080	34272	0	9625	183	41.4	49.7	0	27.6	7
Sikkim	1259	864	19	376	0	254	233	3	18	0	20.2	27	15.8	4.8	0
Tamil Nadu	58801	37636	8323	12396	446	24163	21441	1162	1513	47	41.1	57	14	12.2	10.5
Telangana	43083	30023	700	12193	167	13761	7266	70	6379	46	31.9	24.2	10	52.3	27.5
Tripura	4929	4262	43	363	261	1739	1603	13	56	67	35.3	37.6	30.2	15.4	25.7
Uttar Pradesh	258054	137024	8113	97808	15109	121938	90692	2721	26129	2396	47.3	66.2	33.5	26.7	15.9
Uttarakhand	22815	16484	608	5225	498	9210	8280	85	794	51	40.4	50.2	14	15.2	10.2
West Bengal	94744	83302	88	9750	1604	50304	49302	7	871	124	53.1	59.2	8	8.9	7.7

Source: UDISE+ 2021-22

Size of CWSN

As per the 2011 Census, India has had approximately 2.68 crore (26.8 million) people with disabilities. However, it is challenging to determine the exact number of CWSNs as disability identification and reporting mechanisms vary across states and regions. From 2011 to now, not only has the country’s population changed, but the same is true for the CWSN children in the school-age going population. UDISEPlus reported 21,91,198 CWSN students in Grades 1 to 12 in 2020-21, which increased to 22,66,794 in the following 2021-22 year.

Importance concerning universal school education: In the context of universal school education, it is crucial to ensure that every single child, including CWSN, has equal access to quality education. Providing inclusive education for CWSN promotes their overall development and social integration and empowers them to lead fulfilling lives. It helps break down barriers and discrimination, fostering a more inclusive society. It is essential to provide appropriate infrastructure, trained teachers, inclusive curricula, assistive devices, and support services as per the need of CWSN children.

The Government of India initiated many programs/schemes to promote inclusive education, such as the Sarva Shiksha Abhiyan (SSA) and the Inclusive Education for Disabled at Secondary Stage (IEDSS) programs. These initiatives aim to provide free and compulsory education to all children, including CWSN, and improve their access to educational opportunities.

Special Schools  for CWSN Children

Special schools are educational institutions specifically designed to cater to the needs of CWSN children. These schools offer a supportive and inclusive environment focusing on addressing the unique challenges and requirements of CWSN children. Here is a brief overview of special schools:

1. Tailored Curriculum: Special schools provide a tailored curriculum adapted to meet the individual needs of CWSN children. The curriculum emphasizes personalized instruction, individualized learning plans, and modified teaching methods to accommodate diverse learning styles and abilities.
2. Trained Staff: Special schools have a team of trained and specialized professionals, including special educators, therapists, counselors, and support staff. These professionals possess the expertise to provide targeted interventions and support services to meet the specific needs of CWSN children.
3. Individualized Support: Special schools offer individualized support to CWSN children, considering their cognitive, physical, sensory, or emotional challenges. The focus is on providing comprehensive support, including academic assistance, life skills training, therapy sessions, and assistive technology, to help CWSN children reach their full potential.
4. Accessible Infrastructure: Special schools are equipped with accessible infrastructure and facilities to accommodate the unique mobility needs of CWSN children. This includes wheelchair ramps, accessible washrooms, sensory rooms, therapy spaces, and specialized learning resources to create an inclusive and safe learning environment.
5. Multi-Disciplinary Approach: Special schools adopt a multi-disciplinary approach to cater to the holistic development of CWSN children. This involves collaboration among teachers, therapists, parents, and other professionals to ensure a well-rounded education that addresses physical, cognitive, social, and emotional aspects.
6. Inclusive Environment: Special schools promote an inclusive and accepting environment where CWSN children can learn, grow, and socialize with their peers. The schools foster a sense of belonging, understanding, and respect, promoting social interaction, friendship, and the development of interpersonal skills.
7. Parent Involvement: Special schools recognize the importance of involving parents and caregivers in their child’s education. They encourage active participation, regular communication, and collaboration between parents and school staff to ensure a coordinated and holistic approach to supporting CWSN children.

Special schools are vital in providing specialized education and support for CWSN children. They offer a nurturing and inclusive environment that focuses on their unique needs, abilities, and potential, aiming to empower them to become active and engaged learners.

Special Schools in Samagra Shiksha

Under the Samagra Shiksha program, there are provisions and initiatives to support special schools and inclusive education for Children With Special Needs (CWSN). The critical aspects of Samagra Shiksha concerning special schools are as follows:

1. Inclusive Education: Samagra Shiksha emphasizes inclusive education, aiming to provide equal opportunities for the education and development of CWSN children within mainstream schools. It promotes the integration of CWSN children into regular classrooms, ensuring their participation and access to quality education.
2. Resource Support: Samagra Shiksha provides resource support to special schools and inclusive education centers. This support includes providing assistive devices, learning materials, and teaching aids tailored to the needs of CWSN children. It also facilitates the training and capacity building of teachers and staff working in special schools.
3. Infrastructure Development: Samagra Shiksha focuses on improving the infrastructure of special schools to make them more accessible and inclusive, which includes the construction of ramps, handrails, accessible washrooms, and other facilities that cater to the specific needs of CWSN children.
4. Special Educator Support: The program promotes the appointment of special educators in special schools and inclusive education centers. These trained professionals work closely with CWSN children, providing individualized support, adapting teaching methods, and designing appropriate learning interventions to meet their unique requirements.
5. Individualized Education Plans: Samagra Shiksha encourages the development of Individualized Education Plans (IEPs) for CWSN children in special schools. IEPs outline specific goals, strategies, and emotional development of each CWSN student.
6. Parental Involvement: The program recognizes the significance of parental involvement in the education of CWSN children. It promotes the active participation of parents in the decision-making process, awareness programs, and capacity-building activities, fostering a collaborative approach between parents and educators.
7. Skill Development: Samagra Shiksha emphasizes developing life skills and vocational training for CWSN children in special schools. The program aims to equip them with essential skills and capabilities that enable their independent living, social integration, and future employability.

The Samagra Shiksha program acknowledges the importance of special schools and inclusive education in providing a supportive and inclusive learning environment for CWSN children. Through various initiatives and provisions, it aims to enhance educational opportunities and ensure the holistic development of CWSN students nationwide.

CWSN in Samagra Shiksha

Samagra Shiksha is a flagship program of the Government of India launched in 2018 with the primary objective of providing quality education to all children, including CWSN. Under the Samagra Shiksha program, specific provisions have been made to educate Children with Special Needs (CWSN). Here are some critical aspects of CWSN in Samagra Shiksha:

1. Inclusive Education: Samagra Shiksha emphasizes the importance of inclusive education, where CWSNs are educated in regular schools alongside their non-disabled peers. The program aims to create an inclusive and enabling environment for the holistic development of CWSN.
2. Identification and Assessment: The program focuses on identifying and assessing CWSN. This includes conducting surveys and screening processes to identify children with disabilities and determine their needs and requirements.
3. Support and Interventions: Samagra Shiksha provides various support and interventions for CWSN. This includes providing assistive devices, teaching-learning materials, accessible infrastructure, and specialized services such as speech therapy, occupational therapy, and counseling.
4. Resource Rooms: Resource Rooms are set up in schools to cater to the needs of CWSN. These rooms are equipped with materials, aids, and appliances to support the learning and development of CWSN. Trained special educators provide assistance and guidance in these resource rooms.
5. Inclusive Teaching-Learning Practices: Samagra Shiksha promotes the adoption of inclusive teaching-learning practices. It encourages regular teachers’ training in inclusive education methodologies to ensure that they can effectively address the diverse needs of CWSN in the classroom.
6. Individualized Education Plans (IEPs): Individualized Education Plans are developed for CWSN. These plans outline the specific goals, strategies, and accommodations required to meet the educational needs of each child. The IEPs are developed with parents, teachers, and special educators.
7. Therapeutic Support: Samagra Shiksha recognizes the importance of therapeutic support for CWSN. It promotes collaborations with external agencies and professionals to provide specialized therapeutic services, including medical and psychological support.

Overall, Samagra Shiksha aims to create an inclusive and equitable education system by ensuring that CWSNs receive appropriate support, access to quality education, and opportunities for overall development and integration into society.

Norms for CWSN in Samagra Shiksha

The Samagra Shiksha program in India has established certain norms and guidelines for educating Children with Special Needs (CWSN). These norms ensure that CWSNs receive appropriate support and accommodations to facilitate their learning and development. Here are some fundamental norms for CWSN in Samagra Shiksha:

1. Identification Assessment: The program emphasizes the identification and assessment of CWSN through surveys, screening processes, and collaboration with health departments. This helps determine the specific disabilities, needs, and requirements of individual CWSNs.
2. Inclusive Education: Samagra Shiksha promotes inclusive education, aiming to integrate CWSN into regular schools. It encourages schools to admit CWSN, ensure participation in all activities, and provide an inclusive and enabling educational environment.
3. Individualized Education Plans (IEPs): Individualized Education Plans are developed for CWSN in consultation with parents, teachers, and special educators. These plans outline the specific goals, strategies, and accommodations needed to meet the educational needs of each child. The IEPs are periodically reviewed and modified as required.
4. Resource Support: Samagra Shiksha provides resource support for CWSN through specialized teaching-learning materials, assistive devices, and aids. These resources help in enhancing the participation and learning outcomes of CWSN in the classroom.
5. Training of Teachers: The program emphasizes regular teachers’ training in inclusive education methodologies and strategies. Teachers are trained to address the diverse needs of CWSN, use appropriate instructional techniques, and create an inclusive learning environment.
6. Therapeutic Services: Samagra Shiksha encourages collaborations with external agencies and professionals to provide specialized therapeutic services for CWSN. These services may include medical support, speech therapy, occupational therapy, counseling, and other interventions as required.
7. Accessibility Infrastructure: The program focuses on ensuring accessible infrastructure in schools, including ramps, railings, accessible toilets, etc., to cater to the needs of CWSN. It also promotes using assistive technologies and adaptations to make learning materials and classrooms more accessible.

These norms aim to promote the inclusion and participation of CWSNs in the mainstream education system, ensuring that they receive the necessary support and opportunities for their overall development. Implementing these norms may vary across states and regions, but the overarching goal is to provide quality education and equal opportunities for CWSN.

Financial Parameters: CWSN

In the context of Samagra Shiksha, the financial parameters for Children with Special Needs (CWSN) focus on allocating and utilizing funds to support their education and related services. Here are some critical financial parameters associated with CWSN in Samagra Shiksha:

1. Budget Allocation: The program allocates a specific portion of the budget for the education of CWSN. This allocation considers the number of identified CWSNs in a particular region or school and their specific needs.
2. Resource Rooms: Financial provisions are made for setting up and equipping school resource rooms. These rooms serve as dedicated spaces with specialized teaching-learning materials, aids, and appliances to support the learning and development of CWSN.
3. Assistive Devices and Teaching-Learning Materials: Funds are allocated to provide CWSN with assistive devices such as hearing aids, visual aids, mobility aids, and other necessary equipment. Financial support is also provided for procuring specialized teaching-learning materials and resources suitable for CWSN.
4. Training and Capacity Building: Financial resources are allocated for the training and capacity building of teachers, special educators, and other school staff to enhance their skills in addressing the needs of CWSN. This includes training programs, workshops, and resource materials for professional development.
5. Therapeutic Services: Financial provisions are made for providing therapeutic services for CWSN, including medical support, speech therapy, occupational therapy, counseling, and other necessary interventions. These services may be provided through collaborations with external agencies or professionals.
6. Accessibility and Infrastructure: Funds are allocated to ensure accessibility and necessary infrastructure modifications in schools to cater to the needs of CWSN. This includes constructing ramps, installing railings, accessible toilets, and other facilities to promote inclusivity.
7. Monitoring and Evaluation: Financial resources are dedicated to monitoring and evaluating the utilization of funds allocated for CWSN. This helps ensure accountability, identify gaps, and make necessary adjustments to improve the effectiveness of the financial provisions.

These financial parameters aim to ensure the effective utilization of funds and resources to support the education, development, and inclusion of CWSN within the framework of Samagra Shiksha. The specific financial allocations and utilization may vary across states and regions based on the needs and priorities identified at the local level.

Sources of Data on CWSN

There are several reliable sources of information on Children with Special Needs (CWSN) in the context of school education. Here are some key sources one can refer to:

1. Government Websites: Government websites at the national and state levels often provide comprehensive information on policies, programs, and initiatives related to CWSN in school education. Users may like to visit the official websites of the MoE and the Department of Education of the respective state for relevant information.
2. Educational Research Institutes: Institutes and organizations specializing in educational research and inclusive education can be valuable sources of information. For example, the National Council of Educational Research and Training (NCERT) in India researches and develops resources related to inclusive education.
3. Non-Governmental Organizations (NGOs): NGOs working in special education and inclusive education often provide resources, research papers, case studies, and reports on CWSN in school education. Examples include organizations like Ability Foundation, Sense International India, and Action For Autism.
4. Academic Journals and Publications: Academic journals and publications focusing on special education, inclusive education, and disabilities can provide in-depth research and studies related to CWSN in school education. Explore journals such as the Journal of Research in Special Educational Needs and Intellectual Disability Research.
5. Conferences and Seminars: Attend conferences, seminars, and workshops organized by academic institutions, research organizations, and NGOs. These events often bring together experts, practitioners, and researchers in special education and provide an opportunity to gain knowledge and insights into CWSN in school education.
6. International Organizations: International organizations like UNESCO, UNICEF, and World Bank often publish reports, guidelines, and resources related to inclusive education and CWSN. Their websites and publications can offer valuable information on global best practices and approaches.
7. Local Education Departments and Schools: Reach out to the local education department or specific schools that cater to CWSN. They can provide information on programs, services, and resources available for CWSN in the context of school education.

CWSN in UDISEPlus

Unified District Information System for Education is the most comprehensive database the Government of India maintains to collect data from school education. However, very little analysis of the data collected is undertaken and made available in the public domain.

While UDISEPlus primarily focuses on collecting data related to infrastructure, enrollment, and other aspects of education, it also includes information on Children with Special Needs (CWSN). Here is the type of information available about CWSN in UDISEPlus:

1. Enrollment Data: UDISEPlus collects data on the enrollment of CWSN in schools. It includes the number of CWSNs enrolled, gender distribution, and grade-wise enrollment data.
2. Disability Categories: UDISEPlus captures data on different disability categories of CWSN. This may include intellectual disabilities, visual impairments, hearing impairments, speech and language impairments, orthopedic impairments, learning disabilities, and autism spectrum disorders.
3. Facilities for CWSN: The database includes information on facilities available for CWSN in schools. It captures data on providing ramps, handrails, accessible toilets, specialized furniture, and other infrastructure modifications to ensure inclusivity.
4. Resource Rooms: UDISEPlus records the availability of resource rooms in schools. These rooms are designated spaces equipped with specialized teaching-learning materials and aids for CWSN.
5. Special Educators: The database provides information on the number of special educators available in schools to cater to the needs of CWSN.
6. Assistive Devices: UDISEPlus captures data on providing assistive devices to CWSN, such as hearing aids, visual aids, mobility aids, and other necessary equipment.
7. Individualized Education Plans (IEPs): While UDISEPlus does not directly collect information on IEPs, it may include indicators or fields to track the implementation of individualized education plans for CWSN in schools.

Please note that the availability and granularity of data may vary across different states and regions as UDISEPlus is implemented at the district level. The specific information on CWSN in UDISEPlus can be accessed through the official UDISEPlus Portal or by contacting the education authorities responsible for maintaining the district or state-level database.

Percentage of schools by management and availability of Children With Special Needs (CWSN) friendly toilet and functional CWSN friendly toilet, 2021-22

India/ State/ UT	Percentage of Schools with CWSN friendly toilet					Percentage of Schools with functional CWSN friendly toilet
	All management	Government.	Government. aided	Pvt. unaided	Others	All management	Government.	Government. aided	Pvt. unaided	Others
(1)	(17)	(18)	(19)	(20)	(21)	(22)	(23)	(24)	(25)	(26)
India	27.0	26.4	26.9	30.3	16.2	25.7	24.9	26.1	29.4	15.6
Andaman and Nicobar Islands	23.1	24.6	0	16.7	0	22.6	24	0	16.7	0
Andhra Pradesh	19.9	14.4	15.1	36.7	26.1	19.4	13.9	14.7	36.4	24.6
Arunachal Pradesh	10.4	9.7	10.3	14.5	14.9	5.9	4.3	10.3	14.3	14.9
Assam	18.2	21.4	6.1	15.9	3.7	17.5	20.6	5.5	15.1	3.3
Bihar	14.4	12.7	15.1	24.7	19.7	14	12.3	14.7	24.2	19.3
Chandigarh	73.4	82.1	57.1	80.3	18.5	73.4	82.1	57.1	80.3	18.5
Chhattisgarh	73.0	75.4	51.3	58.8	49.1	67	68.7	49.2	56.7	47.1
Dadra and Nagar Haveli and Daman and Diu	85.7	95.4	50	30.2	100	84.6	94.1	50	30.2	100
Delhi	100	100	100	100	0	100	100	100	100	0
Goa	6.8	3.4	10.6	10.8	0	6.6	3.2	10.4	10.8	0
Gujarat	34.9	45.7	17.1	14.7	0	34.8	45.4	17.1	14.7	0
Haryana	43.8	60.4	12.5	17.8	13.4	42.7	59	12.5	17.1	13.4
Himachal Pradesh	23.5	21.8	0	33.4	50	22.6	20.9	0	32.5	50
Jammu and Kashmir	4.3	2.2	100	12.8	15.2	4	1.9	100	12.3	15.2
Jharkhand	5.2	4	6	18.9	8.8	4.8	3.6	5.9	18.1	7.8
Karnataka	17	13.1	15.6	27.6	0	15.6	11.5	14.5	26.4	0
Kerala	25.6	45.4	17.5	15.9	13.3	23.8	41	16.8	15.4	12.2
Ladakh	24	26.9	0	8.9	0	23.6	26.4	0	8.9	0
Lakshadweep	60.5	60.5	0	0	0	60.5	60.5	0	0	0
Madhya Pradesh	10.2	6.1	15.3	23	6.1	9.7	5.7	14.2	22	5.8
Maharashtra	52.7	51.2	51.8	59.2	49	48.8	45.8	50	57.7	48.1
Manipur	8.2	4.7	2.6	20.8	11.9	7.7	4.2	2.2	20.5	10.4
Meghalaya	2.6	2.2	2.7	4.1	1.9	2.4	1.9	2.5	3.7	1.9
Mizoram	17.6	24.5	6.1	3.8	9.5	14.1	19.4	5.2	3.6	7.1
Nagaland	5.5	5.5	0	5.4	0	4.6	4.5	0	5	0
Odisha	54.8	57.2	32.2	58.7	48.7	53.1	55.2	31.6	57.9	47.3
Puducherry	38	46.5	12.1	28.5	0	36.1	43.4	12.1	28.1	0
Punjab	79.6	77.3	74.4	85.2	100	79.2	76.9	74.4	85.1	100
Rajasthan	19.8	10.6	0	38.4	15.2	18.3	9.7	0	35.8	13.2
Sikkim	15	18.8	5.3	6.9	0	13.6	16.8	5.3	6.7	0
Tamil Nadu	29.9	36.2	10.1	24.4	19.3	29.9	36.2	10.1	24.4	19.3
Telangana	5.6	5.1	3.4	7.1	0.6	4.7	3.8	3.4	7.1	0.6
Tripura	8.8	8.7	20.9	14.1	1.5	7.6	7.3	18.6	13.8	1.5
Uttar Pradesh	24	23.8	22.9	25.2	18.4	22.5	21.7	22.1	24.5	17.6
Uttarakhand	6.9	5.4	5.4	11.7	7	6.2	4.7	5.3	10.9	5.8
West Bengal	30	29.7	22.7	31.8	31.3	30	29.7	22.7	31.8	31.3

Source: UDISE+ 2021-22

Toilets for CWSN in schools in India

Children with Special Needs (CWSN) are required to have friendly toilets in schools in India. The government of India recognizes the importance of inclusive education and has issued guidelines and policies to ensure that schools provide accessible infrastructure for CWSN, including appropriate toilet facilities. Here are some critical points regarding CWSN-friendly toilets in schools:

1. Rights of Persons with Disabilities Act (2016): Mandates that educational institutions make necessary provisions for accessible infrastructure, including toilets, to ensure the inclusion and participation of persons with disabilities, including CWSN.
2. Inclusive Education Policies: Inclusive education policies like the Sarva Shiksha Abhiyan (SSA) and the Samagra Shiksha program emphasize creating an inclusive and enabling environment for CWSN. This includes providing infrastructure modifications, such as CWSN-friendly toilets, to cater to their needs.
3. Accessibility Guidelines: The Central Board of Secondary Education (CBSE) and other educational boards in India have issued guidelines and recommendations for schools regarding infrastructure accessibility, including toilets for CWSN. These guidelines stress the importance of barrier-free access, adequate space, and appropriate toilet amenities to accommodate CWSN.
4. Barrier-free Environment: The government encourages schools to ensure that the toilets are designed to be barrier-free, allowing easy access and usability for CWSN. This includes wider doorways, grab bars, non-slip flooring, appropriate seat heights, and signage for accessibility.
5. Inclusive Infrastructure Grants: The government provides grants and financial support to schools for creating inclusive infrastructure, including constructing or modifying CWSN-friendly toilets. These grants aim to facilitate the necessary modifications and upgrades in schools to accommodate the needs of CWSN.

The specific guidelines and standards for CWSN-friendly toilets may vary across states and educational boards. However, the overarching goal is to ensure that schools provide inclusive and accessible toilet facilities for CWSN, giving them equal access to education and promoting their dignity and independence.

Ramp  & Handrails for CWSN Children: UDISEPlus 2021-22, All India Level

Based on the data on the availability of ramps with handrails for CWSN in schools at the all-India level for the academic year 2021-22, the UDISEPlus reveals the following:

1. Total Number of Schools: Total number of schools covered under the UDISEPlus in India in 2021-22 was 1,489,115, which includes schools under different managements such as government, government-aided, private unaided, and others.
2. Availability of Ramps with Handrails: Out of the total schools, 740,395 schools (49.7%) have ramps with handrails for CWSN, while the remaining 748,720 schools (50.3%) do not have these facilities.
3. Schools by Management: Most schools with ramps are under government management, with 589,986 schools (57.7%) providing ramps with handrails for CWSN. Government-aided schools have 35,791 (43.4%) with ramps, while private unaided schools have 107,503 (32%) with these facilities. The category “Others” includes schools under various managements not specified in the data.
4. The disparity in Availability: The data highlights a disparity in the availability of ramps with handrails for CWSN across different types of schools. Government-managed schools have a higher percentage of schools with ramps than government-aided and private unaided ones.

The analysis in the present article focuses more on the availability of ramps with handrails, indicating the infrastructure accessibility for CWSN. The data suggests that efforts are needed to improve accessibility and ensure the availability of ramps with handrails in more schools, particularly in government-aided and private unaided schools, to enhance inclusivity in education for CWSN.

Ramp  percent Handrails for CWSN Children: UDISEPlus 2021-22, State-specific

Here is a state-specific analysis based on the data provided for the availability of ramps with handrails for CWSN children in schools in India for the academic year 2021-22:

In Andaman and Nicobar Islands, out of a total of 416 schools, only 147 schools (35.3%) have ramps with handrails for CWSN which indicate that there is scope for improvement in accessibility for CWSN in the region. Moving on to Andhra Pradesh, out of 61,948 schools, 22,251 schools (35.9%) have ramps with handrails for CWSN. While this percentage is relatively low, efforts can be made to increase the availability of ramps in more schools to ensure inclusivity.

In Arunachal Pradesh, out of 3,603 schools, 637 schools (17.7%) have ramps with handrails for CWSN. This suggests a significant need for infrastructure development to enhance accessibility for children with special needs in the state. In Assam, the availability of ramps with handrails for CWSN is relatively high compared to other states. Of 60,859 schools, 37,468 (61.6%) have ramps, indicating a strong commitment to inclusivity and accessibility for children with special needs.

In Bihar, out of 93,165 schools, only 34,949 (37.5 percent) have ramps with handrails for CWSN, which suggests an urgent need for greater emphasis on infrastructure development and accessibility in schools across the state. In Chandigarh, 126 out of 233 schools (54.1 percent) have ramps with handrails for CWSN, indicating a relatively higher percentage than in other regions. This shows a positive effort towards inclusive education and accessibility for children with special needs.

In the most populous state, namely Uttar Pradesh, out of a total of 258,054 schools, 121,938 schools (47.3%) has ramps with handrails for CWSN, which suggest that there is room for improvement; the state has made progress in ensuring accessibility for children with special needs. Moving on to Gujarat, out of 53,851 schools, 31,935 schools (59.3 percent) have ramps with handrails for CWSN. This indicates a relatively higher percentage of schools providing accessibility to children with special needs.

In Rajasthan, the availability of ramps with handrails for CWSN is comparatively lower. Out of 106,373 schools, only 44,080 (41.4 percent) have ramps, highlighting the need for increased efforts to improve accessibility in the state. In Madhya Pradesh, out of 125,582 schools, 47,933 (38.2 percent) have ramps with handrails for CWSN. While the percentage is relatively low, it indicates ongoing efforts to enhance accessibility for children with special needs in the state.

Out of 94,744 schools in West Bengal, 50,304 schools (53.1 percent) have ramps with handrails for CWSN. This demonstrates a relatively higher percentage of schools providing accessibility, showing a positive commitment to inclusive education in the state. In Gujarat: With 59.3 percent of schools equipped with ramps, Gujarat has a relatively higher percentage of schools providing accessibility for CWSN. This indicates a positive commitment to inclusivity and addressing the needs of CWSN children.

The available data reveals that the availability of ramps with handrails for CWSN varies across different States & Union Territories in India. While some states have made significant progress in ensuring accessibility, others still have room for improvement. Every effort must be made at the state level to prioritize infrastructure development and create a more inclusive educational environment for children with special needs.

The Outcome of Analysis on Ramps with Handrails for Children With Special Needs

A brief analysis of the availability of ramps with handrails for CWSN in schools in India and across different states:

1. All India: At the national level, 49.7 percent of schools have ramps with handrails for CWSN. More work must ensure adequate accessibility for children with special needs in nationwide schools.
2. State-wise Analysis:

• Uttar Pradesh: In Uttar Pradesh, 47.3 percent of schools have ramps with handrails for CWSN, showing ongoing efforts to improve accessibility.
• Gujarat: Gujarat stands out, with 59.3 percent of schools having ramps with handrails for CWSN, demonstrating a relatively higher percentage of schools providing accessibility.
• Rajasthan: The availability of ramps with handrails for CWSN is comparatively lower at 41.4 percent, thus highlighting the need for increased efforts to improve accessibility in the state.
• Madhya Pradesh: Madhya Pradesh has 38.2 percent of schools equipped with ramps for CWSN, indicating ongoing efforts to enhance accessibility for children with special needs.
• West Bengal: West Bengal shows a positive commitment to inclusivity, with 53.1 percent of schools having ramps with handrails for CWSN, providing a relatively higher percentage of accessibility.

Overall, the data reveals that while some states have made impressive progress in ensuring accessibility for CWSN, there is still significant variation across the country. Improving infrastructure and accessibility in schools remains crucial to ensure an inclusive educational environment for children with special needs nationwide.

Improving Accessibility for CWSN

Measures required to be taken to improve accessibility for CWSN:

1. Infrastructure Development: Schools should focus on developing and upgrading their infrastructure to make it more inclusive. This includes constructing ramps with handrails, accessible pathways, and wheelchair-friendly entrances to ensure easy movement for CWSN.
2. Sensitization and Training: Teachers and school staff should receive sensitization and training on inclusive education practices. This will enable them to understand the specific needs of CWSN and implement appropriate teaching methods, accommodations, and support systems.
3. Assistive Technologies and Resources: Schools should invest in assistive technologies and resources to support CWSN in their learning journey. This may include providing specialized equipment, software, or assistive devices that can aid in communication, mobility, or learning for CWSN.
4. Individualized Education Plans (IEPs): Developing and implementing Individualized Education Plans for CWSNs can ensure personalized support and accommodations based on their unique needs and abilities. IEPs help identify goals, strategies, and resources to optimize the learning experience of CWSN.
5. Collaboration with Support Services: Schools should establish partnerships with relevant support services, such as special educators, therapists, and counselors, to provide additional support to CWSN. Collaborative efforts can help address specific needs and provide a holistic approach to inclusive education.
6. Parent Community Involvement: Engaging parents and the wider community is crucial in creating an inclusive environment for CWSN. Schools should foster partnerships with parents, support groups, and NGOs working with disabilities to exchange knowledge, resources, and experiences.
7. Monitoring Evaluation: Continuous monitoring &evaluation of the accessibility measures implemented in schools are essential. This will help identify gaps, measure progress, and make necessary adjustments to ensure continuous improvement in providing inclusive education for CWSN.

By implementing these measures, schools can significantly improve accessibility for CWSN and create an inclusive learning environment that supports their educational and overall development.

Norms for Toilets for CWSN Children

The school-specific norms for toilets for Children With Special Needs (CWSN) in India may vary based on guidelines and regulations set by different authorities. However, some standard norms and considerations for CWSN-friendly toilets in schools include the following:

1. Accessibility: CWSN-friendly toilets should be designed to ensure easy accessibility for children with physical disabilities. This includes providing wider doors and pathways to accommodate wheelchairs and mobility aids.
2. Ramps and Handrails: The toilets should have ramps with appropriate gradients and handrails to facilitate independent access for children with mobility challenges. Handrails should be strategically placed to provide support and stability.
3. Door Design: The toilet doors should allow easy opening and closing, particularly for children with limited strength or dexterity. Lever-style handles or other access mechanisms may be used instead of traditional doorknobs.
4. Space and Layout: CWSN-friendly toilets should have sufficient space to maneuver wheelchairs or other mobility devices comfortably. The layout should be spacious and unobstructed to accommodate the child and any necessary assistance.
5. Supportive Equipment: Toilets may include supportive equipment such as grab bars, raised toilet seats, and wall-mounted support systems to assist children with physical disabilities during toileting.
6. Visual Contrast: The toilets should have appropriate visual contrast between the floor, walls, and fixtures to aid children with visual impairments in navigating and identifying different elements.
7. Signage: Clear and visible signage with appropriate symbols and text should indicate CWSN-friendly toilets, making them easily identifiable to students, staff, and visitors.
8. Hygiene and Safety: CWSN-friendly toilets should meet hygiene and safety standards, including regular cleaning, maintenance of proper ventilation, provision of handwashing facilities, and adequate lighting.

It is important to note that specific guidelines and norms may be provided by education departments or inclusive education programs at the state or district level. Schools should adhere to these guidelines to ensure the provision of safe and accessible toilet facilities for CWSN children, promoting their dignity, independence, and inclusion within the school environment.

CWSN Toilets: UDISEPlus 2021-22, All India Level

Based on the available data, the analysis of the percentage of schools with CWSN-friendly toilets and functional CWSN-friendly toilets in India and across different management categories is as follows:

1. Overall Percentage of Schools with CWSN-Friendly Toilets: Approximately 27 percent of schools in India have CWSN-friendly toilets. Despite improvement, the data indicates that many schools still lack adequate toilet facilities specifically designed to meet the needs of CWSN children.
2. Percentage of Schools with CWSN-Friendly Toilets by Management Category: When looking at different management categories, government schools have a slightly higher percentage (26.4 percent) of CWSN-friendly toilets compared to government-aided schools (26.9 percent). Private unaided schools have a higher percentage (30.3 percent) of CWSN-friendly toilets, indicating better accessibility provisions in the private sector. Other management categories, which may include schools run by NGOs or other organizations, have the lowest percentage (16.2 percent) of CWSN-friendly toilets.
3. Percentage of Schools with Functional CWSN-Friendly Toilets: The data also provides insights into the functionality of CWSN-friendly toilets. Across all management categories, approximately 25.7% of schools have functional CWSN-friendly toilets. This suggests that while some schools have tried installing such facilities, there may be challenges in ensuring their proper maintenance and functionality.
4. Variation by Management Category: The percentage of schools with functional CWSN-friendly toilets varies across management categories. Government schools have the highest percentage (24.9 percent) of functional CWSN-friendly toilets, followed by government-aided schools (26.1 percent) and private unaided schools (29.4 percent). Other management categories have the lowest percentage (15.6 percent) of functional CWSN-friendly toilets.

Overall, the analysis reveals room for improvement in providing CWSN-friendly toilets in schools across all management categories in India. Efforts must be made to improve the percentage of schools with CWSN-friendly toilets and ensure proper functionality and maintenance. This would create a more inclusive and accessible educational environment for children with special needs, promoting their dignity, independence, and overall well-being within the school system.

CWSN Toilets: UDISEPlus 2021-22, State-specific Analysis

The state-wise analysis based on the provided data on the percentage of schools with CWSN-friendly toilets and functional CWSN-friendly toilets is as follows:

1. Andaman and Nicobar Islands: The percentage of schools with CWSN-friendly toilets is 23.1%, and that of schools with functional CWSN-friendly toilets is 22.6%.
2. Andhra Pradesh: The percentage of schools with CWSN-friendly toilets is 19.9%, and that of schools with functional CWSN-friendly toilets is 19.4%.
3. Arunachal Pradesh: The percentage of schools with CWSN-friendly toilets is 10.4 percent, and that of schools with functional CWSN-friendly toilets is 5.9 percent.
4. Assam: The percentage of schools with CWSN-friendly toilets is 18.2 percent, and that of schools with functional CWSN-friendly toilets is 17.5 percent.
5. Bihar: The percentage of schools with CWSN-friendly toilets is 14.4 percent, and that of schools with functional CWSN-friendly toilets is 14 percent.
6. Chandigarh: The percentage of schools with CWSN-friendly toilets is 73.4 percent, and that of schools with functional CWSN-friendly toilets is 73.4 percent.
7. Chhattisgarh: The percentage of schools with CWSN-friendly toilets is 73 percent, and that of schools with functional CWSN-friendly toilets is 67 percent.
8. Dadra percent Nagar Haveli and Daman percent Diu: The percentage of schools with CWSN-friendly toilets is 85.7%, and that of schools with functional CWSN-friendly toilets is 84.6%.
9. Delhi: 100% of schools have CWSN-friendly toilets, all of which are functional.
10. Goa: The percentage of schools with CWSN-friendly toilets is 6.8 percent, and that of schools with functional CWSN-friendly toilets is 6.6 percent.

The Outcome of State-specific Analysis: Issues by Management

Based on the state-specific analysis of the percentage of schools with CWSN-friendly toilets and functional CWSN-friendly toilets, we can observe some outcomes and issues related to different managements:

1. Government Schools: In most states, the percentage of government schools with CWSN-friendly toilets is relatively high, indicating a focus on providing inclusive facilities. However, the percentage of functional CWSN-friendly toilets may vary, suggesting a need for better maintenance and regular checks.
2. Government-Aided Schools: Similar to government schools, government-aided schools also show a relatively high percentage of CWSN-friendly toilets. However, the functional aspect requires attention, as some schools still struggle with maintaining these facilities.
3. Private Unaided Schools: The percentage of CWSN-friendly toilets in private unaided schools varies across states. While some states have a significant percentage, others lag. Ensuring accessibility in private unaided schools remains challenging, and efforts are needed to improve these facilities.
4. Other Management: The data includes a category labeled “Others” for schools managed by entities not falling under the above categories. The percentage of CWSN-friendly toilets in this category shows some inconsistency. Further analysis is required to understand the specific management issues and address them accordingly.

Overall, the outcome of the state-specific analysis highlights the progress made in providing CWSN-friendly toilets in schools across India. However, the functional aspect still needs attention in many states. Maintenance, regular inspections, and awareness programs can help address functionality issues and ensure these facilities’ sustained availability. Additionally, targeted efforts should be made to improve accessibility in private unaided schools and schools managed by other entities to ensure inclusivity for all children with special needs.

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