Scientific Articles

Explanation of the Post

This claim is simply a hoax, which has been proven by several scientific researches all over the world.

As evidence, the central and state governments of *India have formulated programs and policies in order to help children with disabilities to join the mainstream society. However, it has been shown that, despite these policies, children with disabilities are among the most disadvantaged in terms of access to education, as their needs are not effectively met. Along with Latin America, in this group of children we find that only 20-30% of children are able to attend classes, which is a very low figure and belies the claim that people with disabilities can easily access and remain in school.

That said, through research, we have realized that the school trajectories of people with disabilities are discontinuous and fragmented. Many of these fragmentations are due to the construction of the educational system, since it creates classifications with discriminatory and stereotyped connotations, i.e., in regular schools, there are stigmatized situations that hinder the process of autonomy of these people.

When we mention that there are people with disabilities who have had a discontinuous schooling, we are referring to the fact that they have had to go through different schooling programs (entrusted and special), therefore, they cannot adapt to their changing reality.

It is also very important to take into account the figure of professionals, teachers and other specialized professionals, they can facilitate the stay in a school or, on the contrary, invalidate the capabilities of these people. Disability should not be a barrier to learning, but a change of methodological strategy.

Other sources

• Wibowo, S. B. y Muin, J. A. (2018). Educación inclusiva en Indonesia: igualdad de acceso a la educación para las discapacidades. KnE Ciencias Sociales, 3(5), 484–493. https://doi.org/10.18502/kss.v3i5.23
• Limaye, S. (2016). Factors Influencing the Accessibility of Education for Children with Disabilities in India. Global Education Review, 3(3), 43-56. https://eric.ed.gov/?id=EJ1115090
• Cobeñas, P. (2018). Escuela y personas con discapacidad: integración y desintegración en tiempos de inclusión. Archivos de Ciencias de la Educación, 12(13), e042-e042. https://doi.org/10.24215/23468866e042