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Success story of girl with cerebral palsy in CBSE Secondary Exam: Case analysis for lessons for schools and society
According to the Rights of People with Disabilities (RPwDs) Act of 2016, in all, 21 disabilities have been recognised for rights and entitlements in India. As per the Act, children with Cerebral Palsy (CP) have a right to education along with other usual entitlements. According to an estimate, every 2 people among a 1000 may have CP of varied degree ranging from mild to profound.

CP is a group of permanent movement disorders that appear in early childhood with symptoms of poor motor coordination, stiff muscles, weak muscles, and tremors. If one is not careful and not afforded interventions, the other problems such as poor sensory perceptions, vision, hearing, swallowing, and speech may also get aggravated.

Cerebral palsy is seen as movement disorder or motor dysfunction, which may range from slight motor clumsiness to very severe uncoordinated movement. In many cases, a high muscle tone can either be due to spasticity or dystonia disorders. It has been seen that about 75% CPs are verbal and can learn and have the Right to Education and it is obligation on the part of  the education system to afford opportunity for them to learn.

A the news about a girl with CP, Mamta Nayak (17), accepted and accommodated by a sensitive private school, has scored over 90% marks in Class X exam of the CBSE. The case is being shared on the social media to sensitise schools and society to discharge their obligation for such children.

The case analysis shows that since Mamta could listen and speak but not write, her mother was allowed to attend the class with daughter and take notes. It was acceptance of the child by the classmates and participation of the caregiver in educational process with home-support for listening and speaking of essential content made it possible. The case analysis also shows that to enhance the time-on-learning, Mamta was exempted from morning assembly and co-curricular activities which are seen as secondary cognitive-noises akin to secondary smoking.

It has been reported that a good number of children with CP have varying degrees of cognitive impairment or none at all. And, very many of them have above average IQ. If care-givers and schools together work to create proper learning environment of least secondary cognitive-noises (these are barriers to learning by children with CP) along with care-giver assisted individualization as per the learning style of the learner, we can fulfil the obligation to accord such children their right to education.

It has been seen that even many special schools put such children on wheel chairs and force them to participate in cultural events, it is a torture and waste of their time since it is against their preferred style of learning.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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