Schools That Do Not Accept Diversity

School enrollment, dropout rate, low language and arithmetic skills and the absenteeism among the children and teachers have become a routine discussion that does not evoke curiosity. Always the focus stretches across Govt. schools and their counterpart in the rural areas where children from economically backward status study. Since there are lots of Private schools in the urban areas, there is always an assumption that the situation is better and issues of education remains only for one section of the community, the economically and socially backward. Low grade Govt. school Vs High standard Private-English- school is a stereotype that overwhelmingly influences the mass especially urban middle class. It is very obvious that the middle class who is desperately in search of their economic upward mobility blindly believe Private institutions as the panacea for all the problems in the Govt. institutions. 

Let’s see what happens in the mainstream successful schools? They all have a legacy of their children going out of the school ‘with flying colors’- what is described as ‘Hundred per cent success’.  The strategies and formula of success begin from the enrollment of children in the pre- primary or primary class. Conducting interviews even for primary school (recently I found a Centre for coaching preprimary children to get admission in one of the mainstream schools), result oriented teaching practices, cramming sessions, rigorous disciplinary actions, firm focus on curriculum, continuous exam oriented drills and minimum extra- curricular activities are some of the common strategies practiced. The situation becomes awful along with peer and parental pressure on children for ultimate objective of best academic achievements. 

It is common that children with intellectual, physical and sensory disabilities are always excluded from enrolling in these schools as they pose threat to the system to the extent that some school are feared of bad parental opinion for the belief that such children’s presence would minimize the competency of their abled children. The so called ‘slow learners’, children with learning disabilities, children with hyper activity and behavioral issues are already screened during the interview by experts. Among the several applicants the luckiest ones with best performance and some children having parents of high influence are getting admitted. 

More interestingly parents blindly believe the admission into the popular schools make their children’s future secure unmindful of what happens on the school campus. They do not even care the absence of individual care due incongruous teacher student ratio which sometimes accedes 1:50. Stereotype teaching methods, adopting disciplinary measures that would stifle the child’s innate curiosity to experience and know new things, class room rules that do not accept and respect the rights of child to make decisions and participate in the decision making, authoritarian decision making of the school management to control the children with multiple interest, behavior, learning capabilities by suppressing their expressions and such many other practices leads to breed stereotyped successful children.

School management believes it is their duty to ‘produce’ success through rigorous management and teachers believe they have to be part of the system for their survival, job security and above all for the convenience of their job. The situation become dreadful when teachers do not foster diversity, creativity, freedom of expression and more importantly democratic practices in the classroom which are beyond imparting knowledge and skills. The million dollar question is how they can deal with souls and hearts rather than performing stereotype teaching method in front of a passive audience of young buds. 

It is important for our mainstream school system to recognize and accept diversity and embrace the values of preparing the young minds to find meaningful life, for that they should respect rights of child and childhood and give opportunity for every child an opportunity for growth and development without discrimination for any reasons. Schools should be a place where all kinds of children live together, experience life, understand the broad spectrum of world and find means of cooperation rather than cut throat competition. In such an environment the scope education and role of educators could be stretched beyond producing stereotype breeds but the realization of the basic reality of life that is the significance and beauty of diversity.

When shall we end the Molasses Classes?

Having completed reading ‘The End of Molasses Classes’ by Ron Clark, I wish if I were a child in his Academy or at least a faculty member who can be part of the marvelous endeavor. The book was so compelling, memorable and staggering.  The Ron Clark Academy in Atlanta, Georgia started from the ground-up revolution, and over ten thousand educators from around the world have visited the school to learn about the unexpected ways the teachers and parents of RCA that helped the children achieve great success.  The professional development experiences they offer are unique. Ron Clark Academy is the brainchild of Ron Clark, the man with sense of adventure, creativity, innovation and above all with determination to commit himself for the venture he is indulged in. He has written three books, The Essential 55, The End of Molasses Classes, and The Excellent 11 that serve guidance for parents who want more for their children, teachers who need strategies for helping students achieve success, and communities that hope to uplift every child and improve the education of the next generation.

What is special with Ron Clark Academy? It is not something because it is established in United States of America but for the simple reason that there is man with his wonderful team having a vision, commitment, innovation and above all passion for educating children behind the venture that started in Atlanta by renovating a one hundred year old factory into a school that would affect the lives of children all over the world. He had no financial support or other resources at hand while he passionately decided to start the school at the abandoned building. 

In his book The End of Molasses Classes Ron Clark narrates with candor his struggles, commitment , challenges he faced in the beginning, innovative practices, creative class rooms, strategies to support the child to achieve success and the experience of children, educators and parents in transforming the lives of thousands of children.

For every child a day at her/his school is a unique experience of learning and a step towards excellence. The committed educators make the children believe in themselves and do not destroy their dreams. They give all that they have to their children even though they may often receive nothing in return. They get to know their students in non -academic setting. Rather than finding excuses, they search for solutions and make it happen. Thus they create moments that will have a lasting impact on children’s lives. They treat every child as if he or she were their own. They accept and celebrate diversity in the class room. 

Though we consider education is the panacea for all development issues, In India we could not realise quality education for every child. The issues of our education system are unfathomably complex and the quality of education remains deplorably low. However much can be done if each teacher is equipped with skills to deal with children from multiple backgrounds and passion for educating them through strategies that aim at excellence. Teachers at RCA have invariably proved that teaching is not just a career to earn a living. They show us the true meaning of relationship, how to be humane, understand the children and guide the parents and community to support the future generation towards the pathways of quality life.

Ron Clark Academy is not just an institution that gives quality education to children through successful strategies; therefore its lessons are not exclusively for educators or educational institutions.  It is an excellent atmosphere where every educator, staff is inspired to work to attain the vision and mission of the endeavor. Academy gives excellent lessons to organizations, leaders and to every individual working with people about human resource management, the secret of success of a team work and above all the true sense of commitment, creativity and innovation that could bring about wonders.

POWER OF QUALITY EDUCATION AND DETERMINATION THAT DEFIES PHYSICAL IMPAIRMENT

Kanchan aspires to become a doctor and no hurdles of her disability could stop her from striving hard to fulfill her dream. She is from Vishupur Khurd village of Sardar Nagar Block which is thirty Kilo Metres from Gorakhpur district of Uttar Pradesh State. She was born in the farmer’s family of Kailash Yadav and Sobha Devi. She has three sisters and four brothers. Now she is twenty one years old student preparing for Pre- Medical Test.

Her life took a tragic turn at the age of three when she had a severe fever. Her parents took her to quack doctor ( Joli chap) who gave her several medicines and injections to beat the temperature which gave her excruciatingly painful sleepless nights for several days. Finally she could feel the paralysis that affected her legs and neighbours informed her parents that she had become a victim of polio.

Her mobility was impaired and her life was confined at her home. Her parents consulted some doctors outside the village but all ended in vain to make any change. At the age of four she used to move to the school that functioned under a tree. Her informal visit gave her zest for learning and parents had no aversion towards her desire to extend all their support to make her happy. Her father also brought wooden crutches and gave practice to use it. It was very difficult for her to move on crutches and she used to cry aloud due to severe pain. He also bought calipers to help her walk but that too could not give her comfort.

Institutional Intervention

It was the visit of a Sister from Purvanchal Gramin Seva Samiti (PGSS) that transformed her life when she was four years old. The Sister advised her parents to educate the child in Ghaziabad. Parents who had deep desire to make her happy decided to admit in Jeevan Dhara Hostel at Ghaziabad.for Persons with Disabilities, run by a charity organisation. The expense was minimal and she attended a nearby school till grade seven.

Life Changes after Corrective Surgery

When she was six years old she underwent two corrective surgeries on her hip and knee from St. Stephan Hospital, New Delhi. It was facilitated by Jeevan Dhara. The treatment was free of cost, done to help the polio victims. This surgery enabled her to stand straight on her feet with the support of a caliper. It put an end to her movement on her arms and leg that was bended. With the renewed vigor and enthusiasm she continued her education in Holi Child Secondary School till grade ten. 

For the invaluable lessons she could learn from her hostel life, she is indebted to Sister Celin. She learned how to face challenges and accept the disability in her life as a reality to strengthen herself. Sisters inspired her to take part in programmes and extracurricular activities. Her exposure to people suffering from various disabilities made her feel that she was not alone in the world of disability.She also learned ways of effective communication, the vital information regarding the life of a girl, and ultimately how to be optimistic and achieve success in life during her twelve years of hostel life in Jeevan Dhara. She also used to attend physiotherapy sessions and regular physical exercise that enhanced her health status.

Having completed grade ten with flying colours, she returned home. Her father knew her aspiration to become a doctor and got her admission in Saraswati Vidhya Mandir, Gorakhpur to continue her higher education in science stream. She studied from hostel with the support of her parents and completed the course successfully. By the time she was eighteen.

Pursuing her dream to become a doctor

She joined Akash Institute in Lucknow to attend Pre-Medical Test. After one year preparation she attended the entrance examination but could not get through it. She was staying at her sister’s home while attending the coaching. since 2012 onwards she has been attending the same coaching programme from Gorakhpur. Meanwhile with the support of Sister Shyamala who is working in the Community Centre at Dumri village, she could find free accommodation in Gorakhpur. It was Father Jose from Gorakhpur Diocese who could help her to find it. Prior to that, she used to travel from her village to the city every day. 

Meanwhile she took admission for BSc. from Shobish University, Meerut. It is a distant education programme and she is now a third year student. Nowadays she prepares for Pre- Medical Test from home and she hopes to be able to get through it in the forthcoming session in 2014.

After reaching home from Gorakhpur she became a member of DPO (Disabled People’s Organisation) which was initiated by CBR Parivartan- the change team. Now she is the Shiksha mantri (Education Minister) of DPO. She wishes to achieve her goal and work for a better world.

Lessons Learned

It is the timely intervention of an organisation and the corrective surgery that was held at free of cost that transformed the life of Kanchan Yadav. It was inspiration, emotional and technical support from the organisation that assisted the girl to look beyond her limitations and challenges. It is obvious that the exposure that she got in her childhood helped her to accept her reality and see life in a broader perspective. It unleashed the unimaginable strength and inherent capacity to move forward in life.

Challenges in her life

Due to several limitations including traveling to a strange place, Kanchan’s parents could not be present when she underwent surgery in Delhi hospital. They were cut off from her when she was at hostel for twelve years even though they could hear from her occasionally over the telephone at a distant place from their dwelling.

Furthermore, she had to face sarcastic comments from people around her when she disclosed her aspiration to become a doctor but she could withstand such adverse circumstances with the strength that she could imbibe from the inspiring words of Sisters in Ghaziabad hostel.

In spite of having gained outstanding courage and determination in life, Kanchan still staggers in uncertainty about her health as it could become worse as she grows old. It is a strong indication that People with Disability need assistance and support of people around more than any other people to sustain their ability to face challenges and overcome the new hurdles that may visit up on them at any time of life.

My Apprehensions

It might not happen in every one’s life to be fortunate enough to get the whole hearted support of family and external agencies. It necessitates the existence of a system that ensures the comprehensive growth and development of the Persons with Disabilities who otherwise would become part of other vulnerable sections of our society. There should be a reliable and authentic system to facilitate them to overcome the challenges of the Persons with Disabilities which should function universally. It can be associated with Panchyath Raj Institutions. (PRI). It is very obvious that no Government institutions made any intervention to the empowerment of the girl who was victimized by the deadly virus. 

It would be unrealistic to expect every parent to be supportive successfully while struggling to cope up with multiple other issues along with the harsh reality of having Children with Disabilities. Here arises the necessity of an external agency that could support, inspire and help them to have a comprehensive development. It should include providing all necessary medical care in all stages of life, personality development, exposure, career guidance and employment opportunity. Finally all steps for an inclusive society that accepts the Persons with Disability as normal human beings.