Problems in Schooling the Children With Special Needs (CWSN): Physical, Cognitive, Emotional PE 7 (A) Odisha B.Ed & Education Honours

Problems in Schooling the Children with Special Needs (CWSN): Physical, Cognitive, Emotional

1. Introduction

Inclusive education is based on the principle that all children, regardless of their abilities or disabilities, have a right to quality education. However, Children With Special Needs (CWSN) often face numerous barriers in schools. These barriers may be physical, cognitive, or emotional in nature, and can significantly hinder their access, participation, and achievement in the educational system.

Understanding these problems in detail is essential to ensuring inclusive and equitable education for all as envisaged by the Right to Education Act (2009) and National Education Policy (2020).

2. Who Are CWSN?

CWSN refers to children who face one or more forms of disability or marginalization—physical, intellectual, emotional, social, or behavioral—that require special educational support. These may include:

• Children with physical disabilities (e.g., visual, hearing, or locomotor impairment)
• Children with learning difficulties (e.g., dyslexia, autism)
• Children with emotional or behavioral disorders (e.g., anxiety, ADHD)
• Children from socially or economically disadvantaged groups

They may face multiple challenges simultaneously and thus require systematic support from the schooling system.

3. Problems Faced by CWSN in Schooling

The problems can be classified into three main categories: Physical, Cognitive, and Emotional. Each of these presents unique challenges in the schooling process.

A. Physical Problems in Schooling

These are barriers related to the school infrastructure, facilities, and physical accessibility that make it difficult for physically disabled children to participate fully.

1. Inaccessible Infrastructure

• Most schools lack ramps, wheelchair-accessible toilets, elevators, or barrier-free classrooms.
• Desks and benches are often not adjustable or suitable for children with orthopedic impairments.

2. Lack of Transport Facilities

• No provision for safe and accessible transport for children with mobility issues.
• Parents of disabled children may not be able to afford private transport.

3. Inadequate Assistive Devices

• Lack of aids like Braille books, hearing aids, speech-to-text software, mobility tools.
• Where devices exist, they are often outdated or not maintained properly.

4. Poor Classroom Arrangement

• Seating arrangements are not adapted for visually or hearing-impaired children.
• Overcrowded classrooms hinder movement for children using crutches or wheelchairs.

5. Health and Safety Concerns

• Schools are often unprepared for medical emergencies (e.g., epilepsy, asthma).
• No on-site medical care or first aid trained staff.

B. Cognitive Problems in Schooling

These issues arise due to learning difficulties, intellectual disabilities, and lack of support for diverse learning needs.

1. Rigid Curriculum and Teaching Methods

• Curriculum is often standardized with no adaptation for learners with cognitive impairments.
• Lack of flexibility in syllabus, pace, or teaching style.

2. Absence of Individualized Education Plans (IEPs)

• CWSN require individualized support and targets, which are rarely provided.
• Teachers are not trained in designing or implementing IEPs.

3. Lack of Specialized Pedagogical Strategies

• Teachers often use lecture-based methods not suitable for children with learning difficulties (e.g., dyslexia, ADHD).
• Limited use of multisensory teaching aids or visual learning.

4. Assessment Barriers

• Standard exams do not accommodate CWSN.
• No provision for extra time, scribes, or oral testing for children with cognitive disabilities.

5. Language and Communication Barriers

• Children with hearing impairment or speech difficulties cannot follow normal instructions.
• No use of sign language or alternative communication methods.

6. Lack of Resource Teachers

• Most schools lack trained special educators who can cater to diverse learning needs.
• General teachers are unaware of methods like Differentiated Instruction or Universal Design for Learning (UDL).

C. Emotional Problems in Schooling

These problems relate to the psychological, social, and emotional well-being of CWSN in schools.

1. Lack of Acceptance and Belonging

• CWSN often feel isolated due to rejection by peers or teachers.
• Stigmatization and labeling lead to low self-esteem.

2. Bullying and Discrimination

• Children with visible disabilities are often bullied, teased, or ignored.
• Social exclusion affects their participation and confidence.

3. Teacher Attitudes

• Teachers may hold low expectations from CWSN.
• They may ignore, punish, or neglect children who behave differently.

4. Stress and Anxiety

• Struggles with learning, negative peer interactions, and fear of failure cause anxiety, frustration, or depression.
• Lack of psychological support systems makes it worse.

5. Emotional Neglect

• Emotional needs such as love, encouragement, and reassurance are not addressed.
• Teachers focus only on academic performance.

6. Trauma and Past Experiences

• Many CWSN, especially from marginalized or abused backgrounds, carry unresolved emotional trauma.
• Schools lack trauma-informed practices to deal with such students.

4. Interrelated Nature of These Problems

Often, physical, cognitive, and emotional problems are interlinked and compound each other. For example:

A visually impaired child (physical problem) may find it hard to access books (cognitive challenge), and if peers mock them (emotional problem), they may drop out of school altogether.

A child with dyslexia (cognitive issue) who is not understood by teachers (emotional barrier) may suffer from low confidence, leading to school refusal or failure.

Thus, a holistic understanding is required to address their schooling issues.

5. Consequences of These Problems

• Low Enrollment and High Dropout among CWSN
• Poor Learning Outcomes
• Underdevelopment of potential
• Social alienation and low self-worth
• Increased dependence and exclusion from mainstream society

6. Legal and Policy Measures to Address These Problems

Policy	Provisions
RTE Act (2009)	Free and compulsory education for all 6–14-year-olds, including CWSN
RPwD Act (2016)	Ensures inclusive education, barrier-free infrastructure, reasonable accommodation
NEP 2020	Focus on inclusive classrooms, teacher training, use of technology
Sarva Shiksha Abhiyan (SSA)	Provision for children with disabilities, assistive devices, special educators
NCF 2005	Recommends child-centered pedagogy, multiple ways of learning

7. Solutions and Recommendations

Infrastructure and Facilities

• Construct barrier-free schools with ramps, accessible toilets, and wide corridors.
• Provide transport and assistive devices.

Teacher Preparation

• Train all teachers in inclusive education, special pedagogy, and sign language.
• Recruit special educators in every school.

Curriculum and Assessment Reforms

• Use flexible and adaptive curricula.
• Introduce alternative assessments based on learning abilities.

Emotional and Psychological Support

• Appoint counselors and psychologists in schools.
• Promote empathy, tolerance, and respect among students.

Community and Parental Involvement

• Engage parents in IEP development.
• Conduct sensitization programs for communities.

Monitoring and Accountability

• Regular audits of inclusion practices.
• Establish grievance redressal systems for CWSN and families.

8. Conclusion

Inclusive education is not merely about physical access to schools but about ensuring full participation, learning, and development of every child. Addressing the physical, cognitive, and emotional problems faced by CWSN is crucial to building an equal and compassionate education system.

Teachers, schools, parents, and policymakers must collaborate to remove these barriers and foster an environment where all learners feel valued and capable.

"A child with a disability is not a problem to be solved but a potential to be realized."