Guidelines regarding CWSN admission and examination/evaluation under Inclusive Education.

A. Guidelines regarding Admission of CWSN

Every identified CWSN in the age group of 6 to 18 years shall be enrolled in the

neighborhood schools without any discrimination.

Every CWSN shall be enrolled in classes according to their age.

No child shall be denied admission in school due to absence of related documents.

The CWSN shall be enrolled throughout the academic year.

It is not mandatory, to give grade/class based enrolment of CWSN who is suppose to be

provide services under HBE

It is mandatory to mention regarding the placement of CWSN such as Resource Room,

Home Based Education against his/her name in the admission forum/attendance

A separate register shall be maintained for the students under HBE in every school for

their coverage report/attendance

The Resource/Special teacher will cover HBE students according to their field visit

schedule approved by BRC.

Guidelines regarding admission and examination/evaluation of CWSN under Inclusive Education.

Guidelines for effective implementation of the IED Scheme

Appointment letters of Resource Teachers in the Category of Mental Retardation (MR)

Appointment letters of Resource Teachers in the Category of Visually Impaired (VI)

GOVERNMENT OF HARYANA
SCHOOL EDUCATION DEPARTMENT
Order No. 1/3-2015 IED Dated, Chandigarh: 10.06.2015
Subject: Guidelines regarding admission and examination! evaluation of CWSN
under Inclusive Education
Your attention is invited to G.0 No. 3/2015/165 dated 14.05.2015 vide which
detailed instructions regarding monthly test for all the students of class I to VII for the
academic session 2015-16 have been issued by the State Government. The order also
contains instructions regarding printing of question paper etc.
In this regard, it is brought to your notice that children with special needs (CWSN)
are also studying in our schools. These children are being imparted education under the
policy of inclusive education for disabled (IED) children in Haryana. You are also aware that
there is altogether separate mechanism in regard to setting of/printing of question papers.
For this, you are required to follow guidelines as contained in the annexure enclosed.
Please take follow up action accordingly and ensure compliance in letter and spirit.
T.C.Gupta, IAS
Principal Secretary to Govt. Haryana
School Education Department
Chandigarh
Endst. No: 1/3-2015 IED Dated, Panchkula: 02.07.2015
A copy is forwarded to the following for information and necessary action please:-
P. S to Principal Secretary School Education, Haryana
P. A to Director Secondary Education, Haryana
P. A to Director Elementary Education, Haryana
P. A to State Project Director, Haryana
The Secretary, Board of School Education Bhiwani
The Director, SCERT Gurgaon
All the DEO's, DEEO's, DPC's, BEO's, BEEO's, Haryana
All the Principal cum BRC of IED, Haryana
All the Principal and Head teachers in Govt. Schools in Haryana
Chief consultant IED, MHRD
11. Consultant IED-SS(RMSA) MHRD
Additional Director-Ill (Admn.)
For Director Secondary Education
Haryana, Panchkula
Annexure

A. Guidelines regarding Admission of CWSN

Every identified CWSN in the age group of 6 to 18 years shall be enrolled in the
neighborhood schools without any discrimination.
Every CWSN shall be enrolled in classes according to their age.
No child shall be denied admission in school due to absence of related documents.
The CWSN shall be enrolled throughout the academic year.
It is not mandatory, to give grade/class based enrolment of CWSN who is suppose to be
provide services under HBE
It is mandatory to mention regarding the placement of CWSN such as Resource Room,
Home Based Education against his/her name in the admission forum/attendance
register.
A separate register shall be maintained for the students under HBE in every school for
their coverage report/attendance
The Resource/Special teacher will cover HBE students according to their field visit
schedule approved by BRC.

B. Guidelines regarding Examination/Evaluation and Promotion of CWSN under
Inclusive Education setting

I. General Evaluation Techniques for CWSN under Inclusive setting
Extra time may be provided, as per the needs of the child. Breaks may be allowed during
this time to counter fatigue.
Use of devices to be allowed as per the individual needs of the child e.g. calculators, abacus,
Brailler, Taylor Frame communication board, slant boards, pencil/ pen grips etc.
Use of technology e.g. computers, tape recorders, voice synthesizers to be allowed as per
the needs of the child.
Flexibility in syllabus allocated for testing. For example, if the child is learning at a slower
pace, he/she may be tested on smaller units of content rather than the whole syllabus at
one time.
Assessment procedures may include objective type questions, instead of essay type
questions for children with difficulties in language acquisition, questions to be modified e.g.
simple language
Accommodations are to be provided in the area of response methods. Example, oral
responses instead of written (can be taped) or amanuensis to write down answers, which
would be given orally or through a communication board
Instructions and questions to be read out to student when needed
Braille and print size to be enlarged according to needs of students
Suitable posture and seating arrangement to be made by providing adapted chair/table and
separate room, if required
Timing of evaluation may be necessary, where children are on specific regular medication.
Disabilities which have language acquisition problems may be exempted from the 3-
language formula. Sign language can also be provided as an option.
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page 1
II. Category Specific Evaluation Techniques under Inclusive setting
For Children with Seeing Problems
Any evaluation of children with visual impairment in Braille/ large print or a scribe should
be provided.
The child should be allowed to provide answers in Braille/ large print/ computers or with
the help of a scribe.
Questions may be provided on the tape-recorder and the child's answers/ responses may
also be recorded on the tape recorder, only if required. If the child can write, then this
opportunity should be provided.
The child may be permitted to write his/her answers in computers.
Wherever possible, computers with talk software should also be used as evaluation mode.
If the child writes in Braille, more time should be provided, if required. Teachers, in
consultation with the parents can decide on the extra time. Alternatively, less number of
questions may be given to the visually impaired child using Braille
Allow rest time if the child has to write for long time as writing Braille for a long time
causes fatigue
Marks should not be deducted for Braille dot errors (except for Braille reading/writing
test). If required, ask the child to give answers orally to find out if s/he knows the answers
For providing a large print question paper, the teacher should assess the print size suitable
for the individual child, which s/he can see. The child should be allowed to write using a
felt pen and on a plain paper (if required)
Separate seating arrangement could be provided when the child is answering through tape
recorder or dictating to a scribe to reduce noise
Alternative questions for drawing/ diagrams (pictorial) questions can be provided, only in
cases required
Clear instructions for objective type questions needs to be given
For essay type questions when the child is writing through Braille, marks should be given
on key points, not on length of the answers. Both the teacher and the parents should be
involved in this.
The child should be allowed to use all the assistive devices required by him/her.
For Children with Hearing Problems
Any evaluation for children with language acquisition problems should be simple, mainly
comprising objective type questions
As far as possible, marks should not be cut for punctuation, spelling and grammatical
errors. Teachers in consultation parents can decide this
Mathematical word problems should be short and simple, if need be
Extra time may be provided where absolutely necessary during evaluation (15 minutes
extension per hour or as decided by the teacher)
Oral evaluation should be substituted by written responses, if required
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page 2
The child should be exempted from the 3-language formula and should be taught the
language/s according to the cultural context of the child. Sign language can also be used
All oral directions given during the exam should also be written on the board.
For Children with Locomotor Impairment
Ensure physical access to room where evaluation is taking place
If the child has problem in writing due to impairment in a hand, more time should be
provided, depending on the needs of the child or alternatively less number of questions
may be given or a scribe may be provided.
For Children with Cerebral Palsy
Ensure physical access to test area
Separate room to be provided
Provide writer, when needed,
Use of technology for e.g. computers, voice synthesizers
Use of communication boards for responding to questions
Modifications of question types to accommodate motor difficulties for e.g. do not test on
drawings, geometry questions. These can be decided by the teacher and parents
If associated conditions such as visual, hearing, intellectual impairment co-exist, refer to
specific evaluation techniques mentioned under each impairment above
Suitable postural and seating arrangement to be made by providing adapted chair/table
Time for answering questions should be extended, if need be. Breaks may be allowed to
counter fatigue
Use of adapted devices and equipment e.g. pencil grips, wedges etc.
The paper / answer sheet provided should be thick enough (as children with cerebral palsy
at times use lot of pressure while writing).
For Children with Mental Retardation
The language used during evaluation should be simple
The difficulty level of the questions framed for evaluation of children with mental
retardation should be at the child's level of understanding
Time for answering questions should be extended. Breaks may be allowed to counter
fatigue
Flexibility should be given to use appropriate teaching learning material for the purpose of
evaluation of these children, wherever required. For example use of concrete material,
flash cards, visual aids, pictorial illustrations etc.
The children with mental retardation should not be penalized for punctuation/spelling/
grammatical errors. But they should be told about the errors made
Fewer number of questions should be given to such children, if required
Questions should mainly be objective type/ multiple- choice/ pictorial, if required.
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page 3
For Children with Autism Spectrum Disorders (ASD)
Children with autism need to have a structured day
Many children with autism are visual thinkers. They think in pictures. Pictures are their
first language, and words are their second language.
Avoid long strings of verbal instructions or long answers, essay type questions as children
with autism have problems with remembering the sequence.
Use fixations as a strategy to evaluate the child
Evaluation could also be done with concrete visual methods
Many autistic children have problems with motor control in their hands. Neat handwriting
is sometimes very hard. To reduce frustration and help the child to enjoy writing, let
him/her type on the computer.
Children with autism need to be protected from sounds that hurt their ears.
Some autistic children are bothered by visual distractions and fluorescent lights. To avoid
this problem, place the child's desk near the window or try to avoid using fluorescent
lights.
Some children with autism will respond better and have improved eye contact and speech
if the teacher interacts with them while they are working on an assignment.
Some nonverbal children and adults cannot process visual and auditory input at the same
time. They are mono-channeled. They cannot see and hear at the same time. They should
not be asked to look and listen at the same time. They should be given either a visual task
or an auditory task.
For some nonverbal ASD children, touch is often their most reliable sense. Hence,
evaluation should be done as per the need
Children with visual processing problems often find it easier to read if black print is printed
on colored paper to reduce 'contrast. Try light tan, light blue, grey, or light green paper.
Experiment with different colors. Avoid bright yellow--it may hurt the individual's eyes.
Large and colored print may also make reading easier.
Evaluation should also include use of play greatly as it greatly enhances ASD child's
capacity to take in information and relate to the people around him/her.
For Children with Multiple Disabilities
Extra time to be given to children with multiple disabilities
Special furniture to be provided to these children
Arrangements to be made for adequate space
Assistance should be provided to the child in ensuring physical comfort
Ensure easy access to toilets
Provisions to be made for a writer or a scribe, if required by the child
Some children with multiple disabilities may require additional cues and provisions for the
same should be made.
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page 4
For Children with Learning Disabilities
Provision for Additional time
Provision of Writer, if required
Question paper will be read out to the students
Provision of oral examinations
Exemption from drawing figures, diagrams, chart, maps, and craft in written examination
Use of an Amanuensis
Provision of Calculator during examination
Note: The examination/evaluation of CWSN who are placed in general class room shall be
conducted by general educator in coordination with concerned Special teacher
C. Guidelines regarding Examination/evaluation and Promotion of CWSN under
Resource room placement
The examination/evaluation (monthly/quarterly/annually) of the CWSN who are
placed under Resource room will be made by the Resource teacher in close coordination
with the general education teacher. All the education and evaluation procedures will be
based on Individualized Education Plan (IEP) prepared for every child. The teachers shall
ensure that to use an alternative mode of techniques/methods during the evaluation as per
the child needs. The IEP may be covered the following areas.
Academic
Social
Personal
Occupational
Recreational
The teacher can be used to oral/presentation type evaluation methods with the help of
technology and other devices instead of written examination
Students shall be provided Calculators, abacus, Brailler, Taylor frame, communication
board, slant board, pencil/pen grip etc based on the need of the child.
Provision of technology e.g computers, tape records, voice synthesizer as per the needs of
the child.
Provide materials in Braille and Large print for the examination/evaluation
Teacher may be use sign language and any other alternative mode of communication
system for the evaluation of CWSN
The resource teacher shall prepare a progress report of the child in close coordination
with the general teacher based on the performance made by the children at the time of
evaluation and also be consider the Performance/Participation of child in academic and
other activities carried out in the entire academic session.
7. The promotion of the children shall be made based on the progress report prepared by the
Special teacher with the consultation of the general educator, principal/head teacher.
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page 5
D. Guidelines regarding Examination/Evaluation & Promotion of CWSN under Home
Based Education service (HBE)
Home based Education (HBE) is a part of inclusive education. Under Home based
education, the children who are not able to attend the school based education are being
provided specialized training in their home environment. The training under HBE shall be
monitored by the special educators in close coordination with their parents/siblings. The HBE
services will provide with an objective to prepare the child for age appropriate general
classroom placement and also be prepared for mastering essential life skills.
Special teachers shall ensure to enroll all the identified CWSN under HBE in
neighbourhood school
Special teachers shall maintain records related to home visits, detail of services provide
and other facilities given to HBE students under IED.
Special teachers shall be updated their every home visits detail in to the register
maintained for HBE in the concerned school.
All the special teachers shall report to the school IED in-charge (provision to be made)
and submitted their coverage report of HBE students and get it signed regularly.
The examination/evaluation (monthly/quarterly/annually) of the CWSN who are placed
under Home Based Education will be made by the Resource teacher in close coordination
with their parents/siblings according to their Individualized education plan (IEP).
The IEP may be prepared with a focus on the areas such as preparation for schooling and
preparation for life skills.
The resource teacher shall prepare a progress report of the children based on the
performance of the children at the time of evaluation and also be consider the
performance/participation of child in academic and other activities carried out in the
entire academic session.
The routine practice of promotion to higher grade is not applicable to the students under
HBE. They will remain in the home based education programme till the time being
mainstreamed in the school education system.
E. Guidelines to BOSE Bhiwani/SCERT for the implementation of Provision/Facilities to
CWSN in examination
The Board of School Education (BOSE) Bhiwani and SCERT Gurgaon shall ensure to make
provision for various facilities to be given to CWSN in Board/ School examinations.
Board of School Education (BOSE) Bhiwani and SCERT Gurgaon may give
guidelines/directions to all the districts regarding facilities/provision to be given to CWSN
in the examination
The Board of School Education (BOSE) Bhiwani and SCERT Gurgaon may also be given
prior instruction/information to exam superintendent in this regard.
The Board of School Education (BOSE) Bhiwani and SCERT Gurgaon may also give training
to exam superintendent for the effective implementation of the guidelines in close
coordination with IED Cell
5. The Board of School Education (BOSE) Bhiwani and SCERT Gurgaon may ensure to make
provision for a special teacher to provide the service to CWSN in every exam centre during
board exams if required as per guidelines.
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page 6
F. Guidelines to District education officers(DEO/DEEO/DPC) for the implementation of
Provision /Facilities to CWSN in examination
The district education officers (DEO/DEEO/DPC) shall work as district level agency for
monitoring and effective implementation of the above mentioned guidelines.
The DEO/DEEO/DPC shall ensure the participation of all the CWSN including children
receiving HBE services in the examination/ evaluation conducted by the schools/Board
annually and quarterly.
The DEO/DEEO/DPC shall ensure that to provide the above mentioned facilities to needy
children during the examination/evaluation. For this a detailed report of district level
requirement shall be submitted by the district education officers to the head office.
The DEO/DEEO/DPC shall work in close coordination with BOSE Bhiwani/SCERT for
providing provisions/facilities to CWSN during examination
G. Guidelines to BEO/BEEO/BRC cum Principal of IED for the implementation of
Provision /Facilities to CWSN in examination
Block education officers (BEO/BEEO/ BRC cum Principal of IED) shall work as block level
agency for monitoring and effective implementation of the above mentioned guidelines.
The BEO/BEEO/ BRC cum Principal of IED shall ensure the participation of all the CWSN
including HBE in examination/ evaluation conducted by the schools/Board annually and
quarterly.
The BEO/BEEO/ BRC cum Principal of IED shall ensure that to provide the facilities
according to provisions for CWSN during the examination/evaluation.
The BRC cum Principal/Head teachers shall ensure to inform the parents of CWSN
regarding the Examination/Evaluation
5. The BRC cum Principal/Head teacher shall ensure to provide the progress report to every
CWSN and the same will be informed to their parents.
H. Guidelines to General Teacher & Special Educators for the implementation of
Provision/Facilities to CWSN in examination
The general teacher shall work in close coordination with special educator to plan the
procedures to be adopted to ensure the provisions/ facilities required for CWSN in their
examination in the general classroom setting.
The general teacher shall prepare progress report of CWSN, who is attending
examination under general class room placement
Special educator shall prepare the plan for the examination/evaluation of CWSN placed
under resource room as per their Individualized Education Plan (IEP) in close
coordination with concerned general teacher.
Special educator shall prepare the plan for the examination/evaluation of CWSN placed
under home based education as per their Individualized Education Plan (IEP) in close
coordination with parents/sibling of CWSN.
5. Special educator shall prepare progress report of CWSN, who is placed under resource
room and home based education under the supervision of Principal/Head teacher and
same will be informed to the parents.
Guidelines regarding Admission, Evaluation & Promotion of CWSN under Inclusive Education Page
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