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With the proclamation of human rights and impacts of the philosophy of humanism, there has been a worldwide call for providing human treatments to the disabled and stop their isolation. Accordingly, the world society and nations through their various meets, conventions and international agreements have recognised the right to education for all with no discrimination of any kind. For ensuring education for all and protecting the rights of the children with disabilities to attend the schools nearest to their locations along with their non-disabled peers, the state parties were urged (as well as commonly agreed) to frame the needed educational policies and constitutional provisions for the same. As a result, India as a signatory nation to these international agreements and understanding as well as fulfilling its major obligation as a democratic country towards its citizens has launched the scheme “Education for All”. For implementing this scheme in a proper way, it has brought “Right to Education for free and Compulsory Education Act,2009”. Under the provision of this Act, now every child in the age group of six to fourteen years shall have a right to free and compulsory education in a neighbourhood school till completion of elementary education. Accordingly, a school, now, has a compulsion of providing access to education for every child intending to seek admission in the school, including the children suffering from one or the other impairment or disability. The Act has brought on the part of the schools a dire necessity of observing the policy of inclusion for the education of the children. They have to not only include the children with disabilities into mainstream of the school but also care for providing them quality education leading to their wholesome development well in tune with their potential and capacities. The disabled children are considered quite different from their non-disabled peers. However, if seen otherwise, they are more like other children than they are different. It is for the reason that, disabled children are children first before being described as disabled. Therefore, it is natural for them to experience the same basic needs and problems as experienced by the otherwise normal children of their age and grade. In addition to these basic needs and problems, however, they also have some extra needs and problems, described as special, which are necessarily associated and caused on account of their being too different and exceptional from the other children of their population. That is why, these children are designated as children with special needs (CWSN) signifying that they are special in reference to the needs felt by them for their proper adjustment and education in the mainstream of school education. Moreover, in relation to their specific needs and different abilities, they are found to be benefitted from the adoption of one or other unique and special learning styles.

Sagahutu, B. J., Malachie, T. and Struthers, P. (2013) in their study entitled, ‘Physical environmental barriers to school attendance among children with disabilities in two community-based rehabilitation centres in Rwanda’. The aim of this study was to identify the physical environment barriers to school attendance by children with disabilities in two community-based rehabilitation (CBR) centre in Rwanda. A quantitative, cross- sectional, descriptive study was conducted to identify barriers to school attendance. The data was analysed using SPSS. The result of the study revealed that more than 90% of children with disabilities in developing countries do not attend schools. Children with disabilities either do not receive any education or, if they do, it is often inappropriate. It was found that the long distance from home to the nearest school, and the status of the school physical environment were the major barriers to school attendance. The study recommended strengthening existing measures to make a conducive physical environment would enhance school attendance among children with disabilities and subsequently the overall inclusive education. Kogei Joseph Kipkosgeiin (2014), in his unpublished thesis entitled, ‘Factors influencing enrolment of learners with disabilities in an inclusive education in primary schools in Nandi South District Kenya’ determined how physical facilities were structured to accommodate learners with special needs, determine sufficiency of teaching and learning resources teacher preparedness to handle learners with disability relevancy of curriculum to meet needs, aspirations and expectations of special learners and to determine adequacy of available funds in financing special needs education. The study used descriptive survey research design and data was gathered using two questionnaires from 44 head teachers and 306 teachers. The data was analyzed using descriptive statistics. It was found that absence of structured physical facilities, insufficient teaching learning resources lack of trained teachers and absence of support from the resource teacher and management leads to poor status of inclusion. The recommendations where government should allocate more funds, the physical facilities need to be structured, TSC should recruit more trained teachers and the curriculum should be structured according to the needs of the special learners. Kundu and Dey (2018), they studied on the “Challenges of Realising Inclusive Education in India.” The aim of this study was to bring together the most current research available on strategies for educational effectiveness for children with disabilities to produce a synthesis of the most effective approaches for quality outcomes. They found that, people’s pessimistic attitudes towards differences result in discrimination that can lead to a crucial barrier to learning. Those pessimistic attitudes may take the form of social discrimination and classical intolerance. If the awareness of Indian population, principals, educators, parents, pupil, etc. will not change it would be difficult to include learners in regular schooling processes and to create an ideal inclusive atmosphere in the country. Sarkar (2017) in his research article: ‘early childhood care and education for children with special needs: a way to successful inclusion’, said that, the Government of India approved the National Early Childhood Care and Education (ECCE) Policy in 2013 but the Policy framework does not talk much about the systematic strategies to be adopted for addressing the specific needs of CWSN while including the National Curriculum Framework and Quality Standards for ECCE. This is undoubtedly a negative sing towards improvement of ECCE programme for CWSN in the country. However, with the emergence of „Inclusion‟ Anganwadi is also supposed to deal with the CWSN. Anganwadi centres might be envisaged as the best preparatory centre for the holistic development of children which uses play way method of teaching with indigenous approach. It is contributing towards preparing the child for mainstream schooling. Furthermore, it is a move towards universalization and qualitative improvement of primary education. The significance of the present paper lies in the fact that Anganwadi centre which covers a large area across the country can be a viable way to meet the needs of all children including children with special needs considering their different rates and styles of learning in a uniform manner. Thus, it can be concluded that if Anganwadi centres are equipped well and Anganwadi workers are trained properly to deal with CWSN, they can positively contribute to make “Inclusion Successful”.

For this study qualitative descriptive research methodology was adopted. Under qualitative descriptive research, survey method was used. Also, the primary and secondary data sources were used.

The researcher for the present study has followed four stage sampling procedure. At the first stage out of the 10 districts of Central Revenue Division, two districts have been selected having highest female literacy rate and lowest female literacy rate. Out of 10 districts, Cuttack district was found to be having highest female literacy rate (73.07%) and Nayagarh district was found having lowest female literacy rate (45.53%) and both were selected as sample districts of the study. And the list of all the CWSN students enrolled and schools having CWSN was collected from the District Education Officers of both the districts i.e., Cuttack and Nayagarh. Purposive sampling was carried out, to select the schools having children with CWSN.
Further purposive sampling procedure was used to select 23 Blocks (All blocks and ULBs) of both the districts in the 2nd stage where CWSN were available. At the third stage block wise list of CWSN, Block Education Officers (BEOs) and RP (CWSN) selected for the purpose. At the last stage or at stage four, number and name of the schools, name of the head master, name of the teachers and name of the CWSN from class I to VIII from each of the school and parents of the selected CWSN were selected purposefully for the survey. 

The data collected from the sample mentioned in the previous paragraphs are carefully examined and analyzed. These data were studied from as many angles as possible to explore the new facts and to reinterpret. The inductive analysis and logical analysis are mostly used in analysis of qualitative materials. Simple statistics, such as average, index numbers and ranking have been used to generate new information. Descriptive statistical methods in the form of charts, tables and percentages have been used in the process of data analysis. The researcher also used computer-based technology like MS Excel for analysis of data.

Various measures/strategies adopted to deal with disabilities under SSA

a.     Organisation of training programmes for the CWSN
Chart 1

Source: Compiled by the Researcher
Training programmes for CWSN on mobility, use of braille, learning sign language, postural training, speech training and pre-vocational training have been organised for placement of CWSN at neighbourhood schools. In this regard 17 (73.91%) RPs opined that for organisation of mobility training, 19 (82.6%) RPs for training on braille, 21 (91.3%) RPs for training on sign language, 18 (78.26%) RPs are for postural training, 6 (26.8%) RPs are on speech training and only 5 (21.73%) RPs opined that pre-vocational training in their respective blocks have been organised. Here, it was observed that, the least numbers of trainings i.e., speech training and pre-vocational training have been organised and on the higher side the training on sign language is organised. All the above training programmes were organised in non-residential mode.
b. Enrollment of the CWSN after identification and assessment
Chart 2

Source: Source: Compiled by the Researcher
Most of the children have been enrolled in formal schools which is 87.26 % and only 21.74% RPs have responded on enrolment of children in alternate schooling (including home-based education) & enrolled in formal schools.
c.  Removal of Architectural Barriers
87 % RP (CWSN) have opined most of the schools have modified some of the structures as like ramps constructed, toilets have modified, doors and floor of the school rooms are hurdle less, so that, the CWSN students can easily move and also, they can ride their wheelchairs inside the classrooms. Some schools have changed their windows open to outside of the walls/rooms. Few schools have properly arrangement of the light inside the classrooms.
d.   Parental Training and Community Mobilisation
Counselling received by the parents of CWSN is 82.61%, training program on how to bring them (their child-CWSN) up and teach them basic survival skills is 78.26%, organisation of awareness programmes to form a part of strategy to educate every child with special needs is 52.17%, Component on CWSN included in all the modules for parents, VEC and community is 56.52%, “School development plans” developed keeping in mind the needs of CWSN is 65.22% and Peer Sensitisation: Curricular and co- curricular activities designed for peer sensitisation is 100%. But no special advocacy strategy planning formed to educate every child with special needs.
e.  Support Services
95.65 % RPs opined that, aids and assistive devices have been provided to the CWSN and 82.61 % RPs opined that the aids and assistive devices sufficiently available according to the individual needs and the aids and assistive devices are upgraded according to the needs of the children with special needs.

f.  Category wise support services provided under the programme

Chart 3

 
Technological support in the form of augmentative and alternative communication tools is 21.74%, Audio visual material is 52.17 %, Communication board is 34.78%, Computer access is 21.74%, Universal design for school buildings, classrooms are 30.43 %, Transport/ escort facility is 95.65 %, Furniture and fixtures and Resource room support is 65.22% each, Therapeutical support is 86.96 %,Text-books in accessible format is 91.30%, ICT support is 21.74% and Vocational education training is 86.96 %. Some resources have been supported by NIRTAR.
a.    Organisation of training programmes for the CWSN
Various training programmes organised for the CWSN, but the impact of the training has not been documented. It is not found any documental proof at the RP or School level. All the training programmes were non-residential in nature; so, residential training programmes are more fruitful than non-residential. Major parts of the training schedule could be consumed for settling down to the participants before beginning of the training programme on daily basis. All training programmes should be organised in residential manner, it should be encouraged by the project and budgetary provision should be allotted. It should be documented properly with impact assessment reports.
b.     Enrolment of the CWSNs after identification and assessment
Alternate or home-based education should be monitored regularly, and progress should be recorded in a proper way. 
c.     Removal of Architectural Barriers
Proper documents including photographs of removal of architectural barriers should be available in all the schools where the modified structures created.
d.     Parental Training and Community Mobilisation
A special advocacy strategy should be planned to adhere all the benefits and rights of the CWSN and parents. Parents should be parts of the strategy to roll out all the rights and entitlements to fulfil the needs of the CWSN for educational, social, and economic development in a sustainable manner. School development plans should be prepared at every school by involving all the stakeholders like, parents, teachers, planners, PRI members etc. for growth and development of the CWSN and other downtrodden students at the school. Transparency at all levels should be maintain and followed by all the members involve in the process.
e.     Support Services
A proper record of the aids and assistive devices provided to the CWSN should be available at BEO office as well as in schools, which is an enormous gap found during the study.
f.      Category wise support services provided under the programme
Category wise list of support services provided under the programme should be properly maintained and available with the officials.

g.     All children should be educated in regular class
Negative attitude of some of the trained teacher on inclusive education still not changed towards CWSN it needs more specific training to them. 

1. Mangal, S. &. (2019). Creating an Inclusive School. New Delhi: PHI Learning. 2. Arnab Kundu, K. N. (2018). Challenges of Realising Inclusive Education in India. International Journal of Education, Vol. 10. 3. Sagahutu J Baptiste, T. M. (Physical Environmental Barriers to School Attendance among Children with Disabilities in two Community Based Rehabilitatio (2013). 4. Physical Environmental Barriers to School Attendance among Children with Disabilities in two Community Based Rehabilitation Centres in Rwanda. Rwanda j. health sci. , Vol 2 No1. 5. Sarkar, R. (2017). early childhood care and education for children with special needs: a way to successful inclusion. Journal Homepage: - www.journalijar.com, 10.21474. 6. Wanjala. G, K. J. (2017). Factors Influencing Enrolment of Learners with Disabilities in Primary Schools with Inclusive Education in Nandi South District, Kenya. International Journal of Novel Research in Education and Learning, 4(2):172.