INCLUSIVE EDUCATIONGap between Rhetoric and Reality

Kolkata 2007

ANINITIATIVE

BYVolunteers of

CHILD RIGHTS AND YOU (CRY)&

SRUTI disAbility CENTRE

CONTENTS

1. Introduction……………………………………………………………………

2. Summary of the Study…………………………………………………………

3. The Methodology……………………………………………………………..

4. Analysis of current status of the schools……………………………………

5. Experience of Students with Disabilities

in Mainstream School…………………………………………………………

6. Recommendations…………………………………………………………….

7. Annexure……………………………………………………………………….

8. Acknowledgement……………………………………………………………..

9. Bibliography ………………………………………………………………….

INTRODUCTION:

All mankind is of one author, and is one volume; when one man dies, onechapter is not torn out of the book, but translated into a better language;every chapter must be so translated … No man is an island, entire of itself….anyman’s death diminishes me, because I am involved in mankind….”

John Donne is no more, but his philosophy still lingers. His dream of a society where all

human beings are a part of the whole and is inclusive is what we dream of and hope to

achieve. And this is precisely the reason why Sruti disAbility Rights Centre along with the

youth volunteers of Child Rights and You (CRY) is conducting a survey on inclusive

education.

Children herald a new tomorrow and education plays an influencing role in shaping the

worldview of children by creating a society that is inclusive and without barriers. It is in this

context that schools are acknowledged as a crucial sphere for developing a tolerant and

plural community by means of imparting education and developing equal opportunities for

all. Schools adopting inclusive means are the beacons to an inclusive world that is tolerant to

the differences. It has been more than a decade since the Peoples with Disabilities Act

(1995) has been passed; yet as discovered from the study many schools have not adhered to

the essence of the Act, even when the infrastructure of the school is concerned. Students

with disabilities have to be accepted from within the society and this acceptance comes from

the nature of inclusion in schools. However, this temperament is lamentably lacking in

certain schools of West Bengal.

SUMMARY OF THE STUDY

The purpose of the study carried out by the volunteers of Sruti disAbility Rights Centre and

Child Rights and You (CRY) underlines the problems faced by the students with disabilities

attending mainstream and regular schools. It reveals how inclusive schools in the city

actually are. This study aims to find out the gap between the policy and the existing situation

which will be used for advocacy purpose and lobbying with government bodies and school

authorities to ensure inclusive education for children with disabilities.

The Methodology

In order to understand the concept of inclusive education we had reviewed various literature

which included books, reports, websites etc.

On the basis of our understanding we had designed 2 sets of questionnaires which are

annexed at the end of the report.

Trying to cover the various aspects of inclusive education to make this study as detailed as

possible, we have seeked appointment from almost 65 schools among which we got

appointment from only thirty schools of Kolkata which includes 16 government schools and

14 private schools. Based on the interviews of the Principal and senior teachers (where the

Principal was not available), the report aims to find the true picture of the society which

claims of “inclusion”.

In order to reveal the true nature of inclusion in the schools of Kolkata, we spoke to several

individuals having different kinds of disabilities and who had access to regular schools. In

the survey we did come across certain findings that expose the regrettable loop holes that are

existent in the education system in West Bengal. Interestingly, many of the concerns shared

by the respondents were common to all. This was however predictable. Our study follows

the earlier analysis regarding the attitude of the city schools towards students with

disabilities, and the experiences of students with disabilities who have been educated in the

mainstream education and the challenges they have faced, attempts to draw light upon the

wide lacuna between rhetoric and the reality

However our study was not without limitations which were mostly due to external factors.

Firstly, establishing contacts with students with disabilities attending mainstream school was

the greatest challenge for us, as most students still attend special schools. Secondly, in spite

of repeated attempts in trying to organize a focus group discussion we were unable to gather

parents of students with disabilities attending regular schools on the same day and time.

However it was interesting to note, that in most of the cases ( especially females), the

parents were responding to majority of the questions posed to the students.

Analysis

Firstly the report attempts to assess the level of knowledge that the school authorities have

vis-à-vis the various legislative and policy provisions for the children with disability

Implementation of the Act

Constitutional Provisions/ PWDAct / National Trust Act

Do the schools know?

Article 21A (Constitution); Section 26 of thePersons with Disabilities Act, 1995:guarantees education as a fundamental right.Free and compulsory education has to beprovided to all children with disabilities up tothe minimum age of 18 years.

63% of the government schools and 43% ofthe private schools are not aware of the rightto free education for all children withdisabilities.

The 93rd Amendment to the Constitutionmade it mandatory for the Government toprovide free and compulsory education to“all” (which includes children with disability).The government claims to have allocatedfunds for the disabled children.

However, only 13% of the government schoolsand 7% of the private schools are aware ofthe existence of such funds.

In 1995 the Government passed the Personswith Disabilities Act; more popularly knownas the PWD Act. Again, in 1999, theGovernment passed the Multiple DisabilityAct and set up the National trust for Welfareof persons with Autism, Cerebral Palsy,Mental Retardation; both of which ensurethat every child with a disability has accessto free education in an appropriateenvironment till he attains the age ofeighteen years.

However, only 38% of the government schoolsand 36% of the private schools are aware of it.

The government has also made it mandatoryfor schools to observe a 3% reservation fordisabled children in their institutions.

50% and 36% of the private schools are notaware of the 3% reservations for disabledchildren. In practice, the percentage ofdisabled children in government schools isonly 0.16% whereas in private schools it isonly 0.31% which contrasts sharply with the3% reservations which the government hasmade mandatory.

Based on the convenience of the majority, society has defined what’s ‘normal’ and

what’s ‘abnormal’. To maintain this segregation society has also perpetuated myths about

the ‘other’ (people with disability). For instance the identity of people with disability get

reduced to their disability. Social stigma defines the attitude that people at large have

towards people with disability. Schools furnish no exception, right from reservations

towards granting admission to children with disability to playing a role in making the school

environment a little more inclusive. Section II intends to map the attitude that govt. schools

and private schools have towards children with disability.

94% government schools and 100% private schools interviewed agree that society

should adapt to disabled children rather than them adapting to society.

63% government schools and 79% private schools said that disabled children should

be educated in mainstream schools.

88% government school and 93%private school agree to the fact that segregation

restricts understanding of each other.

81% government school 71% private schools feel segregation is a violation of human

rights.

100% government and private schools believe that unless equal opportunities are

provided to children with disabilities in India, they will remain invisible,

responsibilities of NGOs and private institutions, and remain to be termed

underclass.

63% government schools and 50% private schools don’t think it is mandatory for

children with disabilities to be included in regular schools.

81% government schools while 50% private schools don’t agree with experts’

suggestion of home-based work with children with disabilities.

63% government schools and 64% private schools do not think level of IQ scores

(government and doctors insist on it) should be accounted for while judging if

children with disabilities should be under inclusive/exclusive strategy.

According to 75% government schools and 64% private schools, going to a regular

school is best for the development of a child with disability.

With regard to the transport facilities to the children with disabilities or in the

alternative financial incentives to parents or guardians to enable their children with

disabilities to attend schools; the Government made mention of the removal of

architectural barriers from schools, colleges or other institutions imparting vocational

and professional training and setting up of ramps in school buses. All the

government and private schools think that the school buses should have ramps.

However, in reality; none of the schools have ramps.

According to Action Plan for the Inclusive Education of Children and Youth with

Disabilities formulated by Ministry of Human Resource Development, an MOU has

been signed between National Council for Teacher’s Education and the

Rehabilitation Council of India towards the convergence so as to ensure disability

element in B.ED and M.ED courses and also for in-service teachers.

However, we found that merely 19% of the teachers in government schools are trained

and oriented in interacting and providing assistance to children with disabilities. The

scenario in private schools was even worse with no teachers who had been specially

trained.

Gap between Rhetoric and Practice

Only 25% of the government schools and 29% of the private schools think that enough

policy changes are being initiated to integrate mentally and physically challenged

children.

69% of the government schools and 36% of the private schools are not even aware of

the fact that education of the disabled comes under the union ministry of social justice

and empowerment

The PWD act makes a special mention about the employment of teachers with

disabilities under a special quota. However we found that while only 19% of government

had employed teachers with disabilities, the private school count was only 14%.

There is widespread debate about whether or not inclusive education is desirable. In the

course of our fieldwork, we found a couple of interesting points which could be very

indicative of the former debate:

When asked to the school authorities whether the ‘regular’ children interact with the

children with disabilities, 75% government schools and 93% private schools

responded positively.

13% government schools and 57% private schools agreed to the fact that the

‘regular’ children tease the children with disabilities.

44 % of the government schools and 50% of the private schools follow plans with

respect to Sports, Recreation and Cultural activities of children with disabilities

19 % of government schools and 71% of private schools provide counseling services

to children with disabilities

50% of government and private schools provide special services to these children to

make their studies or learning easier.

Experience of Students with Disabilities inMainstream Schools

a. Acceptance from the Regular Schools

66% of the respondents, as the study reveals, have been rejected from the main steam

schools they had sought admission to. As our study discovered, some of the respondents to

our survey, claimed that they had been rejected from the schools that they approached. This

rejection stems from the fact or rather the belief that such students should avail the facilities

of a special school. Some of them were granted admission on a trial basis depending upon

the adjusting capability of the pupil. The lack of trained teachers became an impediment for

them to continue in the schools. This was probably the primary reason for the schools to

refuse admission as the authorities were reluctant to accept such students. In some cases, the

disabled student was asked to leave the school after a stint in the Montessori class. The

reason being, the teachers were uncertain how to deal with such a student in the higher

classes.

Sudha, being disabled visually sought admission in a reputed mainstream school in

south Kolkata that generally admits students with disabilities. Sudha got admission in

the montessori section and did exceedingly well in her class. But Sudha reveals that”

the teachers were unsure as to how to tackle me in the higher classes. so the principal

asked my parents to remove me from the school”. Needless to say Sudha’s parents

were compelled to take her away and seek admission for her in another school. Now

sudha is in class xii and is doing very well academically.

b. Transport: The Problem of commuting to school

33% of the students have claimed that the lack of convenient transport facilities have laid

obstacles in commuting to school.

Though most of the respondents found access to schools in the vicinity of their homes and

commuting to school was not a problem, for those who lived in far flung areas, special

transport had to be arranged by the respective households which was rather expensive

c. Infrastructure: Common Problem for All

Nearly 83% of the respondents considered the school infrastructure needs to be improved.

Students with cerebral palsy or floppy water syndrome felt restricted from certain parts of

the school. It was left to the guardians or friends to escort them. The lack of lift or ramp

evidently constituted a hazardous problem for the students with disabilities to have access to

every nook and corner of the school.

Commuting to school itself became a major problem for such students, particularly for those

living in far flung areas. The absence of ramps in school buses meant that other meant

difficulty in commuting to school.

d. The Attitude of the Peers

1 out of every 6 students with disabilities was subjected to peer pressure that included

taunts over their disability and mental trauma. Friends constitute an integral part of student

life. Peers, in fact, form a mirror image of the society at large. In this regard, our study

developed a mixed response. However, most of the respondents claimed that they were

fortunate to have good friends throughout school life.

e. The Problems Faced During the Examinations83% of the respondents claimed of having faced problems during the examinations and

that included even the Board exams. Perhaps, this was one of the most pressing of all

problems. To add to the problems, the examination system isn’t supportive to the special

needs of the disabled. These problems ranged from the pattern of the question papers to

the difficulty faced by the writer assisting the disabled student.

This problem was more acute for a blind student who is presently in class XII. This

individual, though a good student had to face up to the allegations that the writer was

helping during the exams. Again it was claimed by one of the students that the answer

scripts of the class X board exams were not evaluated separately but along with the scripts

of the regular students. There was no evidence of separate and special evaluation of the

answer scripts of the students with disabilities.

f. Problems in the Curriculum85% claimed that they were not allowed to choose the subjects or the stream of their

liking after class X. Several of our respondents were not happy with the pattern of the

curriculum. It should be more oriented towards the needs of the students with disabilities.

Under this problem, it is mention worthy that a student with disability does not have

similar access to choices as normal student. There are noticeable inequalities between

them. A number of the respondents complained that they were not permitted to pursue

Science due to their disability.

Parmeet, an individual having visual disability was not permitted to take computer applications

amongst his subjects in class XI-XII. A lot of effort had to be put up by the parents to convince the

school authorities otherwise. The board authorities were reluctant to allow him take up the subject

as they were not convinced as to how he would manage the computer practical classes. With the

installation of a software called JAWS in his school, the board authorities finally relented though with

an enormous amount of skepticism.

g. Attention from the Teachers34% of the respondents acknowledged that the teachers had given them special attention

as and when required.

The teachers at school played a pivotal role in shaping the mindset of students with

disabilities and helping them adjust to the mainstream environment. The respondents

asserted the cooperative attitude of the teachers. Individual and special attention was given

in certain cases by the teachers. The teachers took effort in treating the student with

disability at par with the normal student.

LIST OF RECOMMENDATIONS

For Government

a. Ensure implementation of PWD Act 1995.

b. Ensure no child is denied admission in mainstream education on the ground of

disabilities.

c. Ensure mainstream schools have teachers trained to deal with children with

disabilities.

d. Facilitate access of students with disabilities to government hostels.

e. Provide scholarships to students with disabilities.

f. Provide right kind of learning materials and books for children with disabilities in

Government schools.

g. Promote understanding that education of children with disabilities is not a charity

issue but rights issue through massive awareness programmes.

h. Make necessary changes in curriculum and examination systems.

For School Authorities

a. Admission – Lay down criterion for admission of children with disabilities in clear

terms and advertise and encourage entry where possible.

b. Ensure trained teachers and Resource rooms are available for children with

disabilities.

c. Children with disabilities should be included in all co-curricular activities.

d. Make necessary changes in terms of physical access to all parts of the school

building.

e. Make necessary arrangement for evaluation/examination of the students with

disabilities.

f. Organize diverse awareness activities to encourage interest in disability issues. The

aim of these programmes should be to sensitize students and all staffs of the

institution.

g. Provide opportunities for students to meet people with a range of disabilities and to

hear and discuss first-hand experiences of mobility problems in the built

environment.

h. Integrate students with disabilities into classes and extra-curricula activities, not least

by making buildings accessible to them.

i. Include staff (full or part time) with disabilities in regular teaching programmes.

j. Appoint trained/sensitive staff to counsel students during studies and to offer career

counseling to them in all stages.

Students with disabilities should have a wider choice in selecting subjects. Students should

be allowed to take up the stream of their choice. Students with disabilities generally are

disallowed to take up Science or even Commerce :the reason being that laboratory

assistance is denied for those taking Science. Some of the students were also denied to

take up Commerce as the board authorities were unsure whether the student would be able

to cope with the syllabus.

During the exams, students with disability (for the visually disabled) should avail the

computer instead of having the help of a writer. This would eliminate allegations that

the writer helps the student.

For inclusion to move beyond words, the students with disability must have access to

opportunities and share the same spaces but like their peers must share the common

resources of the school. Schools have to change their outlook from being mere institutions

that give guidance to inculcating a broader change in the social environment to foster a

just society.

APPENDIX

QUESTIONNAIRE PREPARED FOR THE SCHOOL AUTHORITIES

i. Name of School:

ii. Address of School:

iii. Name & Designation of the Interviewee:

iv. Is your school i Govt. School, ii Govt. aided School, iii Private run

v. Whether the school is: Co-educational All Girls All Boys

vi. Which board is followed by this school? ICSE CBSE WBSC

vii. Admission Procedure:

viii. In your advertisement/notice regarding admission does your schoolmention about enrollment of children with disabilities?

Part I

1. How many children are there in the school?

2. How many children among them are with disabilities?

3. What sort of disability do these children have? Kindly Specify;

If yes,a. Locomotiveb. Visualc. Auditoryd. Intellectual functioningIf not, why are these children with disabilities not given admission?

4. Have you heard of “early prevention” of disabilities in general?

5. Are the teachers/ resource persons aware of such disabilities inchildren?

Have they received any training in this regard?

6. Do you know whether our country has a policy on disability?

7. Have you heard of Persons with Disabilities Act, 1995 with regardto education?

If yes, do you know what it states?

8. Are you aware of the National Trust for Welfare of persons withAutism, Cerebral

Palsy, Mental Retardation and Multiple Disability Act, 1999?

9. Are you aware of 3% Reservations of children with disabilities inschools?

10. Are you aware of the Rehabilitation measures to beundertaken by the state for children with disabilities?

11. How has each of the assistance devices mentioned belowhelped the children with disability in receiving education?

Hearing Aid Wheel chair Tricycle Surgical Learning equipments Prothosis, orthosis, pedagogy

12. Have enough policy changes been initiated to integratephysically and mentally challenged children?

13. Are there any special schools in the locality?

14. Are students and teachers aware of the socio-economicdisadvantages/implications of the children with disabilities to helpthem further?

Are there any strong pressure groups for the cause ofdevelopment of virtues such as empathy and compassion towardschildren?

15. Are you aware that “Education of the disabled come underthe Union Ministry of Social Justice and empowerment, buteducation comes under Human Rights Development?

16. Have you faced any problem regarding the definition of‘mental illness’ and ‘mental retardation’ (in case child is mentallyretarded)? What according to you would qualify as illness and what as

retardation? Do you this they are the same? If so, then why?

17. Have children with disabilities experienced any barriersconcerning “physical”, ‘architectural’, and ‘examination system’?

18. Do you think barriers of attitude exist due to lack ofawareness?

19. Do you think there are adequate Government-led specialschools?

If yes, is Government providing adequate structure or specialservices in order to enable children to learn?

20. Do you think Government has allotted enough resources inits budget, taking enough initiatives to keep to its legislation(concerning PWD Act)?

21. Do you agree that inclusive education is a holistic educationsystem that enables development and enriching of all children?

Part II

22. Do you agree that society should adapt to disabled childrenrather than the children with disabilities to be normalized insociety?

23. Should children with disabilities be educated in mainstreamschools (mainstream playgroups nursery schools, education inordinary schools and colleges)?Do you think it is mandatory for children with disabilities to beincluded in regular schools?

Do you believe that children with disabilities should be kept outand be sent to special schools or live in special residential places?

24. Should there be adequate support provided to them for thispurpose?

25. Do you agree that segregation would restrict understandingof each other and that familiarity and tolerance should reduce fearand rejection?

If yes, then why?

26. Do you think segregatory practice is a violation of HumanRights?

27. Do you believe that unless equal opportunities are providedto children with disabilities in India, they will remain invisible,responsibilities of NGOs and private institutions, and remain to betermed underclass?

28. Do you think it is mandatory for children with disabilities tobe included in regular schools?

29. Do parents of majority children persuade them to acceptdisabled children as classmates, given the deeply entrenched socialprejudices?

30. “Special schools are more of a medical intervention”. Are theschools in sync with Social Development Models that respect theRight to Self-esteem of this ‘large’ minority?

31. What kind of restructuring of the community do you believein – a society ‘built to last’ or ‘built to change’?

32. Experts suggest home-based work with children withdisabilities?

Do you agree? If yes, does it become a Human Rights violation?

33. Do you think level of IQ scores (government and doctorsinsist on it) should accounted for while judging if children withdisabilities should be under inclusive/exclusive strategy?

34. Do you believe that children learn best from peer interaction? If yes, then do you believe in depriving “profoundly” disabledchildren from the process of learning?

35. Do you believe that awareness and sensitivity to differenceswill only be possible if all children live, learn and play together andunderstand sharing and collaboration?

36. What according to you is the best for the development of achild with disability 1. going to a special school 2. going to anregular school

37. Do you think that the school buses should have ramps?

Part III

38. Have any special services been provided to these children tomake their studies or learning easier in your school?

39. Are counseling services provided to children with disabilities?What is the examination procedure for children with disabilities?

40. Is the school doing anything about professional rehabilitationor assistance towards children with disabilities?

If yes, then to what extent?

41. Has a teacher with disability been employed in the school?

42. Is it mandatory for children with disabilities to have aCertificate while seeking admission?

43. Have any NGOs referred children with disabilities to theschool?

If so, who are those NGOs? Kindly Specify.

44. Have there been any plans that have been followed withrespect to Sports, Recreation and Cultural activities of children withdisabilities?

If not, why, and for what reason? Please specify.

45. Are the teachers trained and oriented in interacting andproviding assistance to children with disabilities?

If yes, please specify in what areas and how.

46. Are children with disabilities regular to school? If no, then have there been any efforts taken to motivate thesechildren to be regular to school?

47. Do the majority of the regular children interact with childrenwith disability?

48. Do peers tease children with disabilities? Have teachers taken any actions in order to discourage this?

Are you interested in organizing and participating in awarenessprogrammes?

49. Should special training be given to general teachers to equipthem to deal with special children?

50. “Within their own families children with disabilities still dohide”. Have main-stream schools done much in order to result ingeneral acceptance of these children and thus encourage them toattend school?

51. “The 93rd Amendment to Constitution (86th) has made itmandatory for Government to provide free and compulsoryeducation to “all” (includes children with disabilities)”.

Are you aware of this? If yes, have you implemented it? If not, why not?

52. Persons with Disabilities Act come under three main sectors –Prevention, Rehabilitation, and Integration – is your child availingof all the opportunities?

If not, the how is your child deprived?

53. Is there any scope for your Curriculum to be changed fromtime to time from the perspective of special children

The Questionnaire Prepared For The Students With Disabilities

Who Attended Mainstream School

INTERVIEWERS PLEASE MENTION THESE POINTS TO ALL PARTICIPANTSBEFORE STARTING THE INTERVIEWS-

All information collected for this survey will remain confidential.The participants are free to give information without beingfrightened of their names being used for advocacy work, withoutasking their permissions.

The participants can skip any questions if they do not want toanswer it.

The participants can add any information they feel like on anyother aspects of their lives which is not relevant to study oninclusive education.

Background Information

Name :Gender :Address :Nature of disability :Is the disability since birth? : If no, then when and how was itacquired :

Education

School : Board :

What made your family choose this school?:

How was the admission procedure?

Do you know about the PWD (People with Disability) Act?

Was your school aware of this act?

Are you aware of the Government scholarships offered to studentswith disabilities?

Did you receive any scholarshipGovernment : Other :

Infrastructure

Did the school offer hostel facilities?

Describe infrastructure of the school? Did you face problemsmoving around?

In this regard questions were asked pertaining to the accessibilityof class rooms, he laboratory and the wash rooms.

Were there times when you had to make any compromises?

Was commuting to school difficult? What transport did you makeavail of?

Was computer education available at your school? Did you enjoy it?

Vocational education? What do you have to say for that?

Teaching Methodology/ Curriculum/ Resource

What was the teaching procedure?

Here questions regarding the comfort level of students vis a visthe teaching methods were asked.

Did you get individual attention from the teachers? If so in whatways?

Do you believe that the present curriculum has benefited you? Doyou want to include any changes in the curriculum?

How was the system of examination? How did you face it? Do youthink it was an unnecessary pressure created? Were there specialconcessions made for you?

Were there regular systems of evaluation? i.e. Tutorials andassignments?

Did the institution provide you with any kind of extra resource?

How did you cope with the changing syllabus of middle and highschool?

How did you handle your first board exam? What was your score?

Was there a constant variation in your performance or was itstable? How did you perform throughout school?

What stream did you take up in +2? Why?

Could you cope well with the new syllabus? Was it difficult?

Social Interaction

What was your relationship with your classmates? Are you still intouch with them?

Did you participate in any co-curricular activities in school andotherwise?

As you gradually moved from primary to middle school, behaviourof the teachers and mainly peer group, was it consistent?

Did you change school after class X?

If yes, why? How did you face the new situation? In what way wasit different from your previous school? Was the attitude of thepeople any different?

How did you sail through higher secondary board exam? Whichboard?

Do you have any personal experience which is the hallmark of yourschool life?

What about higher studies?

Were there any other students with disabilities in your school?What was your experience with them?

Do you feel that during your years in school, the institution waschanging their strategy or approach towards you?

Did they recognize your talent? Nurtured it?

Were you assigned any responsibilities? Like a prefect or amonitor?

Attitudinal

How has your family support been?

Do you fell students with disabilities go to mainstream school orspecial schools?

Would you recommend other students with disabilities to studyin your school?

Would you like to join CRY- Sruti disAbility Right Centre’s jointcampaign on inclusive education?

Acknowledgements

The report would not have been possible without the efforts of thevolunteers of Child Rights and You (CRY) and Sruti disABILITY Centre.The following volunteers have to be thanked for their contribution in themaking of the report:DEBPARNA SIRCARINDIRA BASU ROYMANDEEP PLAHAMITHU THAKURNEHA SARAFPOULAMI SAHAPROMA BASURAMANIKA NANDYRIDDHI KOTHARISANJEEV PILLAYSASWATI DEBNATHSAPTARSHI MONDALSIDDHARTA GHOSESULAGNA GANGULYSUKANYA BHOWMICK

CRY AND Sruti disability Centre would also like to thank the schoolauthorities the students and the parents who gave up their time toallow us proceed with the survey.