政府需要认识到这些儿童是生产力高、贡献大的公民。所以他们的教育不能被忽视。尽管非政府组织和政府作出了努力，但显然国家“全民教育”的目标尚未实现。印度一些城市地区的私立学校就是明显的例子，它们自愿实施特殊教育。这只不过说明了这个国家在地理上的不平等……在农村地区提供特殊教育的学校在哪里?此外，因为他们是私立学校，要求支付费用，使它不能为所有人。有必要使残疾儿童更容易接受教育。由于国家的规模和多样性，政府应该承担起执行中央政策的责任，并将改进教育系统作为优先事项，从而改善儿童的质量生活。与全国各地的非政府组织建立联系是至关重要的，因为这些组织与人接近，而且在教育方案方面也有创新。政府应提供援助赠款。尽管如此，还有一个因素需要考虑——腐败。印度是一个非常腐败的国家。政府拨款，你永远不知道它去哪儿了。因此，在向非政府组织拨款时，这些非政府组织应将其用于实施和发展教育项目和提供必要的资源，如基础设施、教材和设备、培训教师实践包容和尊重残疾等。为了衡量它的正确使用，第三个机构应该控制所做的事情。此外，政府和非政府组织应该采取策略，改善残疾儿童教育的可及性，我认为主要是通过全纳教育体系。为什么不通过特殊学校呢?我认为特殊学校是一种医疗干预，在某种程度上促进了隔离、隔离和社会排斥。因此，通过将残疾儿童纳入正常课堂，将创造包容的文化;建立消除种族隔离的模式，惠及所有儿童，实现教育公平，为“全民教育”的长远目标作出贡献。但不要把特殊学校撇在一边。应该在这两种做法之间架起一座桥梁。
澳洲昆士兰代写论文:教育不能被忽视
The government needs to understand that these children are highly productive and contributing citizens. So their education cannot be ignored. Despite the efforts of the NGOs and the government, it is clear that the national objective “Education for all” has not being achieved yet. Clear examples are the private schools in some urban areas of India, which have voluntarily implemented special education. This doesn’t show anything more than the geographically inequalities in the country… where are the schools that offer special education in rural areas? Additionally, because they are private schools require the payment of fees, making it not accessible for all.There is an important need to make easier the access of disable children to education. Because of the size and diversity of the country, the government should take the responsibility of implementing a central policy and have as priorities improve the educational system and therefore improve the children’s quality life. Networking with NGOs across the country is essential because of their proximity to people and the innovation into educational programmes. The government should provide grants in aid. Despite, there is a factor to take in consideration- Corruption. India is a very corrupted country. The government gives grants and you never know where it goes. So, when the grants are given to the NGOs, these ones should use it for the implementation and development of educational programmes and the provision of the necessarily resources- such as the infrastructural facilities, educational materials and equipments, training teachers to practise inclusion and respect disabilities, others. To measure the right use of it, a third body should control what is done. Moreover, the government together with the NGOs should adopt strategies and improve the accessibility for educating children with disabilities, primarily I believe through the Inclusive Education System. Why not through special schools? I believe special schools are medical interventions which promote somehow isolation, segregation and social exclusion. Thus, by integrating disable children into normal classrooms, a culture of inclusion will be created; a model of desegregation will be built, benefiting all children, achieving equality in education and so contributing in the long-term goal of “Education for all”. But not leaving special schools aside. A bridge should be built between both practices.
