Analysing the current policies and legislation in terms of the support they provide for students with mental health conditions, this study has found that the issues of access, accommodation, equity, inclusion, and financial support are appropriately handled by the current policies and legislation.
Author
Amrita Roy, Assistant Professor, Jindal Institute of Behavioural Sciences (JIBS), O.P. Jindal Global University (JGU), Sonipat, Haryana, India.
Summary
Purpose: The enrolment rates of students with special needs (SwSN) decrease from primary to secondary education and decline steeply in higher education. The incessant impact of stigma and misconceptions about their capability in academic performance acts as a major roadblock for students with mental health conditions (SwMHC) while seeking and pursuing higher education, in addition to the host of other challenges faced by all SwSN. SwMHC are the least represented in higher educational institutions (HEIs) and are seldom considered when it comes to the provision of support and accommodation. Policies across countries aim to make education accessible and inclusive for SwSN, including India.
This study aims to appraise the current policies and legislation in terms of the support they provide for SwMHC.
Design/methodology/approach: This study is a “document analysis” of all policies, legislation, schemes and guidelines that impact the higher education of SwMHC to recognize the existing provisions that are likely to impact the higher educational outcomes for SwMHC.
Findings: The issues of access, accommodation, equity, inclusion, and financial support are appropriately handled by the current policies and legislation.
The National Education Policy (NEP) 2020 serves as a holistic guidebook and the Rights of Persons with Disabilities Act (RPDA) 2016 provides the legislative framework for realizing education as a ‘right for all.’ The RPDA ensures open gateways of HEIs for all SwSN through reservations and mandating necessary support and accommodation. NEP guides inclusion and equity in higher education.
The ‘University Grants Commission’, an autonomous body under the Ministry of Education, is a crucial stakeholder in achieving the vision of supportive policies by formulating requisite guidelines and monitoring their implementation.
Originality/value: The study involved document analysis spanning macro to micro level, i.e. from national policies and legislation to policies and guidelines of autonomous or statutory organizations to institutional-level policies and documents.
Published in: Mental Health and Social Inclusion
To read the full article, please click here.
