Our writers can help get your essay back on track, take a look at our services to learn more about how we can help. Essay writing service essay marking service place an order rural entrepreneurship is defined in broader sense as the enthusiastic willingness of aâ villager to organize his or her economics activity, whatever it may be a business, a job, an investment etc with the help of appropriate technology and practices conceived for a sustainable living. Rural entrepreneurship has an important roleâ to play in the development of indian economy. Taking into account the fact that nearly 70 percent of the indian population calls rural india it's home, adequate funding and support can provide a thriving entrepreneur atmosphere in these communities. So far as it is known that rural india as compared to the mainstream population is economically poor, younger, more isolated geographically, isolated from the main markets, culturally imbedded in tradition, less dynamic economically and experiencing depopulation.

It is to be noticed that most of the entrepreneur development policies are tailored to meet the needs of the urban india. Such policies will have to be changed by establishing such centers which exclusively deal with the rural communities and provide consulting and research facilities. These centers can then provide a network between the isolated rural india and bridge the gap between these urban and rural communities. Most of the businesses in rural india are family owned thus providing a firm entrepreneurial base which can be exploited by the establishment of the rural entrepreneur centers. According to a recent study by the rural policy, rural areas who just need support to specify their thirst for the welfare of the public.

These are the social entrepreneurs working in non profit enterprises such as social justice organization, micro enterprises and business association. The most over looked aspect of the rural india, that can be exploited, is the process of depopulation. Many of the young enthusiastic people turn towards the cities in order to fulfill their desire to become successful. Since, the rural india cannot provide the growth opportunity for these young entrepreneur to succeed, most of them end up in finding ordinary and management jobs.

Keeping in mind the resources that a responsible world country has and the kind of rural resources that countries like india boost, if the government can provide an incentive for these young people to stay in their communities and help them in setting up entrepreneur projects from their own family owned businesses, such a program can bring about an unmatched success in rural communities. Disability and inclusive education a paper prepared for the interamerican development bank seminar on inclusion and disability santiago, chile, march 16, 2001 by gordon porter, ph.d. A canadian educator who is president of inclusion interamericana it is evident that there is a strong international trend towards developing education systems to become more inclusive.

The transformative inclusion agenda is based on the assertion of the same right to a quality education within their communities for all learners. 21 executive summary educating children with disabilities is a modern day challenge for the people of the americas. From 1% to 10% of the children with special needs have ready access to schooling, and those who do typically must attend a segregated school.

Almost none of these children now have the opportunity to attend a regular community school with their non disabled peers. In non urban areas the situation is even worse in practical terms, establishing more segregated schools is not feasible for most countries in the region. Money is better spent strengthening the capacity of community schools to handle children with diverse needs. There is growing evidence that children with disabilities learn better when they are allowed to go to a public school within their neighborhood. Often, it is also the only realistic opportunity they will have to receive an education. The unesco sponsored 'education for all' initiative, states that all children, including those with disabilities and other special needs, are entitled to equity of educational opportunity.

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Unesco and the oecd have also determined that inclusion is the preferred approach to providing schooling for students with special needs. It is widely accepted that the conditions required to allow for successful inclusion are also those that contribute to overall school improvement and high levels of achievement for all children. As a result, inclusive education has received more attention throughout the region in the last few years. Examples of good practice exist, but the models need to be strengthened and made more systemic. The time is right for key stakeholders to invest in programs and initiatives that will help make schooling in home communities possible for all children. Examples exist that illustrate the difficulties students with disabilities can encounter when their families seek to include them in the regular education system of most countries in the region.

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But, there are other known cases that give evidence to the opportunities that exist if parent based groups and ministries work in partnership to nurture new approaches and new models. There are a number of initiatives that experts have identified as supportive of the move toward inclusion. education systems that exist for all children can be created with adequate funding targeted at community schools. Inclusion and the good educational practice that comes with it offers hope to a region that needs to ensure educational equity and participation by all. Establishing and maintaining a quality educational system requires not only well trained and motivated teachers and administrators, but also large infusions of money to keep the system up to date and relevant with rapidly changing societies and economies. The emergence of the global economy has made the need for quality and effectiveness even more essential.

As a result, education programs and policies now rank high on government agendas. For these policies to be effective they need to be directed to the estimated 85,0,0 citizens in the region who have disabilities. Their low rate of participation in the work force can be directly connected to their exclusion from the education system.

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The resulting poverty and status of dependence of persons with disabilities represents a significant squandering of human potential. It also unnecessarily causes persons with disabilities to live lives of neglect, isolation and despair cacl, 1997. This paper focuses on a critical element of the education challenge: the effort to achieve equity for students with disabilities.

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These students have traditionally fared poorly in the established educational system. While there is a record of achievement during the last few decades when it comes to teaching children with special educational needs, it is tempered by the segregated settings in which it is carried out and the small proportion of those who qualify who participate. Overall, however, the concept of access to education has evolved from a mere privilege to a right for all, and expectations have been raised.

A commitment to universal education is now interpreted as requiring attention to all children, including those with disabilities and other special educational needs. All children, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. Not only was this commitment made, the provision of this service was to be in ordinary schools. Two sections of the statement endorsed by 300 participants representing 92 countries and 25 international organizations in 1994 are notable: 'regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving educational for all.