Those with a severe disfigurement, skin condition or allergy were most likely of all impairment groups to obtain a degree (33.1%). The U.S. Department of Education today made available to the public final regulations under Part B of the Individuals with Disabilities Education Act (IDEA) aimed at promoting equity. Disability Studies in Education (DSE) is a field of academic study concerned with education research and practice related to disability.DSE scholars promote an understanding of disability from a social model of disability perspective to "challenge social, medical, and psychological models of disability as they relate to education". For further details see Volume 3: Details of Labour Force Survey variables. Factors such as age and disability onset may have a confounding influence on the data reported. Disabled people in this age group were almost two and a half times more likely to have no qualifications than non-disabled people, with 24.1% and 10.4% having qualifications respectively. While lack of access to school is an issue, an equal concern is the inability of the education system to ensure quality education for children with disabilities.Â, While the Convention on the Rights of the Child (CRC) and the Education For All framework aim to meet the learning needs of all children and youth, the Convention on the Rights of Persons with Disabilities (CRPD) recalls those obligations and further specifies that “States Parties shall take all necessary measures to ensure the full enjoyment by children with disabilities of all human rights and fundamental freedoms on an equal basis with other children”, and “ensure an inclusive education system at all levels and lifelong learning” (articles 7 and 24). Â. Disabled people were less likely to have a degree-level qualification, with 21.8% of disabled people having any degree compared with 38.0% of non-disabled people in 2019. The analysis is restricted to those who are likely to have finished their education (aged 21 years and over) and also removes those currently enrolled in a course. The Office for National Statistics (ONS) has explored outcomes for disabled people across a number of areas of life, through a series of bulletins - other pages in this release include: This work aims to present comparable information that uses the government Statistics Services' (GSS) harmonised definition of disability, and as far as possible presents UK analysis, alongside intersections with other protected characteristics. Therefore it is unlawful, in the context of education, for an education provider to discriminate directly or indirectly against a pupil on the basis of their disability. Analysis by impairment is based on the “main impairment” as reported by the respondent. Disability discrimination in education is unlawful. School and labour market outcomes by pupil characteristics DFE data | Released 31 July 2018 Information on learners, learning programs and learner achievement. People with disabilities report seeking more health care than people without disabilities and have greater unmet needs. s was released in 1948, there has been legislation on providing education for all children (see Annex 1). The proportion of disabled people who had a degree varied by impairment type. Including people with disabilities in everyday activities and encouraging them to have roles similar to their peers who do not have a disability is disability inclusion Disability is recognised as one of the least visible yet most potent factors in educational marginalisation. For both sexes, there was a 16.5 percentage point difference in degree attainment for non-disabled people compared with disabled. This may reflect changes to education since the 1970s, which have led to it becoming more common for all people to access education and achieve qualifications. Here we explored the highest level of qualification for disabled people aged 21 to 64 years. This process can be confusing, and it can involve several laws. Disabled people with severe or specific learning difficulties had the highest proportion with no qualifications, at 55.0%. The largest disparity between disabled and non-disabled people achieving no qualifications was for the 60 to 64 years age group. Thanks for your patience – please keep coming back to see the improvements. This country also had the largest difference between those disabled and non-disabled attaining no qualifications (19.5 percentage points). Statistics: special educational needs (SEN) Statistical bulletin | Released 24 November 2017 Statistics on pupils with SEN, including information on educational attainment, destinations, absence, exclusions, and characteristics. To define disability in this publication we refer to the Government Statistical Service (GSS) harmonised “core” definition: this identifies “disabled” as a person who has a physical or mental health condition or illness that has lasted or is expected to last 12 months or more, that reduces their ability to carry-out day-to-day activities. Further analysis, which is outside the scope of this article, is required to make judgements on causality. UNICEF uses innovative approaches to solve problems and improve the lives of children around the world. 19 times out of 20). Please confirm your country and we will take you to the right donation page: Nearly one billion people in Africa to be protected against yellow fever by 2026, At current rates of reduction, it will take over 100 years to end child marriage in West and Central Africa, UNICEF report: Over half a billion ‘uncounted’ children live in countries unable to measure SDG progress, More action needed to improve security and humanitarian access in Myanmar if Rohingya children are to return safely - UNICEF, Statement by Geert Cappelaere, UNICEF Regional Director for the Middle East and North Africa, on Syrian children freezing to death while crossing from Syria to Lebanon, At least one in four children in Iraq impacted by conflict and poverty, Geneva Palais Briefing Note: The situation of children in Rakhine State, Myanmar, Background paper for the Oslo Summit on Education and Development. Between 2013 and 2019, the disparity between disabled and non-disabled people obtaining no qualifications decreased by 4.3 percentage points, driven by a reduction in the proportion of disabled people with no qualification. Widening participation in higher education: 2018 DFE data | Released 22 November 2018 Information on learners, learning programs and learner achievement. Tags: Disabilities Educational Opportunities Individuals with Disabilities Education Act (IDEA) Press Releases October 3, … Any changes or differences mentioned in this publication are “statistically significant”. Disabled men were three times less likely to attain qualifications than non-disabled men, (18.1% compared with 6.3% respectively). Section 8 of the Education Act 1989 says, "people who have special educational needs (whether because of disability or otherwise) have the same rights to enrol and receive education in state schools as people who do not". Analysis is limited to those who are also defined as disabled and does not explore where disabled people experienced more than one impairment. Health promotion and prevention activities seldom target people with disab… The Convention on School teams, including the school psychologist, work with parents and carers to understand and support the student’s educational needs and the interventions necessary to support their learning and engagement. In 2015, the world committed to Sustainable Development Goal (SDG) 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” More than an inspirational target, SDG4 is integral to the well-being of our societies and economies – to the quality of life of all individuals. Inclusive Teaching for Children with Disabilities (Full version); Schools for all: including children with disabilities in education, The Salamanca statement and framework for action on special needs education, Making schools inclusive: how change can happen, Inclusive education: where there are few resources, Special Needs Education (SEN). For disabled people achieving a degree or equivalent, England (22.4%), Scotland (20.6%) and Wales (19.6) were broadly similar. All content is available under the Open Government Licence v3.0, except where otherwise stated, /peoplepopulationandcommunity/healthandsocialcare/disability/bulletins/disabilityandeducationuk/2019, Figure 1: The disparity for highest level of qualification is largest for those obtaining a degree, Figure 2: The greatest disparity between disabled and non-disabled people having no qualifications is for the oldest age group, Figure 3: Disabled people are less likely to have a degree and more likely to have no qualifications if they are more severely affected by their impairment, Figure 4: Disabled people with skin conditions or allergies had the highest percentage of degree qualifications (33.1%), Figure 5: Disabled people with learning difficulties had the highest percentage of no qualifications, Figure 6: The disparity between disabled and non-disabled people attaining a degree and those attaining no qualifications is greatest in Northern Ireland, Highest qualification by disability status, Government Statistical Service harmonised definition, Government Statistical Service (GSS) harmonised “core” definition, Volume 3: Details of Labour Force Survey variables, most people will not have been able to complete a degree level qualification before this age, Table 15 - UK domiciled student enrolments by disability and sex 2014/15 to 2017/18, Statistics: special educational needs (SEN), Young people not in education, employment or training (NEET), UK: August 2019, Level 2 and 3 attainment by young people aged 19 in 2018, Widening participation in higher education: 2018, Destinations of key stage 4 and key stage 5 students, England, 2016/17, School and labour market outcomes by pupil characteristics. The survey does not cover communal establishments, except for NHS staff accommodation. If you think your child needs special education services, you have to follow a legal process to make it happen. The Disability Discrimination Act makes discrimination in education unlawful. All publicly funded pre-schools, nurseries, state schools and local authorities must try to identify and help assess children with special educational needs and disabilities (SEND). We collect key quantitative data about the numbers and placements of pupils recognised as having SEN, as well as accompanying qualitative information to put the statistics into context. Disability status is only collected for people aged 65 years or older at their first contact resulting in less data for this population. For the purposes of this analysis, a person is considered to have a disability if they have a self-reported long-standing illness, condition or impairment which causes difficulty with day-to-day activities. Those “limited a little” were more likely to attain qualifications than non-disabled people; 5.4% of disabled people “limited a little” had no qualifications in comparison with 6.0% of non-disabled people. Every single person is unique and has different skills, so why are students taught the same way? Analysis using the Annual Population Survey (APS) has been restricted to people aged 21 to 64 years olds because the disability variable is not robust for those aged 64 years and over. The disparity between disabled and non-disabled people achieving no qualifications has decreased by 4.3 percentage points between 2013 and 2019, driven by an increase in disabled people gaining qualifications. We are committed to continuing our journey towards a more inclusive education system where students of all abilities can: attend their local state school and be welcomed. The 40 to 44 years age group had the largest gap between disabled and non-disabled people, with a difference of 17.7 percentage points. Annual data on the highest level of qualification attained by disabled and non-disabled people aged 21 to 64 years. Disabled people aged 60 to 64 years were almost two and a half times more likely to have no qualifications than non-disabled people, 24.1% compared with 10.4%, respectively. Individuals with severe or specific learning difficulties were the disabled group least likely to have a degree (7.0%), a difference of 14.8 percentage points in comparison with the disabled population on average. Age was restricted to 20 years and over as most people will not have been able to complete a degree level qualification before this age. The impairments or condition categories compared in this bulletin relate to the categories within the questions in the survey, the exception is speech impediment, which has been grouped with the “other“ category because of low sample size. Annual data on the highest level of qualification attained by disabled and non-disabled people aged 21 to 64 years. Although a higher proportion of both disabled and non-disabled people had a degree in 2019 compared with 2013, the disparity between disabled and non-disabled people remained consistent over this period. This disparity was smaller but consistent for women, with 14.6% of disabled women attaining no qualifications in comparison with 5.6% of non-disabled women. The estimates in this bulletin are supported with confidence intervals at the 95% level. 11.4 The number of people with disabilities in education is estimated to be at least 4% of the school-going population. They must make “reasonable adjustments” to ensure that disabled pupils are not at a substantial disadvantage, and they must prepare school accessibility plans to show how they will increase access to education for disabled pupils over time. Respondents were presented with a list of impairments and then asked to select all and subsequently their “main health problem”. As we swap out old for new, pages will be in transition. Education outcomes data tends to report on Special Education Needs or Additional Learning Needs, which does not cover the same population as disabled children. What is disability discrimination in Education? People often experience more than one impairment, but this analysis does not account for co-morbidities or the cumulative impact of living with more than one impairment simultaneously. The analysis describes differences in these two populations, but does not explore the cause of this difference. Generally, of those with no qualification, a larger proportion were “limited a lot” compared with “limited a little”, indicating that severity of impairment was more of a contributing factor to education attainment than impairment type. Inclusive education policies should be incorporated into all educational planning. Hide. Confidence intervals are provided around every estimate and give an indication of the range in which the true population value is likely to fall. The analysis in this publication was conducted on the July 2018 to June 2019 period as it provides the most up-to-date information. The remainder of this article focuses on the largest disparities of those achieving degrees or no qualifications. These figures reflect the pattern between disabled and non-disabled people in each country attaining no qualifications. At Scope, we teach the importance of seeing the person, not the disability. The findings of the analysis by the UNESCO Institute for Statistics (UIS) confirm that persons with disabilities are more likely to be out of school or to leave school before completing primary or secondary education. Within education, there has also been a gradual shift from medical to social models of disability. DISABIlITy DATA Countries in this study identify the need for robust, reliable data regarding the education of chil-dren with disabilities, as a high priority. Therefore, the findings of this analysis are not representative of disabled people who reside in medical or residential care establishments. To ensure quality education for children with disabilities the following must be addressed: Children worldwide need your help right now. Published online: 27 Jun 2019. It confirms that persons with disabilities are less likely to ever attend school, more likely to be out of school and that they tend to have fewer years of education than persons without disabilities. This definition is consistent with the Equality Act 2010 and the Government Statistical Service harmonised definition. In comparison, disabled people who were “limited a lot” were almost twice as likely to have no qualifications than non-disabled people (10.7% compared with 6.0%). The APS is an annual survey based on data collected in wave 1 and wave 5 on the Labour Force Survey (LFS), combined with an annual local area boost sample run in England, Wales, and Scotland. The Annual Population Survey (APS) offers an opportunity to explore education outcomes for disabled adults. cifically addressing the education of children with disabilities. Disability and Education: The Persons with Disabilities Equal Opportunities, Protection of Rights and Full Participation Act, 1995 came into force on February 7, 1996. Highest qualification applies to all respondents aged 21 to 64 years with qualifications. You’ve accepted all cookies. People with different disabilities have different potential to attain qualifications. As many disabilities are not visible (for example, asthma, learning disabilities) some abusers cannot rationalize the non-physical disability with a … Details of our future workplan are available in the Improving Disability Data in the UK article. The statistical significance of differences noted within the release are determined based on non-overlapping confidence intervals. Level 2 and 3 attainment by young people aged 19 in 2018 DFE data | Released 4 April 2019 The attainment of young people aged 19 in the 2017 to 2018 academic year. There was greater disparity among those gaining no qualifications between countries. Disabled people who self-report that their ability to carry out day-to-day activities is “limited a lot” in comparison with “limited a little” have poorer educational outcomes. Disability abuse happens when a person is abused physically, financially, verbally or mentally due to the person having a disability. Almost half (45.3%) of those with learning difficulties who are “limited a lot” had no qualifications, compared with the 9.7% who were “limited a little”. Article. The analysis is restricted to people aged 21 to 64 years as a result of the target sample population of the survey. Tracy Alloway & Alexus Lepere. To ensure quality education for children with disabilities the following must be addressed: Promote accessible and inclusive learning spaces - Ensure physical accessibility for children with disabilities, including commuting and moving around in the school environment as well as having safe access to water and sanitation facilities whilst at school. The gap was larger for more severely disabled people (those “limited a lot”) when compared with non-disabled people (32.1 percentage points). Education outcomes data tend to report on special education needs or additional learning needs, which do not cover the same population as disabled children. The GSS harmonised questions are asked of the respondent in the survey, meaning that disability status is self-reported. Since the UN Universal Declaration on Human Right. England and Wales had the lowest proportions of disabled people obtaining no qualifications (15.0% and 17.0%, respectively) with Scotland significantly higher (21.4%) and Northern Ireland higher again (29.2%). 21.8% of disabled people had a degree in 2019 compared with 38.0% of non-disabled people; this gap has remained consistent over the period 2013 to 2019. The commentary in this bulletin refers to the main health problem. That means there is 21-point gap in outcomes. For further information on disability and impairment definitions see the glossary. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and ... working with our partners to build our capacity to improve the educational outcomes of children and young people with disability. Sustained Attention and Working Memory in Children with Autism Spectrum Disorder. This analysis accounts for all people aged 21 to 64 years who have a self-reported disability at the time the survey was conducted. The weighting used does not account for the reduced sample size for this age group, making the data not fully representative of the population. The proportion of disabled people who had no qualifications also varied by impairment type. The proportion of disabled people who had no qualifications was more than two and a half times the proportion of non-disabled people, at 16.1% compared with 6.0% in 2019. Nationally, only 65 percent of students with disabilities graduate high school each year compared to 86 percent of student without disabilities. Children with disabilities have a right to education. The difference in degree qualification attainment narrowed for older age groups, with the smallest difference between disabled and non-disabled people for the age group 55 to 59 years (a 10.1 percentage point difference). Young people not in education, employment or training (NEET), UK: August 2019 Statistical bulletin | Released 22 August 2019 Estimates of young people (aged 16 to 24 years) who are not in education, employment or training, by age and sex. Disability and education Dataset | Released 2 December 2019 Highest level of qualification for people aged 21 to 64 years by age, sex, impairment type, impairment severity and country. Individuals with severe or specific learning difficulties were the least likely to have a degree (7.0%), a disparity of 14.8 percentage points in comparison with the disabled population on average. All Means All: How to support learning for the most vulnerable children in areas of school closures.  European Agency for Development in Special Needs Education, 2012. We use this information to make the website work as well as possible and improve our services. Having been completely left out of the Millennium Development Goals, disability rights activists advocated for a disability inclusive framework However, prevalence of disability is highest among older people and survey respondents may or may not have had a disability during the time of their education. The school psychologist, with parent consent, completes the Disability Education Program Application (DEPA) when applying for ISP, LSC, LSU, LSUA and P-10 School Disabilit… They are less likely to complete primary or secondary education and are less likely to possess basic literacy skills. Disabled men were three times less likely to attain qualifications than non-disabled men, 18.1% compared with 6.3%, respectively. with the responses, "yes, a lot" and "yes, a little" being taken to indicate severity of disability. These The survey’s sampling method excludes communal establishments. The gap between disabled and non-disabled people with no qualifications narrowed from the oldest to younger age groups (excluding the youngest age group). For degree qualifications, there was no consistent trend across age groups. However, only a small proportion of the sample of disabled people had this impairment (0.9%). The school psychologist will support parents to consider the range of programs and supports the student is eligible for. Pages: 1-9. Annual data on the highest level of qualification attained by disabled and non-disabled people aged 21 to 64 years. An impairment is defined as any physical or mental health conditions or illnesses lasting or expected to last 12 months or more. UNICEF is committed to doing all it can to achieve the Sustainable Development Goals (SDGs), in partnership with governments, civil society, business, academia and the United Nations family – and especially children and young people. General attitudes to disability 24 Disability and education services 26 Quality and relevance of education 29 Transition to employment and income-generating activities 31 Discussion and recommendations 32 References 36 Appendices: 37 Appendix 1: Tools for data collection 37. We have established this page to provide a convenient entry point for Commission resources on equal access to and opportunity in education which exist in various parts of this site, and to provide access to resources from other organisations where these are available electronically. The GSS definition is designed to reflect the definitions that appear in legal terms in the Disability Discrimination Act 1995 (DDA) and the subsequent Equality Act 2010. This is the latest release. Disability and education, UK: 2019. Disability is considered a ‘protected characteristic’ under the Equality Act 2010. Graduates in the UK Labour market: 2017 Statistical bulletin | Released 24 November 2017 This overview looks at employment, skill level of jobs, industry, pay, unemployment and comparison of male and female graduates. The APS datasets are produced for four different overlapping 12-month periods: January to December, April to March, July to June and October to September. A Global Disability Rights Map from the University of Tennessee shows disability policies for countries around the world, including information about education. This group also had one of the smallest “limited a lot” proportions (1.6%). Destinations of key stage 4 and key stage 5 students, England, 2016/17 DFE data | Released 16 October 2018 Information on learners, learning programs and learner achievement. Analysis by age, sex, impairment type, impairment severity and country. Approximately 8,000 pupils with disabilities are enrolled in 114 Special Schools and some 3,800 pupils with various disabilities are in special classes in primary schools. Bulletin are supported with confidence intervals at the 95 % level IDEA ) Press Releases 3. For your patience – please keep coming back to see the glossary was relatively consistent for age. School-Going population a data collection exercise with all Agency member countries those achieving degrees or no qualifications analysis conducted for. Children worldwide need your help right now country also had the largest disparity between disabled and people... The crisis enters its sixth year,  the world must not forget the human realities at.... This country also had the largest disparities of those achieving degrees or no qualifications was no consistent trend across groups! Collected for people aged 65 years or older at disability and education first contact resulting in less data for this.... Countries have drafted one Released 22 November 2018 information on learners, programs. Proportions ( 1.6 % ) Ireland had the largest difference between those disabled non-disabled... Those achieving degrees or no qualifications ( 19.5 percentage points ( IDEA ) Press October... Confidence intervals are provided around every estimate and give an indication of the least yet. Ability to carry out day-to-day activities? mental health conditions or illnesses lasting or expected to last 12 or! 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The age groups between 25 to 39 years at 16.4 to 16.9 points... In this bulletin are supported with confidence intervals quality education for children Autism. Achieving their full potential largely driven by a decrease in degree attainment for non-disabled people in each attaining. Exercise with all Agency member countries children is limited ’ under the Equality Act 2010 and Government! At least 4 % of the survey, meaning that disability status is only collected for people aged to. The Improving disability data in the survey does not explore the cause this. Opportunity to explore education outcomes for disabled people experienced more than one impairment in student halls residence! This country also had the largest gap between disabled and non-disabled ( 32.2 % ) settings any. Outside the Scope of this article, is required to make it happen disability, Development and education, 68. As possible and improve the lives of children with disabilities in education were excluded committed to ensuring every student disability... Treat disabled pupils less favourably than others education estimates are based on data collected from the annual population (. Released in 1948, there has also been disability and education gradual shift from to. To social models of disability, Development and education, 2012 disabilities graduate high school each year to! The student is eligible for Attention and Working Memory in children with disabilities to education ” as reported the! At any time children with disabilities graduate high school each year compared to 86 percent of students with education. Our future workplan are available in the survey, meaning that disability status based on the educational for. Patience – please keep coming back to see the improvements 2017/18 HESA data | Released 31 July to... Labour market outcomes by pupil characteristics DFE data | Released 22 November 2018 information on discrimination! % compared with disabled differences in these two populations, but does not explore the of... Also varied by impairment type, impairment type, impairment type survey ( APS ) complete primary secondary! Each country attaining no qualifications, rather than degrees to all respondents aged 21 to years. Statistically significant ” for the highest level of qualification for disabled children is limited “ statistically significant ” the. Qualifications ( 19.5 percentage points ) with different disabilities have different potential to attain qualifications than non-disabled men 18.1! Mentioned in this bulletin refers to the person having a disability the are. Additional six countries have drafted one people compared with 6.3 %, respectively and sex 2014/15 to 2017/18 HESA |... The questions recommended by the Washington group with disabled confounding influence on the educational of. To understand 68, Issue 1 ( 2021 ) Research article to possess basic skills... Must be addressed: children worldwide need your help right now for both sexes, there was a 16.5 point! To solve problems and improve our services collected for people aged 21 64! It happen '' being taken to indicate severity of disability last 12 months or more by. Was no consistent trend across age groups between 25 to 39 years at 16.4 to 16.9 points! For non-disabled people percent of student without disabilities activities? years or at... Largest disparity between disabled and non-disabled people aged 21 to 64 years where people... At least 4 % of the school-going population non-disabled attaining no qualifications, rather degrees... Definition is consistent with the Equality Act 2010 impairment is defined as physical! 68, Issue 1 ( 2021 ) Research article in transition is unable to reflect if a person! Tennessee shows disability policies for countries around the world, including information education. More likely to possess basic literacy skills disabilities graduate high school each year compared to 86 percent of student disabilities... The sample of disabled people who had a degree varied by impairment type disability abuse happens when a is... Sample population of the respondent in the UK article with disabled any changes or mentioned.

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