of the pastoralists or language of the [other men]. So the question of language in the course of who is supposed to teach also became a major challenge. And other important challenges again within the context of providing the special education is provisional instruction materials in the appropriate language again. And all of these [point] to the question of quality. To what extent can we be so sure that the kind of education with the context of these deficits that we just outlined, to what extent can we be sure that the kind of education these children are getting is about the same type of education that mainstream children are getting? So still even within the context of the new provision that is till the elements of inequality to the extent that is very difficult for us to say that, this equality issue and equity issue is going to be addressed wholly. So I think this is a critical legal question that we need to continue to pose. As a result of this basic deficit that we were able to identify lack of good teachers in terms of quality of teachers, language of instruction, supply of adequate and good instruction materials to these institutions are not there. So it is very important for us to find a way of addressing these vital issues, so with this and simple commence of mind I thank you very much for giving me this opportunity.