Special Needs Education in India – What Is It, Features, Government Initiatives, and More!

In India, special needs education has changed dramatically over the past few years. This is due to changing policy, legislative frameworks and a swelling awareness of the value of inclusion.

India, where 1.3 billion people live, has millions of children with disabilities and each has different educational needs. A lot has been achieved in the justice inclusion of children with special needs (CWSN) into mainstream education.

However, infrastructure is still a problem, lack of trained staff and a social stigma still exist. This article explores a history, present situation, issues and government efforts regarding Indian special needs education. 

It further discusses the different categories of special education , while selecting the correct program. Read on to find the take of 21K schools on the same, demonstrating how inclusion can best be achieved.

What is Special Needs Education in India?

Special needs Education (SNE) is a specialized educational facility provided to children with physical, intellectual, and emotional disabilities. It mainly targets people who have weakened capacities to attend traditional schooling .

Special needs education in India refers to various measures implemented to ensure that disabled children realize their full potential. Not just the academics, but this is to offer life skills, social integration as well as psychological support. 

Just so that they can live independent and satisfying lives. In the last few years, India has come some way in achieving more inclusive education .

But there is still the struggle to achieve equitable access and quality.

History of Special Needs Education in India

The education of special needs in India has changed considerably throughout the decades. In the past most children with disabilities were outcasts and they were never included in the educational systems. 

1. Pre-Independence Period 

The need of educating children with disabilities  was not largely pursued during the pre-independence period. In the early period after independence, there were no institutional structures. And only some special schools and projects were set up by NGOs and philanthropists.

2. Shift in 1980s

The 1980s saw the institutional gain of special needs education. It was a crucial step forward with the integration of disabled children into the National Education Policy,1986 guidelines. 

3. Defining Moment of 1992

The defining moment was in 1992 when the Government of India revised the National Policy on Education. It  prescribed the importance of ensuring educational opportunities to children with disabilities. This gave roots to a more democratic view of special needs education.

4. Move Forward till 2009

The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act was enacted in India in 1995. And the Right to Education (RTE) Act of 2009 enforced free and compulsory education to all children including those with disabilities. 

These legislations became landmarks in the history of special education in the country. It legitimized the right of children with disabilities to be educated in mainstream schools, with the right support services.

Main Features of Special Needs Education in India

In India, special needs education aims to offer inclusive interventions to children with disabilities. Here learners are integrated into general schools but with support. 

The main characteristics of the services are individualized education plans (IEPs), and special support services. These services include speech therapy, and government policy guaranteeing accessibility and equality. 

The task is to create an inclusive environment and address the different needs of students.

1. Inclusive Education

The key topic of special needs education in India is inclusive education. It is the inclusion of children with special needs in ordinary schools with other children who are not impaired. 

The construction of this model is based on a notion that all children are entitled to education. And also that the educational environment must be modified to suit the needs of all students. 

The end goal is the development of a learning environment where diversity, respect and equality is encouraged.

In regular schools, children with disabilities are placed in the grades with normal children. Their curriculum, teaching methods  and an education program is adjusted to their specific needs. Also, special educators, counselors, and therapists are significant support staff that contributes to the learning process.

2. Legal Framework

The legal context of special needs education in India is mainly informed by a set of acts and policies. These are formulated to secure the rights of disabled children.

• The Persons with Disabilities Act (1995)

The Persons with Disabilities Act facilitated the enhancing the rights of persons with disabilities in certain sectors such as education. It stressed on equal education to children with disabilities so that they are not left out in the mainstream system.

• Right to Education Act (2009)

Right to Education Act is a law giving all the children aged between 6-14 years the right to free and compulsory education. Thus, including physically disabled children. 

The act also requires that children with special needs should be taught in the least restrictive environment. And also encourages inclusive educational practice.

• National Policy on Education (1986)

National Policy on Education was revised in 1992. It emphasized the aspect of special education programs and services to children with disabilities. 

It was meant to mainstream children with disabilities in normal schools where possible.

3. Government Initiatives

Indian government has launched number of initiatives in favour of special needs education:

• The Sarva Shiksha Abhiyan (SSA) 

The Sarva Shiksha Abhiyan was introduced in 2000 and its main objective was to realize universal elementary education. SSA has special consideration to children with disabilities, such as inclusive education. And ramps, assistive technology, and special educators should be available to special needs children.

• Inclusive Education for disabled at Secondary Stage (IEDSS)

Inclusive Education for disabled at Secondary Stage improves the access of the child with disability to secondary education. This would be done by providing funding to schools to facilitate the required changes.

• National Action Plan for Education of Children with Disabilities (2016-2020)

The National Action Plan for Education of Children with Disabilities activity focuses on the aspects of quality education . It fosters accessibility and school capacity building to serve children with disabilities. 

It presents the approaches to inclusive practices and teacher training reinforcement.

4. Support Services

Many types of support services have been provided to make sure children with disabilities have full access to education. These include:

• Special Educators: Qualified workers to work with children with physical, cognitive, emotional disability. They help to plan individual learning plans.

• Speech and Occupational Therapists: These professionals also deal with children with communication or motor problems. This is to ensure they acquire the most vital learning and life-relevant skills.

• Assistive Technology: Devices such as Braille machines, screen readers, hearing aids, and special software help children with disabilities to pursue the curriculum .

5. Testing and Reporting

Placement and assessment  of disabled children plays a very important role in assisting them accordingly. Special educators, psychologists and medical professionals can form a multidisciplinary assessment team. They can do it to examine how the disability is manifested and the most appropriate educational placement.

Placement of children with disabilities may be in special schools, resource rooms or mainstream schools, having sufficient support systems. It is mostly determined on the needs of the child, the degree of the child being impaired and the resource.

6. Exam Reforms

Historically, the standardized exams were highly restrictive to the children with disabilities, who were usually excluded or assessed unfairly. But in recent times reforms have tried to overcome these issues:

• Alternative Approaches to Assessment: Oral assessment / longer time is permitted with students who have specific learning difficulties.

• Compensatory Measures: Certain board exams and entrance exams grant students additional time/exemption in some aspects of the test (e.g. language tests to children with learning disabilities).

7. Training of Teachers and Enlightenment

Teacher training is among the very important aspects of enhancing the quality of special needs education in India. Shortage of quality-trained special education teachers has been noted as a major hindrance to effective inclusive education. Consequently, there are attempts to incorporate the training on special education under normal teacher education programs. 

Courses and certifications on special education are provided at institutions such as the National Institute of Open Schooling (NIOS) and the Rehabilitation Council of India (RCI). 

Also, professional development is given increasingly to teachers in mainstream schools. Basically, to learn more about the problems encountered by children with disabilities, and how to teach inclusively.

8. Private Initiatives

The private initiatives are important in providing special needs education despite the great achievements achieved in the public sector. Non-governmental organizations (NGOs), special education centers and private schools regularly offer programs and services that government schools lack. These are custom curriculum programs, personalized learning  plans, and various extra-curricular activities  to facilitate social inclusion.

Other non-governmental groups deal with vocation training of people with intellectual disabilities to make them a part of the labor force. Such activities address the deficit where the state resources are scarce.

Status of Special Needs Education in India

The Indian environment of special needs education has changed extensively over time. Although the legal instrument has gradually shifted towards inclusion and the importance of specialized education   to children with disabilities.

The practical implementation of these policies remains subject to a range of issues. The current level is a representation of the advances and the strides remaining to be covered to attain actual inclusion.

1. Policy Support and Legal Structure

The Indian legal system has witnessed important changes in the past few decades. It has a strong base in integrating children with special needs (CWSN) into the mainstream education system.

1. RTE Act and Inclusion of CWSN (Children With Special Needs)

The Right to Education (RTE) Act, 2009 was a historic one. It allowed ducation to be a basic right of every child even with disabilities in India. 

The RTE Act required special needs children to be educated in a least restrictive environment. In turn in practice, leading to children with disabilities in the most convenient way, integrated into regular schools. 

It also indicates that disabled children have the right to receive equal education to non-disabled. And no child will be denied the opportunity to access education due to his or her disability.

But despite the legal framework, there has been slow implementation and schools still lack the resources. The infrastructure and trained staff to effectively support children with special needs.

2. The Rights of Persons with Disabilities Act, 2016

RPWD Act, 2016, had superseded the previous act of Persons with Disabilities Act, 1995. This time with a stronger provision to ensure further legal rights of people with disabilities including the ones in the educational sector. 

This law specifies 21 forms of disabilities. And asserts the persons with disabilities have the rights to seek education, employment, and social life.

As specifically in the RPWD Act, the means of inclusive education will be emphasized. And schools will be mandated to establish facilities to accommodate children with disabilities. 

The act also provides that children with disabilities should be issued reservations in educational and public testing institutions. So that they can compete at par with others.

3. National Education Policy (NEP 2020) on Inclusive Education

The National Education Policy  (NEP) makes a revolutionary move towards inclusive education in India. This is done through focusing on the need to provide all students, especially those with disabilities, with access to quality education. 

The NEP 2020 emphasizes early detection of children exhibiting special needs. It also requests specialized interventions that are customized and flexible to meet the needs of individual children. 

Among the most important suggestions of the NEP is the creation of Multidisciplinary Assessment Centres. They would be able to detect disabilities at an early age and assist teachers and schools to provide attention to the needs of CWSN. 

The policy further emphasizes on teacher training on inclusive education and instilling an attitude of acceptance and respect in schools.

4. Sarva Shiksha Abhiyan and Samagra Shiksha Role

Universal elementary education in India was aimed at Sarva Shiksha Abhiyan (SSA) established in 2000. SSA was among the earliest national programs that underscored the need to integrate children with disabilities in mainstream learning. It assisted in the integration of children with special needs into the education system with financial and technical assistance, such as building ramps, bringing special educators and making learning materials.

Samagra Shiksha, a more recent effort built around SSA, is an inclusive scheme to enhance the quality of education of all children including those with disabilities. It was opened in 2018 and deals with the integration of disabled children in primary and secondary schooling. Teachers are trained in inclusive education and schools are being provided with the resources under Samagra Shiksha to establish inclusive learning within schools.

2. Resources and Educational Infrastructure

Although a step has been taken regarding policy, infrastructure has constituted a major hindering factor as far as inclusion is concerned. Schools, especially in the remote and rural areas, do not have the infrastructural capacity to handle children with disabilities. One such aspect is that children with mobility limitations cannot always attend school due to lack of ramps, accessible toilets and special learning aids.

Furthermore, there are not many resources available including the Braille books, hearing aids and assistive technology. Lack of trained personnel such as special educators, counselors, and therapists is also observed in most schools. This has led to poor quality of education given to children with disabilities although it should be individualized.

3. Professional Teacher Development

Inadequate teacher training is one of the largest problems in the sphere of special needs education in India. There are programs like the National Institute of Open Schooling (NIOS) and Rehabilitation Council of India (RCI) giving certifications in special education. 

However, mainstream teachers have not sufficiently been trained on how to teach children with disabilities. The NEP 2020 identifies this gap and proposes the incorporation of special education training in the general teacher education training. 

It suggests the implementation of special teacher preparation programs, and the provision of regular professional development activities of teachers. This would help them to upgrade their skills to make them capable of dealing with inclusive classrooms .

Yet, in spite of all these recommendations, there is inconsistent implementation. This shortage of qualified teachers reflects that most children with disabilities do not get an ideal education, hampering their academic and social growth.

4. Awareness and Attitudes to Disabilities

Even with the advancing laws and education system, the attitude of the society towards disabilities is a great obstacle to full inclusion. In most regions, especially the rural areas, children with disabilities are still treated as a burden or are stigmatized and discriminated against. 

Not only the children are negatively affected by this perception. But also their families, left in most often in social isolation, with nobody to turn to. 

Educating the population about the abilities and rights of children with disabilities will be a key to becoming an inclusive society. It must be seen that schools and communities should be sensitized on the need to include children with disabilities. 

And should not be regarded as an obligation but as assets. Special needs education relies on parent, teacher and community leadership involvement in ensuring the creation of an inclusive environment.

Types of Special Education

The presence of disabilities that children have and require certain educational interventions allows creating major types of special education . These include:

• Hearing Impairment: Hearing children have difficulties. Therefore, they need special instructions, including sign-language, lips-reading and speech therapy.

• Visual Impairment: In the case of students with visual impairment, screen readers, tactile learning aids and Braille are employed to aid the learning process.

• Intellectual Disabilities: Children with intellectual disabilities might require special instructions. They lay emphasis on life skills, adaptive behaviors and social skills as well as academic work.

• Learning Disabilities: These children have issues with processing information and can likely need changes in the learning delivery mode. Such as speech-to-text software, visual aids, or longer time during the assessment.

• Physical Disabilities: Being physically impaired may need obtainable infrastructure, assistive technology such as wheelchairs, and escorts to help in everyday life actions.

• Autism Spectrum Disorder (ASD): ASD children respond well to structured learning, behavior therapy, and sensory-obsessed teaching.

Any category of disability needs a specific education model. Thus, targeted to meet the needs of the child and a healthy integration into a general education system.

Technology in Special Needs Education

The use of technology in special needs education is getting more essential with every new day offering new solutions to helping children with disabilities. Devices such as speech-to-text, audio books and screen readers have proved to be essential in assisting children to access learning material.

• Assistive Devices: Sensory and physical handicapped children will use such devices as hearing aids, mobility aid, Braille machines, communication boards that enable them to communicate with the learning environment.

• Software and Applications: Certain software programs especially made to cater to the needs of children with disabilities have been made. As an example, apps that enable children with learning disabilities  to read and write better. Or apps that assist children with impairment in speech and language abilities to communicate, are popular.

• Virtual Learning: Over the past years and because of COVID-19, online learning platforms and virtual classrooms are gaining more popularity. In the case of children with disabilities, such platforms may be flexible, provide them with individual learning experiences, and give resource access to unique materials.

• Speech Recognition and Text-to-Speech Technology: This technology proves to be beneficial to learning dyslexic children to convert spoken language to written text or vice versa. This helps in understanding and expression and enhances learning to be less complicated.

Problems of Special Needs Education in India

There have been massive gains achieved in special needs education in India. However, a number of challenges are still impeding full accessibility of children with disabilities in the mainstream education system. 

These obstacles both infrastructural-based and social-based need to be addressed with the necessary measures.

1. Infrastructure and Access-set Problems

One major problem in special education is poor infrastructure in most learning institutions, especially the rural. The issue of the accessibility of children with disabilities, particularly children with mobility problems is a serious concern. Basic facilities like ramps, elevators, accessible toilets and areas assigned to therapy or special needs learning are lacking in many schools.

Moreover, most schools do not have assistive technologies. Such as Braille machines, hearing aids, and special learning tools to eliminate more children with disabilities. 

Such infrastructural inadequacies not only affect the physical access to the schools. But also an environment where the child with a disability cannot actively participate in the learning process.

2. Lack of Skilled Workers Shortage of Professionals

In India, there is a lack of well trained personnel to attend to the needs of the children with mental/physical challenges. There is always a shortage of special educators, therapists and counselors, especially in rural and underserved places. 

The shortage of well trained personnel restricts the capacity of schools in meeting the individualized training required by children with disabilities.

Additionally, mainstream teachers in general schools usually lack the knowledge or skills to cater to the unique needs of children.

Although teacher preparation programs include special education to some extent, this is not comprehensive or widespread enough.

3. Inclusive Education Practice Imperfectly Enacted

Although the law frameworks and policies inspired inclusive education, practice in the area of inclusive education still lacks. Schools, specifically those in the rural setting have no resources, trained personnel and infrastructural facilities to incorporate children with disabilities.

Inclusive education in most instances, remains more of an ideal as opposed to reality. Most schools tend to isolate minorities with disabilities to special rooms rather than assisting them to excel in mainstream ones. 

This categorization contributes to the suggestion that disabled children are aberrant. And should be separately attended to, instead of being completely assimilated by society.

4. Deficiency of Inclusive Policies

Despite India taking major steps towards policy that enhances children with disabilities, there are some straggling areas of policy formulation. In most cases, government policies and legislations are not strictly adhered to. 

And no effective monitoring and accountability systems to ascertain adherence to standards of inclusive education exist. Moreover, the assessment, placement and accommodation of children with special needs is not well defined in most schools. 

Such policy gaps lead to disparities in quality and access to education of children with disabilities in different regions and schools.

5. Social Stigma Of Disabled Students

Social stigma against children with disabilities perhaps qualifies as one of the most widespread obstacles in special needs education. Disabilities are also considered shameful or must be hidden in most communities, resulting in discrimination and social isolation. 

This stigma not only burdens children with disabilities but also the family with their isolation and rejection by the communities. The prejudices against disabilities can be also stimulated in the schools. 

Disabilities force children to fall in the margins, get bullied, and become isolated to people. This would negatively affect their self-esteem and mental well being. 

Such a stigma in society may deny disabled children to be actively involved in school life, educational goals, and extra-curricular activities .

Suggestions to Improve Special Needs Education in India

The above-mentioned challenges can be combated by implementing a number of strategic steps. This would be to enhance the condition of special needs education in India. The recommendations cut across many sectors including infrastructure, policy, teacher training and awareness.

1. Disabled Friendly Infrastructure and Resources

Enhancing the physical facilities of schools to fit children with disabilities is an initial step towards realization of inclusive education. Accessibility options like ramps, elevators, accessible toilets, and sensory-friendly areas should be installed in schools. 

Additionally, specialized educational material, such as the Braille books, hearing aids, voice-to-text, and other assistive devices should be widely provided. The state governments in concert with the local government and schools ought to be involved.

This could be helpful in ensuring that all the schools have accessibility requirements as demanded in the law. Such development should also be financed where infrastructure is generally poor in rural settings.

2. Expanding Access to Special Needs Education

Access to special needs education should be enhanced in an attempt that targets underserved and rural communities. Special training, virtual learning platforms , mobile education units will assist in getting education to children with disabilities in distant places.

Further, early detection and intervention programs should be emphasized, and it can immensely enhance the educational results among disabled children. Health centers can screen programs and local outreach programs.

They can facilitate screening children with disabilities at early levels and gain access to suitable educational material.

3. Upgraded Teachers and Teacher Development

Training of teachers on inclusive education is one of the most crucial areas that should be improved. Training of all teachers must incorporate special education modules in order to prepare teachers to handle children with disabilities. 

This must entail the measures to be taken towards differentiated instruction , assistive technologies, and inclusive classroom environment. Regular in-service professional opportunities are needed to ensure up-to-date knowledge of current educators. 

Basically, on inclusive teaching practice, policies, and assistive technologies. Training of the teachers is not only in academics, but also emotional and social support of the children with disabilities.

4. Public Awareness and Attitude Alteration

Sensitizing society and attitude over disabilities is essential to the effective integration of children with disabilities into the education system. Government and non-governmental organizations (NGOs) can conduct awareness campaigns that would help mitigate the stigma related to disabilities.

Activities that embrace diversity and promote empathy among the students  should also be undertaken in schools to create awareness. The sense of belonging among children with disabilities, reduction of bullying and social exclusion can be facilitated.

This could be done through programs such as peer mentoring, and inclusion of extracurricular activities.

5. Government and NGOs Collaboration

Both government and non-governmental organizations (NGOs) in India can collaborate to fill the gap in special needs education. NGOs usually have the expertise and creative solutions as well as a community based way of doing it. 

Something which the government may not, although they can provide policy frameworks, funding and resources. These bodies should work together to have a more holistic and more available education system to children with disabilities. 

It is also critical that NGOs may contribute to the education of teachers, policy change advocacy, and community awareness.

Government Initiatives for Special Needs Education

The Indian government has carried out a number of measures to help in enhancing the education of children with disabilities. These programs will allow children with special needs with equal educational opportunities and popularizing inclusive education in the country. 

Some of the important government programs and policies are:

1. Sarva Shiksha Abhiyan (SSA)

In 2000, Sarva Shiksha Abhiyan was one of the largest national programs in India to realize universal elementary education. The show targets the betterment of educational access to groups that are marginalized, such as children with disabilities. 

SSA offers students funding to construct accessibility-friendly infrastructure, employment of special educators, and provision of assistive technology. More like Braille books and hearing aids.

2. Samagra Shiksha

A more integrated program called Samagra Shiksha. It integrates the activities of SSA, the National Program for Education of Girls at the Elementary Level (NPEGEL) and the Centrally Sponsored Scheme for Education of Children with Disabilities. 

It was initiated in 2018. It is aimed at making education accessible to all children, including those with disabilities. They make it better by improving inclusive practices at schools, special teacher training, and with adequate support and resources.

3. Inclusive Education of Disabled at Secondary Stage (IEDSS)

The IEDSS plan was brought on to enhance the access of secondary education among the children with disabilities. The program financially supports schools in the establishment of an inclusive environment.

A setting where curriculum, teaching and assessment procedures are adapted to the needs of children with disabilities.

4. The Act on Rights of Person with Disabilities, 2016

The RPWD Act, 2016 empowers the rights of the individuals with disabilities, including their right to education. The children with disabilities should have access to free education in general schools with accommodations and support to their disabilities. It also requests the schools to implement the required changes in order to have children with disabilities take part in schooling.

5. National Action Plan for Education of Children with Disabilities (2016-2020)

The NAPECD action plan is oriented to the improvement of access to quality education of children with disabilities. Its goal is to strengthen the capacity of schools, early identification and intervention. 

While integrating children with disabilities into the mainstream educational system. He or she also pays attention to the development of the infrastructure and accessibility in schools.

How to Choose the Right School or Program on Special Needs Education? 

Decisions to be made like choosing a child with special needs to be placed in a school or the type of educational program. This will affect his academic and personal growth. 

These are some steps which can be considered when making this decision:

1. Evaluate Needs of the Child

The initial step would be to learn the needs of the child in a special way. It might entail the type of their disability (e.g., intellectual, physical, sensory or learning disabilities).

Further categorizing its severity and medical or therapeutic needs. 

This can be established by taking the child through an assessment by the doctor, a psychologist or special educator.

2. Find Schools and Programs

Find schools or educational programmes that are specialized to deal with children with similar disabilities. Schools may be categorized into two:

• Special Schools: These schools are schools specifically built to address the special needs of disabled children. They also cater to the special learning and support needs of disabled children.

• Inclusive Schools: They are regular schools that may also include children with disabilities in their regular classes. Ofcourse, with some support like special teachers or even teaching assistants.

3. Audit Facility and Infrastructure

Make sure that the school will provide the required facilities in order to satisfy the needs of the child. This can involve inclusivity options like the offering of ramps, wheelchair accessible toilets, Braille books, speech therapy, and hearing aids. 

The school should also possess the right infrastructure to support the child, in case he or she is physically disabled.

4. To Train and Educate Teachers and Experts

Ensure that the school personnel and specifically the teachers are trained in special education. Effective teaching strategies and individual attention are fulfilled by schools with personnel expertise in working with children who have disabilities.

5. Support Services

Make sure the school has the avenue to the necessary support. This might include counseling, speech therapy, occupational therapy and other specialized services that your child may need.

6. Inclusive and Social Integration

Find schools which are inclusive and promote social integration. Disabled children ought to be allowed to socialise with other children in a non-discriminatory nature.

7. Parent Involvement and Contact 

Schools which promote frequent communication between parents and teachers are necessary in order to comprehend the development of the child. Think of a school that embraces parental input and establishes a collaboration in the process of child education.

Top 5 Special Needs School in India

1. 21K School

21K School  is a famous online school offering K-12 education focused on an inclusive learning system where children with disabilities are seamlessly merged into classes. 21K School has a dedicated Special Education department that caters to the varied and flexible needs of special needs children.

21K School offers customized educational plans to children with various disabilities. They suit the individual needs of children and give academic programs services. It creates a very inclusive environment where disabled children attend classes with the rest.

At 21K School, teachers have a multi-cultured education training necessary to offer appropriate support to children with disabilities. The school provides a diversity of analysis to help the students to get the best feedback on their progress. 

2. The Aditya Birla Integrated School (TABIS), Mumbai

TABIS is an integrated education institution that is promoted by a reputable philanthropist, Neerja Birla, to learners of different abilities. They have a flexible program of studies, as well as an organized set of services. 

3. S.P.J. Sadhana School, Mumbai

Another institution is S.P.J. Sadhana School. It is also well recognized in its commitment to special needs education especially for intellectually disabled children. They concentrate on the overall development (academic, vocational and social development). 

4. Tamana Autism Centre – School of Hope, Delhi

Headed by Dr. Shayama Chona, Tamana Autism Centre – School of Hope, is the first in the area of specialist education and therapy of autistic children. It focuses on intervening early and placing individual learning plans. 

5. Asha Kiran Special Needs School, Bangalore

Asha Kiran is a renowned school in Bengaluru that provides a friendly and accommodating atmosphere to all children with different disabilities. Their attention is on having a good and empowering environment for their students. 

However, for more curated support for special needs students in education, you can opt for Academy for Severe Handicaps and Autism (ASHA) or the Cottolengo Residential Special School.  

To Sum It Up

The special needs educational environment has gained progress in India, yet some gaps are to be bridged to actual inclusion. Initiatives and legal frameworks created by the government have ensured a firm background.

Yet to implement these policies successfully, it will be necessary to cover the infrastructural deficits. This would include training more professionals, and changing the attitude of the society to the disability. 

With the spread of inclusive education in schools, children with physical disabilities receive the same opportunities as their peers. Thus, allowing them not only to flourish academically but to be included in their community as well. 

Until the government continues to work with educational institutions and NGOs, India has the opportunity to develop an inclusive education system. Here all children receive the opportunity to succeed.

Education, Uncategorized