Indian education system is not inclusive of students who struggle with mental disabilities

Indian education system – Education allows us to choose and practise our vocation in the most responsible manner. Article 21-A of the Indian Constitution guarantees an impartial process of education. This is a right that every child in India has without exception. As a result, surveys on the quality of education conducted on a regular basis provide policymakers with information about bottlenecks and motivates them to take action to alleviate the impediments. Most of us have probably heard about surveys on the number of school dropouts due to gender, caste, or poverty issues. The point here is not about the survey loopholes, but about the survey itself, which does not accommodate many loopholes.

Data gathered from various sources pertains to children with Autism or Down Syndrome, ADHD (Attention Deficit Hyperactivity Disorder) from affluent families. The data does not provide any insight into the situation of mentally disabled children in rural and impoverished areas of the country.

When there is a schism between the haves and the have-nots, the latter become more visible on the ground. There are some unfortunate not-haves in the fray who lack the ability to raise their voice, let alone garner attention for their cause. Mental illness has caused irreparable harm to both families and sufferers.

Indian education system

A cursory examination of statistics pertaining to the condition of mentally disabled children reveals that such mentally disabled children are not permitted to attend school. If this is the case in urban India, speculations about the plight of such children in India are replaced by certainty.

A cursory examination of statistics pertaining to the condition of mentally disabled children reveals that such mentally disabled children are not permitted to attend school. If this is the case in urban India, speculations about the plight of such children in India are replaced by certainty.

The majority of educated and affluent Indian citizens are unaware of the adversity and challenges faced by mentally disabled children. The question here is not only about raising awareness about the rights of mentally disabled children, which has gained some traction, but also about the actions taken to promote the availability of opportunities to all children, regardless of their socioeconomic status.

The commendable initiative of an NGO such as Auspice [SOCIAL INNOVATION FOR FOOD], which provides employment opportunities to autistic children by training them to make food spices and ingredients, merits special attention from policymakers and CSR units. Organizations such as Auspice could partner with schools to provide employment opportunities to children with special needs after they complete their basic education.

Transformation occurs at all levels when action and contributions join forces to fight for this noble cause. Sensitizing the media about the plight of mentally challenged children in rural areas could, at the very least, lay the groundwork for change. Special schools should be established not only in urban areas on the basis of making a profit, but also in rural areas to address the root problem. Scholarships could be used to fund teacher training for highly passionate and motivated candidates.

Nobody fails in life until they fail to embrace humanity’s design. We do not have the ability to see our future, but we do have the ability to design our future. Every citizen is morally responsible for designing the future, the normal ones for supporting the cause of empowering children with special needs, and the special ones for shaping the future through cooperation, support, and care. A socially inclusive nation is defined by the well-being of all its citizens, whether ordinary or extraordinary.