By Vasudha Arabandi & Aftab Shaikh | 3rd December, 2024

The India Census of 2011 indicated that approximately 2.68 crore individuals in India are identified as ‘disabled.’ Alarmingly, a 2019 UNESCO survey revealed that nearly three-fourths of children with disabilities under the age of five do not attend any form of educational institution. This is particularly concerning given that 85% of brain development occurs before the age of six.

Missing out on early education denies these children critical opportunities, further depriving them of foundational skills and holistic development. Barriers such as inadequate educator training, the lack of inclusive policies, and societal stigma often prevent parents from enrolling their children in school, compounding these challenges.

Parents and educators often struggle to identify early signs of disabilities in children, resulting in these children being grouped together in pre-primary schools without acknowledgement of their special needs. This oversight not only fails to support their development but also leads to stigmatizing labels like “bad students.” Such misunderstandings significantly contribute to high dropout rates among children with disabilities, further exacerbating their challenges. The lack of timely intervention and appropriate treatment, which is often critical, hinders their ability towards holistic development.

Launched in May 2023, Poshan Bhi Padhai Bhi became among the first large-scale initiatives in India to integrate early childhood education with holistic development through the Anganwadi network. Recognizing the need for equitable access to quality education, the Ministry of Women and Child Development launched ‘Anganwadi Protocol for Divyang Children’ last year, to effectively screen, support and care for children with disabilities. Additionally, the National Framework for Early Childhood Stimulation 2024 (For Children from Birth to Three Years)—Navchetana—has been designed to provide detailed curriculum guidance on developmental milestones across four key domains i.e cognitive skills, language skills, physical and motor skills, and social and emotional skills, that are recognised for timely screenings.

Inclusive education is not just a theoretical framework; it is a transformative approach that has already shown promising results in various parts of India and around the world. For instance, the Tamil Nadu government’s “Inclusive Education Resource Rooms” have demonstrated how dedicated spaces equipped with trained teachers and assistive tools can significantly enhance learning outcomes for children with disabilities. These success stories underscore the importance of replicating and scaling such initiatives across the country.

As we mark World Disability Day, it is essential to recognize that inclusion in Early Childhood Care and Education (ECCE) is not just a policy goal but a moral imperative.