Background

In India, children from underprivileged communities face many barriers, with one of the most prominent ones being access to quality education. This is even harder for those with learning disabilities. Such disabilities are vastly misunderstood, neglected as genuine concerns and often left unaddressed by policymakers, institutions and families. Oversights like these cause unnecessary and serious academic difficulties, low self-worth and limited future job opportunities for these children. 

A report by UNESCO documented that almost 30% of children with learning disabilities in India are not going to school, with a majority being from disadvantaged groups. Statistics like this further depict how the problem is worse when there is limited awareness about inclusive learning, lack of trained and sensitive educators as well as gaps in access to learning material. 

To effectively work on this issue, an approach is required that provides not one but a diverse set of solutions that equally address the outlined problem areas and individual needs. If prioritized, comprehensive interventions can definitely help ensure that all children, irrespective of where they come from or what learning difficulties they have, can avail an equal opportunity to shine and succeed.