
Towards Equity in Education: Strengthening Education for Tribal and Differently-Abled Students
By Antony Rithick, Asmita Singh and Sanga Putatunda ABSTRACT: Inclusive education in the Indian context is guided by the Government of India, aligning with the global push for educational equity and seeks to ensure that children with disabilities can access and benefit from quality education alongside their peers. Various models fostering inclusive education aim to include children with disabilities into the general classroom to create a richer and more diverse learning environment. This paper explores the significant strides for expanding educational opportunities for children with special needs (CSWN) in rural areas, with special reference to tribal children demonstrating a strong commitment to inclusivity and equity. Policies like Right to Education and initiatives under the Samagra Siksha Abhiyan highlights India’s commitment for inclusivity and integration. Additionally, this paper underscores the roles of the local governments, self-help groups (SHGs) and non-governmental organizations (NGOs) in supplementing education to the CWSN. While substantial progress has been witnessed and despite policy advancements, inclusive education in India faces numerous barriers, particularly in rural areas. Widespread social stigma, limited resources, and a lack of trained educators remain significant hurdles. By addressing these gaps, this study analyses the spheres of improvement, for India to move closer to a truly inclusive education system where every child, regardless of ability or background, has the opportunity to learn and thrive. INTRODUCTION: India has made significant strides in expanding access to education in rural areas, with various policies and grassroots initiatives working together to reach underserved communities. Among the most vulnerable are disabled children and tribal children with disabilities, who often face compounded barriers due to both their physical or cognitive challenges and their socio-economic background. In this context, the role of local governments, self-help groups (SHGs), and NGOs becomes crucial. Their on-ground efforts in awareness building, inclusive teacher training, transportation support, and community engagement have started to bring meaningful change. This article aims to explore the multifaceted problems faced by disabled and tribal children with disabilities under the broader framework of rural education, while also highlighting the need for inclusive policies and community driven solutions. Besides, international mandates and policy proclamations have spurred changes at the national level in India. Over the last 25 years, numerous laws and policies have directly impacted the education of persons with disabilities. Critically important has been the Right to Education Act (Ministry of Law and Justice), which is legally binding, and a 2012 amendment categorized children with disabilities under ‘disadvantaged group’. The Rights of Persons with Disabilities Act (Ministry of Law and Justice [MLJ], 2016), underscored the government’s commitment to inclusive education, stating: Students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities (Section 18 of 23). These laws and policies have been implemented through a number of national programs, focusing on different stages of schooling primary (years 1 to 8) and/or secondary (years 9–12). The most recent, Samagra Shiksha Abhiyan, oversees the implementation of the Right to the Education Act from preschool to year 12. It has a broader goal to improve school effectiveness in terms of equal opportunities for tribal disabled students, and equitable learning outcomes. This also states that, general school teachers will be sensitized and trained to teach and involve children with special needs in the general classroom. This is not a new idea, as teacher training has been mentioned as a facilitative measure for inclusive. ROLE OF LOCAL GOVERNMENTS AND SELF-HELP GROUPS: Local Governments through the Panchayati Raj Institutions (PRIs) and Self-Help Groups (SHGs) play a pivotal role in fostering education to Children with Special Needs (CWSN). It should be one of the top priorities of PRIs to get every child with disability enrolled into a primary school for their comprehensive evaluation. This is done by a team consisting of a qualified physician, clinical psychologist and a special educator. The process of evaluation also determines the best setting of education suited to each of child – from children with mild to moderate disabilities and severe disabilities joining normal schools and special schools respectively while children who drop out or have problems learning in the normal school have an option to join either an open or remedial school. Some of the initiatives taken under the government of India are: The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS), under the Samagrah Siksha Abhiyaan, launched in 2009-10, provides assistance for the inclusive education of the disabled children in classes IX-XII. This scheme has now subsumed under Rashtriya Madhyamik Shiksha Abhiyan (RMSA) from 2013. The States/UTs are also in the process of subsuming under RMSA as RMSA subsumed Scheme. ‘Simulation Park’ in Tamil Nadu, under the Sarva Siksha Abhiyaan have been built to facilitate inclusion where local schools has been involved in building those which can be used by all children. The main aim of this simulation park is to give CWSN and their peers a chance to be able to experience various kinds of play equipment jointly. Since this playground is for the benefit of both disabled and able-bodied children, each BRC in the State has this playground at a low cost. (Sanjeev and Kumar, 2007) The Child Friendly Panchayat Initiative (CFPI) in Rajasthan, launched by the Rural Development and Panchayati Raj Department (RDPR) to institutionalize children’s participation in local governance, works on 5 primary principles set out by the United Nations Convention on the Rights of Child (UNCRC) including discrimination and respect for the views of the child. This has created space and opportunities for child participation where a proportion of children with special needs actively participate in Bal Sabha and other forums of children. The Nayanthara Village level SHG in Assam and Sampige Vikalachetanara Sangha in Karnataka exemplified self-reliance achieved through collective action by facilitating education for children with disabilities, these SHGs demonstrate the transformative power of coming together as a community. The Eklavya Model Residential Schools (EMRS) were initiated as a response to the educational disparities faced