Bridging The Gap: Scalable Inclusive Education Models Gain Ground

Mumbai-headquartered Sol's ARC started its journey in 2003 through a center-based model, working directly with children and young adults with special learning and psycho-social needs. To date, it has helped over 200,000 youngsters drastically improve their academic performance. After a decade of working directly with less than 5000 children, it has extended its programme to over 200,000 children in the last five years and is now collaborating with two state governments. In the next three years, it hopes to reach a million youngsters.

The organisation worked through this model for a decade in 3 centers in Mumbai and Pune, working directly with 1000 children and adults. While working with these children and young adults, they realised that no matter what they do in their centers, the world outside is not ready to accept them and will still exclude them from mainstream living. They needed a way to close the loop to help these children and young adults achieve their dreams.

Sol's ARC's inclusive education solutions address the inequities faced by vulnerable populations to improve their learning and employment outcomes ensuring that no one gets left behind. It seeks to achieve this by focusing on building an ecosystem that includes and empowers struggling learners across their lifespan leading to improved life outcomes. The mission is to increase educational possibilities for all people in India by implementing suitable research-based inclusive pedagogy, training, and delivery.

Speaking to Bizz Buzz, Sonali Saini - Founder & Executive Director, of Sol's Arc, explains why real education equity begins with inclusion and why In order to reach every kid, a scalable, reproducible approach must be developed throughout all states of India.

Children with disabilities often fall through the cracks in this system. What are the biggest barriers they face today in accessing meaningful education?

The biggest issue is that the system still treats disability as a fringe concern rather than a fundamental part of education planning and delivery. Many schools might provide ramps or enroll children with disabilities to tick the inclusion box, but the classroom experience remains exclusionary. Most teachers aren't trained to recognise or support diverse learning needs, particularly invisible disabilities like dyslexia, ADHD, or autism. As a result, children are either labeled as slow or undisciplined and are quietly side-lined. I remember a girl in a government school in Uttar Pradesh who struggled for years, constantly told she wasn't trying hard enough. It took one trained teacher and only basic multisensory tools to turn things around for her. Over time and with consistent efforts, her confidence grew, and she discovered her strengths in problem-solving and creativity. Today, Asha illustrates her own stories and participates in community art projects. The child didn't change; the learning environment did. That's the power of inclusion. Q: The data shows that children with disabilities have lower enrolment and even lower learning outcomes. What role does classroom practice play in this?

A: It plays a huge role. Enrollment is only the first step. What happens inside the classroom, how lessons are taught, how assessments are done, and how success is defined, determines whether a child with a disability can learn. Unfortunately, most classrooms are not built with neurodiverse learners in mind. And it's not the teachers' fault, they're often overwhelmed, under-trained, and under-supported.

A 2020 analysis by the Centre for Budget and Governance Accountability (CBGA) examined school education budgets in six states (Bihar, Chhattisgarh, Maharashtra, Tamil Nadu, Uttar Pradesh, and West Bengal) and found a troubling gap - only 67 per cent of children with disabilities (CWDs) attend educational institutions, compared to the national average of 80 per cent for children aged 6–17 years. The Union Budget for 2024-25 allocated Rs73,498 crore to the Department of School Education & Literacy, marking a 19.56 per cent increase from the previous year. However, specific allocations for inclusive education remain unclear.

This reflects an urgent need for targeted investments that go beyond broad allocations. If we are to build an education system that is truly inclusive and nurtures every child's potential, inclusion should be at the core, not an afterthought.

What we need is systemic teacher capacity-building, backed by curriculum adaptations and resource development. In states where we've piloted inclusive pedagogy, like in parts of Tamil Nadu, the results are phenomenal, not just for children with disabilities but for all learners. Inclusion benefits everyone.

Do you believe the RPWD Act and other disability-related frameworks are being effectively implemented in education spaces?

The Rights of Persons with Disabilities (RPWD) Act is progressive and comprehensive; it expanded the definition of disability, recognised 21 categories, and mandated inclusive education. However, implementation is uneven.

One problem is the lack of clarity at the school level; teachers and administrators often don't know what the law means for their classrooms.

Another is data. Globally, one in six children has some form of disability (World Bank). In India, there are approximately 7.8 million children with disabilities aged 5 to 19 years (2011 Census). However, this data only accounted for the then officially recognised seven disabilities, compared to 21 today under the RPWD Act. Imagine how many children with needs remain invisible because they don't fit into the old categories. Without accurate data and school-level guidelines, even the best laws can't change lived realities. We need mechanisms that help schools translate the law into tangible classroom practices.

Beyond schools, what societal shifts are needed to make inclusion a lived reality for children with disabilities?

The shift has to happen at multiple levels. We need to move from a charity or medical lens on disability to a rights-based approach - one that nurtures human potential. That requires changing mindsets among parents, teachers, employers, and policymakers. Media can play a big role here by telling real stories of success and breaking stereotypes.

At Sol's Arc, we often showcase stories of children who, once given the right support, go on to excel, not despite their disabilities, but because their unique strengths were recognised.

Inclusion isn't a favour, it's a fundamental right and a societal asset.