Mohammad Hanief
In the heart of the Kashmir Valley, where snow-capped peaks surround bustling towns and serene villages, education continues to be celebrated as a path to a better future. But for thousands of persons with disabilities (PwDs), especially children and youth, that path is blocked by systemic neglect, inaccessibility, and silence.
Despite progressive laws and growing awareness, education remains an uphill climb for disabled persons in Kashmir – a climb that is made steeper by decades of conflict, underdevelopment, and lack of political prioritization.
In theory, digital learning tools can revolutionize education for persons with disabilities. However, in practice, most disabled children in Kashmir don’t have access to tablets, internet, or assistive software like screen readers or Braille converters.
In the quiet corners of classrooms across Kashmir, a significant number of children with disabilities sit unnoticed – or, more often, are absent altogether. Education, a basic human right and a powerful tool for empowerment, remains out of reach for many persons with disabilities (PwDs) in the region. While the landscape of schooling in Kashmir has seen progress in recent decades, the inclusion of disabled students in mainstream education remains a distant goal.
A System That Leaves Many Behind
According to the 2011 Census, over 361,000 persons with disabilities live in Jammu and Kashmir. However, this figure is widely believed to be outdated and underreported, especially in the context of injuries due to conflict. Among these, a large proportion are children and youth – the age group most in need of access to education.
The Right of Children to Free and Compulsory Education Act (RTE), and the Rights of Persons with Disabilities Act, 2016, both mandate inclusive education. Yet, the ground reality in Kashmir tells a different story. While policies exist on paper, implementation remains weak. For many disabled children in Kashmir, education is a privilege, not a right.
One of the primary barriers to education is accessibility – both physical and academic. Most schools in Kashmir, especially in rural and hilly areas, are ill-equipped to accommodate students with disabilities. Ramps, elevators, tactile pathways, or accessible toilets are rare. Classrooms lack modified furniture or assistive devices like hearing aids, magnifying tools, Braille textbooks, or screen-reading software.
While some efforts have been made – especially in a few government and private institutions in urban areas – these changes are sporadic and inconsistent. For children in far-flung villages, schools often remain physically unreachable due to poor infrastructure and lack of transportation support.
Even when disabled children do reach schools, the learning environment is rarely inclusive. A significant gap exists in teacher training. Most educators are not trained in special education or inclusive pedagogy, making it difficult for them to understand or accommodate the learning needs of children with hearing impairments, intellectual disabilities, autism spectrum disorder, or visual impairments.
Additionally, special educators – who are trained to work with differently-abled children – are few in number and often not posted where they are needed the most.
Apart from infrastructure and teaching, social attitudes within classrooms pose a formidable challenge. Children with disabilities often face bullying, neglect, or are seen as “different” by peers and even teachers. This leads to feelings of isolation, low self-esteem, and eventually, dropout.
Many parents, fearing such treatment, prefer to keep their children at home rather than subject them to humiliation. This societal stigma, deeply ingrained and often reinforced by ignorance, is a major reason why enrolment rates remain low.
Another under-addressed issue is the growing number of children with learning disabilities, ADHD, autism spectrum disorder, and psychological trauma. The decades of conflict have left behind layers of psychological distress among the youth.
However, there is a severe shortage of child psychologists, school counsellors, and special educators to identify and support these children. Most remain undiagnosed, misunderstood, and labeled as “weak” or “disobedient.”
The Role of Special Schools
Special schools in Kashmir are a few schools run by NGOs, are trying to bridge the gap. These institutions offer physiotherapy, speech therapy, vocational training, and special education classes for children with cerebral palsy, autism, and other developmental delays.
However, these schools are few and located mainly in Srinagar or nearby areas. Most can only accommodate a limited number of students due to lack of funds, staff, and space.
While these institutions play a critical role, experts believe that inclusive education – where disabled and non-disabled children study together – is the key to a more equitable future.
For those who manage to complete secondary education, entering higher education presents a new set of obstacles. Colleges and universities in Kashmir and various degree colleges, often lack basic accessibility features. Lecture halls are often multi-storied with no elevators. Examination procedures do not account for extra time or alternate modes of evaluation for students with disabilities.
The Rights of Persons with Disabilities Act, 2016, mandates inclusive education, special training for teachers, and 5% reservation for PwDs in educational institutions. But in Kashmir, these laws are poorly implemented. Few schools have the infrastructure or personnel to comply. Awareness about these provisions is also lacking among parents and educators.
The Samagra Shiksha Abhiyan, which includes provisions for inclusive education, has seen some rollout in Jammu and Kashmir. However, the scale and pace of implementation remain too slow to make meaningful change.
Scholarships, transportation allowances, and assistive device subsidies are also promised – but the application process is complicated, and the benefits often delayed.
To ensure that children with disabilities in Kashmir have equal access to education, a multi-layered approach is essential. Despite the systemic challenges, many families, teachers, and students are forging their own paths.
Education is not just about textbooks and exams – it is about dignity, opportunity, and participation in society. For persons with disabilities in Kashmir, the current educational scenario is far from ideal. But with a collective will from policymakers, educators, civil society, and communities, it is possible to build a system where no child is left behind.
Inclusion is not an option. It is a necessity. Kashmir’s educational future depends on it.
