Status of Education of Differently Abled Children in Haryana

Abstract

  Access to inclusive education for differently abled children (DAC) in rural India remains profoundly constrained by infrastructural deficits, social attitudes, and policy implementation gaps. This study investigates the educational status of differently abled children across six selected villages of Haryana—Naya Bass, Ismaila, Hasangarh, Bhainsru Khurd, Naya Gaon, and Chhara. Key-informant interviews, and observational checklists, the study finds that approximately 70% of respondents are unaware of inclusive education provisions under the Rights of Persons with Disabilities Act, 2016 (RPWD Act). Village panchayats lack dedicated provisions for DAC, and 68% of parents report dissatisfaction with school services. Special educators are not available in     six sampled village schools. These findings illuminate structural failures at the intersection of disability, rurality, and educational governance and offer evidence-based recommendations for policy reform.