SAKSHAM: Transforming Futures

SAKSHAM: Transforming Futures

A Conference on Inclusive Education for Neurodiverse Minorities

SAKSHAM 2025 was a national conference held on May 31st, 2025 at Pallavi Model School, Tirumalagiri, focused on inclusive education for children with neurodiverse conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), dyslexia, and other learning differences.

This initiative, led by Dr. Sudha Turaga, Executive Director of Pallavi Group of Schools and Delhi Public Schools, and Mrs. Vijaylakshmi Sagar, Principal of Pallavi Model School, Tirumalagiri, aimed to provide a platform for dialogue and knowledge exchange on how educational systems can be made more accessible and supportive for neurodiverse students through policy reform, inclusive practices, and community engagement.

India's growing focus on equitable and inclusive education has led to notable progress in recent years. However, children with neurodiverse conditions continue to be among the most marginalized within the school system.

Neurodiversity refers to the natural variation in the human brain and cognition, encompassing a wide range of neurological differences such as ASD, ADHD, dyslexia, dyspraxia, and other learning or developmental conditions. Rather than viewing these differences as deficits or disorders, the neurodiversity paradigm recognizes them as part of the normal spectrum of human diversity.

Despite this progressive understanding, educational systems in India often lack the awareness, resources, and adaptive strategies necessary to fully support neurodiverse learners, resulting in their continued exclusion or underrepresentation in classrooms.

In Telangana, the situation is especially urgent. The Telangana Social Development Report (2017) highlights that the incidence of disability in early childhood is 4% in the 0–4 age group, rising to 6.2% in the 5–9 age group—figures significantly higher than the national average. Findings from the Telangana Disability Study (2014) by the London School of Hygiene and Tropical Medicine revealed that children with disabilities are over ten times more likely to be out of school and six times more likely to repeat a grade compared to peers without disabilities.

Such disparities point to deep systemic shortcomings in school infrastructure, teacher training, early detection, and social attitudes toward neurodiversity. Structural barriers such as the lack of inclusive curricula, inaccessible learning materials, and insufficient teacher preparation are compounded by social stigma, which delays diagnosis and hinders open conversations about support needs.

According to UDISE+ 2023–24, only 57.2% of schools have functional computers and just 46.1% have internet access, severely limiting the use of assistive technologies crucial for students with diverse learning needs. These challenges underscore the urgent need for stronger implementation of the National Education Policy (NEP) 2020, which calls for the full inclusion of all children, including those with disabilities, in the regular schooling process.

SAKSHAM 2025 addressed these systemic gaps by fostering dialogue, sharing best practices, and building actionable frameworks for inclusive education. It was a platform that brought together researchers, educators, policymakers, school leaders, therapists, and parents to create a shared understanding of inclusion—not just as an ideal, but as a living practice grounded in empathy, equity, and collaboration.

The Pallavi Group of Schools has long been a progressive force in the educational landscape of Telangana, championing holistic, inclusive, and child-centered learning. Aligned with the NEP 2020 ideals of equity and access, the group has continually evolved its pedagogy and culture to embrace every learner, regardless of ability or background.

At the forefront is Pallavi Model School, Tirumalagiri, a flagship campus that has taken intentional strides to support children with special needs, including those with intellectual disabilities, autism, ADHD, speech and language delays, and other learning differences. With regular teacher training in differentiated instruction, IEPs (Individualized Education Plans), and behaviour support strategies, the school has created inclusive spaces such as accessible classrooms, therapy support rooms, and sensory-friendly zones.

Beyond physical infrastructure, the school emphasizes emotional inclusion. Awareness drives, peer buddy systems, and sensitivity workshops nurture compassion and collaboration among all students, making inclusion a shared community value.

By hosting SAKSHAM 2025, the school reaffirmed its leadership in inclusive education. The conference served as a reflection of its ongoing mission to build an ecosystem where every child is seen, valued, and empowered.

Across the broader Pallavi Group, this initiative also signalled a systemic shift—policies and practices across campuses are being aligned for better early identification, family engagement, and inclusive curriculum design. Together, these efforts aim to make schools safe spaces where neurodiversity is celebrated.

The conference centered on four interrelated themes essential for creating a more inclusive education system:

• 1. Policies and Frameworks for Inclusive Education: Focused on implementing NEP 2020 provisions related to children with special needs, exploring the roles of CBSE, NCERT, and SCERT in promoting inclusion.
• 2. Challenges and Best Practices in Inclusive Schools: Examined infrastructural and attitudinal barriers while showcasing case studies, teaching strategies, and curriculum innovations that support neurodiverse learners.
• 3. Parental and Community Engagement: Highlighted the role of families and communities in overcoming social stigma and strengthening school-family partnerships for sustained inclusion.
• 4. Future Pathways for Children with Neurodiversity: Explored long-term opportunities in vocational education, life skills training, higher education, and employment for neurodiverse learners.

SAKSHAM 2025 marked a milestone in India’s journey toward inclusive education, uniting diverse stakeholders with a shared conviction—that every child, regardless of neurological profile, deserves quality education in an environment that recognizes and celebrates their unique strengths.