Beyond Enrolment: Understanding Educational Exclusion among Children with Disabilities in Rural India

Author(s)	Ms. Shilpa Barrey, Dr. Renuka Asagi
Country	India
Abstract	While education is widely recognized as a fundamental right and a crucial tool for social mobility, children with disabilities in rural India continue to encounter significant obstacles in accessing quality education (2024). This study explores all the barriers to inclusive education faced by children with disabilities (CWDs) in rural India, moving beyond the narrow metric of school enrolment. Drawing on a structured survey of 400 parents of CWDs across all talukas of Dharwad district, the research investigates infrastructural gaps, social stigma, inadequacy of rehabilitative services, and parental perceptions of inclusion. Findings reveal that despite high enrolment rates, children continue to face exclusion through inaccessible facilities, undertrained teachers, peer bullying, and lack of support services. The study highlights the urgent need for holistic, policy-aligned implementation to ensure that educational inclusion is both meaningful and equitable
Keywords	Inclusive Education; Children with Disabilities; Educational Exclusion; Rural India; RPWD Act 2016; National Education Policy 2020; Accessibility; Parental Perception.
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-17
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.48460
Short DOI	https://doi.org/g9qqss

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International Journal For Multidisciplinary Research