Higher Secondary


The above data indicates an alarming situation in regards to children with disabilities transitioning from Primary to Secondary schooling. This also highlights the priority with which learning of children with disabilities must be taken. CENSUS 2011 admits that around 10% of school-going children have symptoms from Learning disability in India.

5-15 percent (SLD Study 2017, International Journal of Contemporary Paediatrics) of school-going children show symptoms of Learning Disability and teachers are the first one to spot the symptoms. In a school of 500 to 700 children this becomes all the more difficult to identify the specific learning needs of the child as the teacher is not equipped with sensitization of awareness around the support for children with disabilities. If the teacher or school could refer a child to a counselor or a special educator it would be possible for the child (well not completely) to access support for their needs. However, such support for identification and addressing of programs from paraprofessionals is so expensive that children in the affordable school segment are unable to access. When children with learning difficulties are catered in special schools throughout, there is a resistance for their acceptance in the mainstream schools. Even when the child starts performing better with additional support and requires a bridging program to be included in the mainstream schooling, there is no incentive, policy or structure mandated by the Government to support the child. In the absence of all required support, which is a mandatory need for the growth, development and Inclusion of these children, there seems to be little to no light at the end of the tunnel to ever imagine Inclusion in Indian schools.

In the absence of large unawareness about where to start on the part of the management and resource constraint on the part of the schools, it becomes impossible to cater to children with learning disabilities.

"Inclusive education is not merely about providing access into mainstream school for pupils who have previously been excluded. It is not about closing down an unacceptable system of segregated provision and dumping those pupils in an unchanged mainstream system. Existing school systems in terms of physical factors, curriculum aspects, teaching expectations and styles, leadership roles will have to change. This is because inclusive education is about the participation of ALL children and young people and the removal of all forms of exclusionary practice ". Achieving this goal in India requires serious planning and efforts. In addition to many other requirements, implementation of inclusive education immensely requires positive attitudes towards inclusion among teachers, administrators and policy planners. - Yash, Pal & Singh, Dr. Yash & Agarwal, Anju. (2015). Attitudinal Barriers to Inclusive Education in India.


We focus on the implementation of:

  • Samagra Shiksha’s provision on Inclusive Education for disabled.

  • NCERT inclusive education policy recommendation


  • Inclusion in mainstream education

  • Implementation at the core

  • Build Data for Decision Making

  • Design Scalable Approaches


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Dr Griva Shah


Dr. Griva Shah is a Ph.D in Inclusive Education and a Masters in Special Education with a final paper on ‘An investigation on to Every Child Matters" policy’s success in integrating the special needs children in mainstream schools and with more than 16 years of experience along with the number of professional training which has made her well versed with the knowledge and the skills required for assessing, teaching and supporting children with various disabilities. She taught special needs' children for 5 years in a Secondary mainstream school at London.



Kushal Dattani

Kushal has been on the founding team of Samait Shala and has been in the Education space since 2010. Something that really bothers him is seeing a child disengaged and struggling in the classroom. 



Senior Program Associate

 A compassionate social work professional with experience of 4 years as a Teach For India fellow. During the fellowship, has worked with two budget-private schools in Ahmedabad, teaching students across grades 4 to 8, while simultaneously creating an impact at the school and community level through various other projects that involved organizing inter school fests for students, setting up libraries in the community,  working with school leadership for school development and working with parents as partners for students’ education.

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Co-Founder & Director

Sai Manoj based in Hyderabad is an educator currently working in an alternative residential school in Andhra Pradesh. He started working in NGOs from the start of his career, where challenges in the education sector led him to apply for Teach for India fellowship in 2014. Post fellowship, he worked in multiple education spaces and developed understanding on alternate education. He currently believes all children should receive holistic education and live in harmony with nature. His other passions are farming and theatre.

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Co-Founder & Director