Enhancing Foundational Learning Numeracy and Early Intervention for Children with Disabilities, By Samir Ghosh | May 2024

The landscape of foundational learning and early intervention for children with disabilities in India highlights a predominance of NGOs with limited representation of individuals with disabilities or parents on boards. Geographically dispersed, there’s an urban bias in resource distribution, exacerbating rural accessibility issues. Education is paramount, supplemented by holistic support services. However, challenges persist in delayed school enrolment, early identification, and pedagogy adaptation. Governance fragmentation hampers convergence, while data scarcity and gender disparities compound challenges. Recommendations include enhancing representation, addressing urban bias, strengthening support services, promoting collaboration, investing in early intervention, establishing specialized facilities, and empowering parents for inclusive education and holistic development of children with disabilities.