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disabilities have the choice of regular or special schooling. Resource centres and special

educators will support the rehabilitation and educational needs of learners with severe or
multiple disabilities, as well as assist parents in achieving high-quality home schooling and
skilling.

(ii) In the context of equitable and inclusive education, NEP states that the issues of Socio-
Economically Disadvantaged Groups (SEDGs) are common and analogous in school and
higher education. Broad categories of SEDGs as defined in NEP 2020 includes children with

disabilities (including learning disabilities). Accordingly, the issues which are relevant to
school education is also relevant for higher education. Furthermore, there must be continuity
across the stages to ensure sustainable reform.

(iii) In order to address the issue, it is essential that the teachers must be aware of teaching
student with specific disabilities, including learning disabilities, and should be sensitized
towards all underrepresented groups to reverse their underrepresentation as the new
education policy aims to provide a quality education system for all students, regardless of their

residence, with a particular focus on historically marginalized, disadvantaged, and
underrepresented groups.

(iv) To achieve the objectives of National Education Policy 2020 and to overcome with the issue
of learning disabilities among students, it is essential that regular capacity building Programme
on Learning Disabilities should be conducted by engaging resource persons / experts dealing
with the various kinds of learning disabilities.

(v) This Programme will be anchored through NIEPA, which is one of the MMTTP Center and
having expertise in the Educational Planning and Administration.

Implementation Plan

(vi) In line with the recommendations of NEP 2020 that awareness and knowledge of how to
teach children with specific disabilities (including learning disabilities) will be part of the all
type of teacher Programme. Accordingly, a Programme has been envisaged to begin with the
capacity building of key stakeholders with reference to specific learning disabilities among
students. In the first cycle, the Programme shall be implemented over a span of 6 months
involving key stakeholders such as Head of Institutions, Head of Departments in each

institution, department teams, officials in the D/o Higher Education, Ministry of Education,
AICTE, UGC, NTA, NAAC etc. as relevant.

(vii) The implementation will start with orientation Programme with the Heads of Institutions
(HoIs) and distinguished stakeholders in online mode. This session will be focused on
sensitizing about the concerns of persons with specific learning disabilities, rationale for
creating inclusive systems for them, policies and regulatory frameworks, ways to utilize the
potential of special students, global best practices, expectations from the Programme and the

manner in which it will be navigated.

(viii) Engagement with the Heads of Institutions (HoIs) and other stakeholders shall be
sustained for the entire Programme, keeping them in the loop on a regular interval to discuss
the progress in online meeting every two months.
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