Inclusive Education for Children with Disabilities in Punjab, India: A Case Study of Hoshiarpur District

Making education accessible for children with special needs in the state of Punjab, which has more than 6.5 million persons with disabilities (2.35 % of the state population), remains a challenge. Although all‑India policies like Rights of Persons with Disabilities Act, 2016 and Sarva Shiksha Abhiyan (SSA) support inclusive education, there are gaps in their implementation at district level. Aims: The case study assessed the inclusive education for children with disabilities in Hoshiarpur district of Punjab in terms of awareness of policies and regulations, infrastructural accessibility, teacher training and cultural and social barriers. Methods: The researcher used a mixed‑methods case study from October 2024 to March 2025. We conducted semi‑structured interviews with 30 stakeholders (10 government officials, 10 school teachers, and 10 parents of differently abled children), reviewed state policies and SSA guidelines, and observed 15 government primary schools. Descriptive statistics were based on census and SSA beneficiary data regarding disability prevalence. Findings: Despite 96 186 differently abled children under 18 years being enrolled in schools in the state of Punjab, 68 % of schools surveyed in the district of Hoshiarpur had ramps and accessible toilets, and 42 % noted the absence of specialized special‑education teachers. Teacher awareness of the RPwD Act, 2016 was average (58 % identified at least three provisions of the act). Parents pointed to stigma, lack of transport and scholarship delays as barriers. Inclusive‑education policy documents showed a high level of commitment, but poor resource allocation and monitoring. Conclusions: Realizing the right to inclusive education in Punjab requires strategic investments in school infrastructure, teacher training, community awareness building and prompt payment of scholarships. The experience in Hoshiarpur shows that in the absence of these; legal safeguards alone are not enough to facilitate meaningful mainstream education for children with disabilities.