This is a self-reflection tool, not a legal audit. It is based on the duties set out in the law and in CBSE guidance, and it is meant to help schools decide where to focus next.
Section 16 of the Rights of Persons with Disabilities Act, 2016 says the government and local authorities shall endeavour that the educational institutions they fund or recognise provide inclusive education to children with disabilities, and lists what such institutions are expected to do. CBSE’s guidelines on inclusive education, in its Circular 65/2009, add that no child with special needs should be denied admission and that schools should adapt their buildings, teaching methods and classroom organisation. The questions below turn those duties into a checklist.
How to use it
For each question, write Yes, Partly or Not yet, and note one piece of evidence, such as a policy, a photograph or a child’s experience. Do it as a team, including a special educator, class teachers and, if possible, parents.
1. Admission and participation (Section 16(i))
- Do we admit children with disabilities without discrimination?
- Do they take part in education, sports and recreation equally with other children?
- Is our admission form clear about how to share a child’s needs, so that we can plan support?
2. Access (Section 16(ii))
- Are our buildings, campus and facilities accessible, including toilets, stairs, doors and play areas?
- Is there a plan for the parts that are not yet accessible?
3. Reasonable accommodation (Section 16(iii))
- Do teachers know what reasonable accommodation means, and who to ask for it?
- Can we show examples of adjustments made for individual children?
4. Individual support (Section 16(iv))
- Does every child who needs it have a written plan, such as an IEP, that is reviewed? See What Is an IEP?
- Are parents real partners in the plan?
- Do we use flexible teaching such as Universal Design for Learning?
5. Communication (Section 16(v))
- Do children who are blind, deaf or both receive teaching in the most appropriate languages, modes and means of communication?
- Do we support children who use alternative ways to communicate?
6. Early identification (Section 16(vi))
- Do we notice specific learning disabilities early and take suitable teaching measures?
- Do teachers know when and how to refer a child for assessment? See supporting a child with dyslexia.
7. Monitoring (Section 16(vii))
- Do we track the participation, progress and completion of education of every student with a disability?
- Do we use that information to change what we do?
8. Transport (Section 16(viii))
- Is transport available to children with disabilities, and to an attendant for a child with high support needs?
9. Teachers and exams (Section 17)
- Have teachers had training in supporting children with disabilities, and do they have access to a special educator or resource support?
- Do we help eligible students apply for exam concessions in time? See exam concessions.
- Are books, learning materials and assistive devices provided to students with benchmark disabilities, as the Act intends?
Turning answers into action
- Count your “Partly” and “Not yet” answers and choose the three that matter most to the children you serve.
- For each, name one person who is responsible and a date for the first step.
- Ask parents and students what they would change first.
- Repeat the check every term, and record what has improved.
Sources
- Government of India, The Rights of Persons with Disabilities Act, 2016, Sections 16 and 17.
- Central Board of Secondary Education, Circular 65/2009: Guidelines on Inclusive Education of Children with Disabilities.
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.