Maharashtra's Divyang Welfare Secretary Calls for Inclusive Education Reform

India, Jan. 8 -- Maharashtra Divyang Welfare Secretary Tukaram Mundhe has raised significant concerns regarding the state's expenditure and outcomes in the disability sector. During a recent address, he pointed out a glaring imbalance: the state spends nearly Rs.1,100 crore annually on special schools, catering to just 38,000 students. In stark contrast, over 2.5 lakh disabled students in mainstream schools receive a mere Rs.100 monthly scholarship.

Mundhe termed this disparity a failure of vision, rather than a lack of funding. He emphasized the need for an immediate shift from segregated schooling to a genuinely inclusive education system. This new approach should be grounded in empowerment, accountability, and thoughtful design.

Speaking at the inauguration of the National Convention of Educators of the Deaf (NCED) India International Conference 2026, Mundhe highlighted the importance of integrating disabled students into mainstream education. He argued that this would not only benefit the students but also foster a more inclusive and empathetic society.

The current system, according to Mundhe, fails to provide equal opportunities for disabled students. Special schools, while well-intentioned, often isolate these students from their peers, limiting their social and educational growth. On the other hand, mainstream schools lack the necessary resources and support to cater to the unique needs of disabled students effectively.

Mundhe's call for reform is supported by various education experts who advocate for a more inclusive approach. They argue that inclusive education can lead to better academic outcomes, improved social skills, and a more equitable society. By integrating disabled students into mainstream classrooms, schools can create a more diverse and supportive learning environment.

The shift towards inclusive education requires significant changes in policy, infrastructure, and teacher training. Schools need to be equipped with the necessary resources, such as assistive technologies and specialized teaching materials, to support disabled students. Teachers, too, must be trained to handle the diverse needs of their students, ensuring that every child receives a quality education.

Mundhe's initiative is part of a broader movement towards inclusive education in India. The government has been taking steps to promote inclusive education, but more needs to be done to ensure that all students, regardless of their abilities, have access to quality education.

The National Convention of Educators of the Deaf (NCED) India International Conference 2026 is a significant platform for discussing these issues. The conference brings together educators, policymakers, and advocates to share best practices and explore innovative solutions for inclusive education. By fostering collaboration and dialogue, the conference aims to drive meaningful change in the education sector.

In conclusion, Tukaram Mundhe's call for inclusive education is a critical step towards creating a more equitable and inclusive society. By addressing the current imbalances in funding and outcomes, Maharashtra can set a positive example for other states in India. The success of this initiative will depend on the commitment and cooperation of all stakeholders, from policymakers to educators and parents.

The journey towards inclusive education is challenging but essential. It requires a collective effort to break down barriers and ensure that every student has the opportunity to thrive. As Mundhe emphasized, the goal is not just to provide education but to empower and equip disabled students with the skills and confidence they need to succeed in life.