Public awareness campaigns and films such as Taare Zameen By can play a crucial role in changing perceptions. A still from the film. | Photo credit: Special arrangement

P.Imagine a classroom where a student, eager to learn, raises their hand. As they begin to speak, their words come out haltingly, their thoughts struggling to take shape. The teacher, pressed for time, slowly moves on to another student. At that point, more than just words are lost. Half-formed ideas recede, clarity disappears, and with it, a crucial learning opportunity is lost.

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A deeper truth

This struggle is not just about communication; it is the very process of forming and articulating ideas. Each interruption of an attempt not only silences a voice; this stunts the growth of thoughts. In the rapid flow of classroom discourse, these students fall behind in their ability to speak, think, understand, and learn for themselves. In classrooms across India, this scene highlights a deeper truth: learning disabilities are far more complex than we often think. They not only involve reading or writing, but affect the way students think, process, and engage with the world. Recent data suggests that 8-15% of school children in India (50 million children) suffer from some form of learning disability. The challenges they face are often misunderstood. The People with Disabilities Rights Act of 2016 officially recognizes “specific learning disabilities” among 21 categories, but most schools are not equipped to handle them.

Take dyslexia, for example. It’s not just about mixing up the letters. This is a brain that processes language differently, affecting not only reading but also comprehension, memory and even social interactions. Attention deficit hyperactivity disorder (ADHD), often referred to as agitation, is a complex disorder impacting attention and impulse control. Our education system, designed for neurotypical students, often fails to meet a variety of needs. Studies show that most teachers do not have the training or experience to teach inclusively, especially in rural India. The COVID-19 pandemic made the situation worse as many teachers were unprepared to support students with learning disabilities online. The recent story of Radhika, a student with multiple learning disabilities who scored 97% in her CBSE exams, is exceptional. Yet for every Radhika, countless students remain unsupported – not because they cannot learn, but because we have not adapted the way we teach to meet the needs of these students. Students with unresolved learning disabilities often internalize a sense of failure. They are neither “lazy” nor “stupid”; their brains just work differently. Without proper support, they may never discover their true potential. A study published in the Indian Journal of Psychiatry found that children with specific learning disabilities experience significantly higher rates of anxiety and depression than their peers. They battle mental health issues in silence, unable to express what they don’t fully understand. The government’s announcement of a diagnostic test for learning disabilities in adults is a positive step. However, real change will only happen when we train our teachers. B.Ed programs should focus on neurodiversity and adaptive teaching methods. Although the National Education Policy (NEP) 2020 has set standards, the challenge is to translate them into practical strategies in the classroom.

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The way forward

To tackle learning disabilities head-on, we must develop comprehensive programs that emphasize early identification and intervention, using screening tools and evidence-based methods tailored to the needs of India. Countries like Finland excel at identifying and supporting students from a young age, but India faces unique obstacles due to its size. Promising measures have in fact been taken, such as the 22 Early Intervention Centers for Interactive Disabilities (CDEIC). Kerala’s early intervention initiatives, while focused on hearing loss, show the potential for broader support systems.

Technology is another key factor. Tools such as text-to-speech software and AI-based learning aids can level the playing field. Initiatives such as PM e-Vidya, DIKSHA and e-Pathshala under Digital India, supported by NEP 2020, aim to unify digital education. But the real challenge is ensuring these tools reach every student, especially those with learning difficulties.

Finally, we need a cultural change. Learning disabilities are not a source of shame, but different ways of processing information. Public awareness campaigns and films such as Taare Zameen By can play a crucial role in changing perceptions, but awareness must start at home. Parents play a vital role in recognizing early signs and advocating for their children’s needs. It is important to educate them about the resources available and how to navigate the system.

Teachers also need motivation. Encouraging specialized neurodiversity training – through financial rewards, career advancement, or recognition – will encourage more educators to adopt adaptive methods. Government agencies, NGOs and private institutions must work together to innovate and ensure that these policies become concrete solutions.

The reality of learning disabilities is complex, but our response does not have to be. With understanding, empathy and evidence-based interventions, we can create an education system that truly leaves no child behind. It’s not just about fairness; it’s about unlocking the potential of millions of young minds who think differently. As we stand on the cusp of becoming a global superpower, now is the time to act. Our children count on us.

Saravanan Murugeson is an education consultant at GainLabs, Chennai. Anukrati Nigam is a volunteer data scientist at the Association of Socially Applicable Research.