Introduction

In 2025, the Haryana School Education Department issued inclusive education guidelines that prevent schools from denying admission to children with disabilities. This policy follows the Rights of Persons with Disabilities Act (2016) and National Education Policy 2020, aiming to create accessible, supportive learning environments across the state.

Key Highlights of Haryana’s Inclusive-Entry Guidelines

1. Guaranteed Admission for All Children with Disabilities

All recognised schools, whether government or private, must admit children with disabilities. Denying admission based on physical, cognitive, or developmental conditions is strictly prohibited.

2. Mainstream Classrooms and Resource Rooms

Whenever possible, children should join mainstream classrooms. Schools may use resource rooms only if a child needs extra support. These rooms should include assistive devices and trained staff to help children learn effectively.

3. Individualized Education Plans (IEPs)

Schools must create IEPs for each child. These plans set learning goals, support measures, and progress tracking, ensuring each student receives personalized attention.

4. Accessible Infrastructure and Learning Tools

Schools must provide barrier-free access, including ramps, accessible toilets, Braille materials, and tactile learning tools. Assistive devices, hearing aids, and visual aids should be available. Teachers should receive regular training in inclusive teaching methods.

5. Parental Involvement in School Management

School Management Committees (SMCs) must include at least one parent of a child with disabilities. This ensures parents actively participate in decisions and monitor the implementation of inclusive policies.

6. Compliance and Accountability

Schools must actively follow these guidelines. Non-compliance can lead to suspension of recognition or cancellation of affiliation. Schools should document enrolled children and the support provided.

Why This Policy Matters

These guidelines respond to several high-profile cases in Haryana where children with disabilities were denied admission. For example, a 2019 case in Panchkula involved a child with Down Syndrome, which highlighted gaps in school policies.

Experts say these guidelines are a critical step toward inclusive education. However, success depends on teacher training, accessible infrastructure, and active monitoring.

Implications for Schools, Teachers, and Parents

• Schools: Must upgrade infrastructure, create IEPs, and train staff in inclusive teaching.
• Teachers: Should use adaptive teaching methods and provide individualized support.
• Parents: Now have formal representation in school management to protect their child’s rights.

Conclusion

Haryana’s 2025 inclusive-entry guidelines mark a significant milestone in Indian education, ensuring that children with disabilities are included, supported, and empowered. Schools that implement these measures effectively will foster equitable and accessible learning environments, setting a benchmark for the rest of India.