World Autism Awareness Day: Focus Shifts to Classroom Learning for Inclusive Education in Hyderabad
HYDERABAD: Only 23,449 students across India’s school system were recorded under the autism category in UDISE 2023–24, even as global estimates indicate a far higher prevalence. Educators say this gap reflects both under-identification and systemic limitations in handling neurodiverse learners.
On World Autism Awareness Day, teachers and education experts in Hyderabad said inclusion has moved beyond admissions, with the focus now shifting to how learning is delivered inside classrooms.
“True inclusion is not achieved by placing every student in the same room; it is achieved by ensuring every student has an equal opportunity to thrive in that room,” said B. Chennakesava Rao, principal of VNR Vignana Jyothi Institute of Engineering & Technology.
Classrooms follow uniform pace, leaving some students behind
Most classrooms continue to operate on a common pace, method and assessment system. Teachers said this structure leaves limited scope for students who process information differently or need more time.
Educators often rely on informal adjustments instead of structured support systems. While India’s disability law defines inclusive education as adapting teaching to different needs, and the National Education Policy (NEP) 2020 supports learning at an individual pace, implementation remains uneven.
A key challenge is staffing. Few schools in Telangana employ dedicated special educators, limiting the ability to provide targeted support.
Bhavani Singh, senior manager and life skills trainer at Woxsen University, said the issue begins with classroom design. “When schools use the same pace, content, and tests for everyone, many students get left behind. To create true inclusion, schools need flexible lessons and assessments that respect each student’s strengths,” he said.
Identification gaps persist alongside emerging AI solutions
Experts said identification of neurodiverse conditions remains weak, with late diagnosis and incomplete data reflecting global trends.
In response, personalised learning models are slowly entering classrooms. These include teacher-led adaptations and AI-driven platforms that tailor instruction.
“Personalised learning powered by AI does not just adjust the pace, it adapts the entire experience,” said Rahul Attuluri, co-founder and CEO of NxtWave. “It identifies where a student is struggling, adjusts content delivery in real time, reduces cognitive overload, and creates an environment where a neurodiverse learner is not falling behind but moving forward at a rhythm that works for them.”
Some government schools in Telangana have begun testing AI-enabled learning labs that integrate digital tools with classroom teaching to create customised learning paths.
Experts warn technology must be used with equity
However, educators cautioned that technology alone cannot ensure inclusion.
“Technology is only as inclusive as the intent behind its design. The most important question before us as educators is not whether we have the tools to support every learner. We do. The question is whether we have the will to use them wisely and equitably,” Chennakesava Rao said.
Bhavani Singh echoed the concern. “If technology just copies old, one-size-fits-all methods, it could make the inequalities it wants to fix even worse,” he said.
