Inclusion & Support Policy
At Udichi, we believe every child deserves a safe, happy, and nurturing learning environment. We welcome children of diverse abilities.
We are committed in supporting children with special needs as per the provision of the Rights of Persons with Disabilities Act 2016, to ensure inclusive and effective learning.
Person with Disability (PWD):
As per Section 2(s) of the Act, "Person with Disability" means a person with long term physical, mental, intellectual, or sensory impairment which, in interaction with barriers, hinders his full and effective participation in society equally with others.
Person with Benchmark Disability:
Section 2(r) defines it as "a person with not less than forty percent of a specified disability as certified by the certifying authority".
Disability percentage & Eligibility:
*Up to 40% disability: The child can continue in a mainstream/ regular school.
*Above 40% disability: While inclusive education is encouraged and supported in school providing all necessary resources to meet the needs of the child. In cases where a child may benefit more from specialized interventions, parents may also consider admission to special schools as per individual requirements.
Admission & certification requirements:
*Parents seeking admission for a child with special needs must have a valid disability certificate issued by a competent government medical board.
*A medical certificate of a child with a disability, issued by a registered medical practitioner or a government - recognized hospital/ medical board certifying the health status of an individual must be submitted.
(The certificate should mention the type of disability and the percentage of the benchmark disability, [minimum 40% as per the RPwD Act 2016]).
*Verification will be carried out solely on the basis of the original certificate.
However, for children who require individualized or continuous support to ensure their safety, communication and participation in class, parents are required to arrange a shadow teacher (a dedicated adult who accompanies the child daily).
A special educator may guide learning strategies and provide developmental inputs, but they do not replace the role of a shadow teacher, who provides one-to-one assistance inside the classroom.
The school ensures that the special educators and shadow teachers are equipped with the skills and knowledge to address the academic, social and emotional requirements of students with needs.
This arrangement ensures that:
*The child receives the attention and support they need.
*The class teacher can also give time to the entire group.
*Safety and classroom balance are maintained for all children.
The school will have a special educator to provide developmental support and guide teachers, while the arrangement of a shadow teacher will be facilitated by the school, and the responsibility of compensating the shadow teacher will rest with the parents.
Legal Reference:
Rights of Persons with Disabilities Act, 2016 (Section 2,16,17,29,30)
Guidelines for Inclusive Education under the RPWD Act.