State-wise Disabled Population by Nature of Disability, Census of India 2011 by Gender and Rural and Urban Locations

Disability in India: An Analysis of Census 2011 Data and its Implications for Inclusive Education (2024)

Introduction

India is home to over 1.3 billion people and faces significant challenges in ensuring inclusive growth and development for all its citizens. One crucial aspect of this challenge is addressing the needs of people with disabilities, particularly in the education sector. This article analyses the disability data from the 2011 Census of India, the most recent comprehensive dataset available, and examines its implications for achieving universal enrolment by 2030, as envisioned in the National Education Policy (NEP) 2020.

The 2011 Census revealed that India had 21,906,769 people with disabilities, accounting for approximately 2.21 percent of the total population. This significant number underscores the importance of targeted policies and interventions to ensure their full participation in society, especially in education. However, it may be observed that first, because of COVID-19 and after that, for unknown reasons, the Census 2021 is yet to be conducted, in the absence of which there is no option but to use the outdated population data or use the projected population which has also become obsolete.

The Present Article

This article format provides a comprehensive overview of the disability situation in India based on the 2011 Census data, along with recent policy initiatives aimed at promoting inclusive education. It highlights the challenges and opportunities in achieving universal enrolment by 2030, as envisioned in the NEP 2020. As mentioned, the present article is exclusively based on the 2011 Census data on disability and the nature of the disability.

Analysis of Census 2011 Disability Data

National Overview

The 2011 Census data on disability in India presents a complex picture:

Gender Distribution: Males constitute 57.54 percent (12,605,635) of the disabled population, while females account for 42.46 percent (9,301,134).

Rural-Urban Distribution: A substantial 74.81 percent (16,388,382) of people with disabilities reside in rural areas, compared to 25.19 percent (5,518,387) in urban areas.

Types of Disabilities: Visual impairment is the most prevalent, affecting 48.55 percent of the disabled population, followed by movement disability (27.87 percent), mental disability (10.33 percent), speech disability (7.49 percent), and hearing impairment (5.76 percent).

State-Level Analysis

The distribution of people with disabilities varies significantly across states:

Highest numbers: Uttar Pradesh (3,453,369), Maharashtra (1,569,582), and Bihar (1,887,611)

Lowest numbers: Lakshadweep (1,678), Daman & Diu (3,171), and Dadra & Nagar Haveli (4,048)

Notable state-specific observations include:

Kerala’s unique gender distribution, with a higher proportion of females with disabilities (50.45 percent) and Mizoram’s high urban concentration of disabled population (39.47 percent), Himachal Pradesh’s significant rural concentration of disabled population (92.44 percent)

Table 1: Distribution of the Disabled Population by Type of Disability, Sex, and Residence: 2001 Census, ALL India
Type of Disability	Sex	Total	Rural	Urban
Total Disabled Population	Persons	2,19,06,769	1,63,88,382	55,18,387
	Males	1,26,05,635	94,10,185	31,95,450
	Females	93,01,134	69,78,197	23,22,937
In Seeing	Persons	1,06,34,881	78,73,383	27,61,498
	Males	57,32,338	42,22,717	15,09,621
	Females	49,02,543	36,50,666	12,51,877
In Speech	Persons	16,40,868	12,43,854	3,97,014
	Males	9,42,095	7,13,966	2,28,129
	Females	6,98,773	5,29,888	1,68,885
In Hearing	Persons	12,61,722	10,22,816	2,38,906
	Males	6,73,797	5,49,002	1,24,795
	Females	5,87,925	4,73,814	1,14,111
In Movement	Persons	61,05,477	46,54,552	14,50,925
	Males	39,02,752	29,75,127	9,27,625
	Females	22,02,725	16,79,425	5,23,300
Mental	Persons	22,63,821	15,93,777	6,70,044
	Males	13,54,653	9,49,373	4,05,280
	Females	9,09,168	6,44,404	2,64,764

Gender and Rural-Urban Disparities

The data reveals persistent gender gaps and rural-urban divides:

The Gender-gap is more prominent in rural areas (57.42 percent males vs. 42.58 percent females) compared to urban areas (57.90 percent males vs. 42.10 percent females). Further, it has been observed that the proportion of people with disabilities in rural areas exceeds the overall rural population percentage in India, indicating a need for improved services in these regions.

Policy Implications and Recent Initiatives

National Education Policy (NEP) 2020

The NEP 2020 emphasizes inclusive education and contains several provisions for children with disabilities:

• Recommends the use of assistive devices and appropriate technology-based tools for teaching children with disabilities
• Promotes the development of specific learning materials for children with disabilities
• Advocates for the recruitment of special educators and the training of regular teachers in inclusive education practices
• Emphasizes home-based education for children with severe or multiple disabilities

Samagra Shiksha

The Samagra Shiksha scheme, launched in 2018, aims to ensure inclusive and equitable education. Its provisions for children with disabilities include:

• Identification and assessment of children with disabilities
• Provision of aids and appliances
• Transportation and escort facilities
• Appointment of special educators
• Barrier-free access in schools
• Development of teaching-learning materials
• Individualized Educational Plan (IEP) for each child with special needs

Table 2: Percentage Distribution of the Disabled Population by Type of Disability, Sex, and Residence: 2001 Census, ALL India

Type of Disability	Sex	Total	Rural	Urban
Total Disabled Population	Persons	2,19,06,769	74.81	25.19
	Males	1,26,05,635	74.65	25.35
	Females	93,01,134	75.03	24.97
In Seeing	Persons	1,06,34,881	74.03	25.97
	Males	57,32,338	73.66	26.34
	Females	49,02,543	74.46	25.54
In Speech	Persons	16,40,868	75.80	24.20
	Males	9,42,095	75.78	24.22
	Females	6,98,773	75.83	24.17
In Hearing	Persons	12,61,722	81.07	18.93
	Males	6,73,797	81.48	18.52
	Females	5,87,925	80.59	19.41
In Movement	Persons	61,05,477	76.24	23.76
	Males	39,02,752	76.23	23.77
	Females	22,02,725	76.24	23.76
Mental	Persons	22,63,821	70.40	29.60
	Males	13,54,653	70.08	29.92
	Females	9,09,168	70.88	29.12

Enrolment of Children with Disabilities: UDISE+ 2021-22 Data Analysis

To complement the Census 2011 data and provide the most recent perspective on the education of children with disabilities, we can analyse the UDISE+ 2021-22 data, which offers valuable insights into their current school enrolment. However, the same is still the latest available for the year 2021-22.

According to the UDISE+ 2021-22 report:

Total number of children with disabilities enrolled in schools (Class I-XII): 3,043,997: this represents approximately 1.01 percent of the total school enrolment

Gender Distribution

• Boys: 1,713,904 (56.30 percent)
• Girls: 1,330,093 (43.70 percent) The gender gap in enrolment remains consistent with the overall disability statistics from the 2011 Census.

Distribution by School Level

• Primary (I-V): 1,362,793 (44.77 percent)
• Upper Primary (VI-VIII): 850,730 (27.95 percent)
• Secondary (IX-X): 567,887 (18.66 percent)
• Higher Secondary (XI-XII): 262,587 (8.62 percent)

While there’s still a drop in enrolment at higher levels, the distribution shows improvement compared to previous years.

Types of Disabilities (Top 5): a. Physical Disability: 835,934 (27.46 percent) b. Intellectual Disability: 546,934 (17.97 percent) c. Specific Learning Disability: 437,559 (14.37 percent) d. Speech and Language Disability: 272,999 (8.97 percent) e. Multiple Disabilities: 240,618 (7.91 percent) The distribution of disability types has shifted slightly, with a notable increase in the recognition of specific learning disabilities.

State-wise Distribution

• States with the highest enrolment of children with disabilities: a. Uttar Pradesh: 501,438 (16.47 percent) b. Maharashtra: 316,683 (10.40 percent) c. Bihar: 210,051 (6.90 percent)
• States with the lowest enrolment: a. Lakshadweep: 178 (0.01 percent) b. Andaman and Nicobar Islands: 1,518 (0.05 percent) c. Mizoram: 2,031 (0.07 percent)

The state-wise distribution shows some changes, with Uttar Pradesh leading in enrolment numbers.

• Rural-Urban Distribution:
• Rural: 2,108,979 (69.28 percent)
• Urban: 935,018 (30.72 percent) This distribution remains similar to previous years, reflecting the overall population distribution.

Table 3: Percentage Distribution of the Disabled Population by Type of Disability, Sex, and Residence: 2001 Census, ALL India

Type of Disability	Sex	Total	Rural	Urban
Total Disabled Population	Persons	2,19,06,769	1,63,88,382	55,18,387
	Males	57.54	57.42	57.91
	Females	42.46	42.58	42.09
In Seeing	Persons	48.55	48.04	50.04
	Males	26.17	25.77	27.36
	Females	22.38	22.28	22.69
In Speech	Persons	7.49	7.59	7.19
	Males	4.30	4.36	4.13
	Females	3.19	3.23	3.06
In Hearing	Persons	5.76	6.24	4.33
	Males	3.08	3.35	2.26
	Females	2.68	2.89	2.07
In Movement	Persons	27.87	28.40	26.29
	Males	17.82	18.15	16.81
	Females	10.05	10.25	9.48
Mental	Persons	10.33	9.73	12.14
	Males	6.18	5.79	7.34
	Females	4.15	3.93	4.80

The UDISE+ 2021-22 data reveals significant progress in inclusive education in India while also highlighting areas that require continued attention:

• The overall enrolment percentage (1.01 percent) has increased compared to previous years, indicating improved inclusion. However, it’s still lower than the proportion of people with disabilities in the general population (2.21 percent as per the 2011 Census), suggesting that more work is needed to achieve full inclusion.
• While there’s still a decrease in enrolment at higher education levels, the drop is less steep than in previous years, suggesting improved retention of students with disabilities in the education system.

The increased recognition of specific learning disabilities is a positive sign, indicating greater awareness and diagnosis of these conditions in the education system. The rural-urban divide in enrolment persists, highlighting the need for continued focus on improving access to education in rural areas. The state-wise distribution shows varying levels of progress, with some states, like Uttar Pradesh, showing significant improvements in enrolment numbers.

These findings from the UDISE+ 2021-22 data demonstrate progress in inclusive education in India, underscoring the importance of continued targeted interventions and policy implementation to achieve inclusive education across all states and regions.

State-wise Analysis of Disability Prevalence and Enrolment

The high prevalence of disability in states like Uttar Pradesh, Maharashtra, and Bihar, and low numbers in other states, can be attributed to several factors:

Population Size: These three states are among the most populous in India. Uttar Pradesh, with over 200 million people, Maharashtra, with 112 million, and Bihar, with 104 million, naturally have higher absolute numbers of people with disabilities.

Healthcare Facilities: The quality & accessibility of healthcare services play a crucial role in both preventing disabilities and providing early intervention. States with poor health facilities may see higher rates of disability due to:

• Lack of prenatal and neonatal care leading to birth-related disabilities
• Insufficient immunization coverage, resulting in preventable disabilities
• Delayed diagnosis and treatment of conditions that could lead to disabilities

Socio-economic Factors: Poverty, malnutrition, and lack of awareness about health issues can contribute to higher disability rates. These factors are more prevalent in economically disadvantaged states.

Environmental Factors: Exposure to environmental pollutants, poor sanitation, & unsafe working conditions may increase the risk of disabilities. Industrialized states like Maharashtra may face these challenges.

Reporting and Awareness: More developed states might have better systems for identifying and reporting disabilities, leading to higher recorded numbers.

Table 4: Comparison of Enrolment by Disability to Share in Total Population

To better understand the effectiveness of inclusive education efforts, let’s compare the enrolment of children with disabilities to their estimated share in the total population:

State	Percent of Total Disabled Population (2011 Census)	Percent of Total Enrolled Children with Disabilities (UDISE+ 2021-22)
Uttar Pradesh	15.5	16.47
Maharashtra	11.05	10.40
Bihar	8.69	6.90

The above comparison reveals:

• Uttar Pradesh has slightly higher enrolment than its share of the disabled population, indicating relatively effective inclusion efforts.
• Maharashtra’s enrolment is proportional to its share of the disabled population.
• Bihar shows lower enrolment compared to its share of the disabled population, suggesting room for improvement in inclusive education initiatives.

Recommendations for States with High Disability Prevalence

Strengthen Healthcare Infrastructure

• Improve prenatal and neonatal care facilities
• Enhance immunization coverage
• Establish early intervention centers for developmental disabilities

Awareness Campaigns

Launch widespread awareness programs about disability prevention, early identification, and available support services.

Socio-economic Interventions

• Implement targeted poverty alleviation programs
• Improve nutrition schemes, especially for pregnant women and young children
• Environmental Regulations:
• Enforce stricter pollution control measures
• Improve occupational safety standards
• Enhanced Data Collection:
• Implement robust systems for identifying and recording disabilities
• Conduct regular surveys to update disability statistics
• Inclusive Education Initiatives:
• Increase the number of special educators
• Provide assistive devices and technologies in schools
• Ensure barrier-free access in all educational institutions

Inter-state Collaboration

Facilitate knowledge sharing between states with high enrolment rates and those lagging. For states with lower reported disability numbers, it’s crucial to:

• Review and improve disability identification and reporting mechanisms
• Enhance healthcare screening programs to ensure early detection
• Increase awareness about various types of disabilities to reduce stigma and encourage reporting

By addressing these factors, states can work towards more accurate disability identification, improved prevention, and enhanced inclusive education efforts. It’s important to note that while poor health facilities may contribute to higher disability rates, a comprehensive approach addressing socio-economic, environmental, and educational factors is necessary for long-term improvement.

Financial Support for Children with Special Needs (CWSN) under Samagra Shiksha

Samagra Shiksha provides dedicated financial assistance for children with disabilities on a per-child basis. This support is crucial for ensuring these children receive educational resources and accommodations. The key provisions include:

Student-Oriented Components

An annual allocation of up to ₹3,500 per child is provided for student-oriented components; this includes support for assistive devices, teaching materials, and other necessary equipment.

Transport and Escort Allowance

• A provision of up to ₹6,000 per child per annum is allocated for transport and escort services.
• This allowance aims to ensure that children with disabilities can safely and regularly attend school, addressing one of the significant barriers to their education.
• Stipend for Girls with Disabilities
• Girl students with disabilities from classes I to XII have a stipend of ₹200 per month (for ten months).

This stipend encourages enrolment and retention of girls with disabilities in the education system.

Home-based Education

• For children with severe or multiple disabilities who may not be able to attend regular schools, there’s a provision for home-based education.
• An allocation of ₹1,200 per child per annum is made to support the unique needs of these students.

Identification and Assessment Camps

Funds are allocated for organizing camps to identify and assess children with disabilities; this helps in early identification and appropriate educational planning for these children.

These per-child allocations under Samagra Shiksha are significant as they:

• Provide targeted support: The funds are specifically earmarked for addressing the individual needs of children with disabilities.
• Promote inclusivity: By providing financial support for assistive devices and materials, the scheme helps create a more inclusive learning environment.
• Address accessibility: The transport allowance helps overcome physical barriers to school attendance.
• Encourage girl child education: The special stipend for girls with disabilities recognizes and addresses the double disadvantage they often face.
• Support severe cases: The provision for home-based education ensures that even children with severe disabilities have access to education.

However, it’s important to note that while these financial provisions are crucial, their effectiveness depends on proper implementation, timely funds disbursement, and regular utilization monitoring. States need to ensure that these funds reach the intended beneficiaries and are used effectively to support the education of children with disabilities.

The per-child funding approach under Samagra Shiksha represents a significant step towards personalized support for children with disabilities. It aligns with the broader goals of inclusive education outlined in the NEP 2020 and demonstrates India’s commitment to ensuring that every child, irrespective of their abilities, has access to quality education.

Concluding Observations

The 2011 Census data on disability in India highlights significant disparities and challenges in addressing the needs of people with disabilities, particularly in the education sector. In order to achieve the goal of universal school enrolment by 2030, as outlined in NEP 2020, India must prioritize the education of children with disabilities.

Recent policy initiatives like NEP 2020 and Samagra Shiksha Abhiyan demonstrate a commitment to inclusive education. However, effective implementation of these policies is crucial; this requires sustained effort in teacher training, infrastructure development, and community awareness.

By focusing on inclusive education, India can meet its educational targets and contribute to broader socio-economic development, ensuring that no child is left behind in the country’s progress towards becoming a knowledge society.

References

Government of India. (2011). Census of India 2011: Data on Disability. Office of the Registrar General & Census Commissioner, India.

Ministry of Human Resource Development. (2020). National Education Policy 2020. Government of India.

Ministry of Education. (2021). Samagra Shiksha: An Integrated Scheme for School Education. Government of India.

World Bank. (2007). People with Disabilities in India: From Commitments to Outcomes. Human Development Unit, South Asia Region.

UNESCO. (2019). State of the Education Report for India 2019: Children with Disabilities.

Frequently Asked Questions (FAQs)

1. What is the current status of disability in India based on the 2011 Census?

As per the latest 2011 Census, India has approximately 21.9 million people with disabilities, which represents about 2.21% of the total population. The data shows a higher prevalence of disabilities among males (57.54%) compared to females (42.46%), with a significant majority (74.81%) residing in rural areas

2. What types of disabilities are most common in India?

The most prevalent types of disabilities identified in the 2011 Census include:

• Visual impairment: 48.55%
• Movement disability: 27.87%
• Mental disability: 10.33%
• Speech disability: 7.49%
• Hearing impairment: 5.76%

3. How does the National Education Policy (NEP) 2020 address disabilities?

The NEP 2020 emphasizes inclusive education by recommending:

• The use of assistive devices and technology for teaching.
• Development of specific learning materials for children with disabilities.
• Recruitment and training of special educators.
• Home-based education for children with severe disabilities

4. What initiatives are in place to support children with disabilities in education?

The Samagra Shiksha scheme, launched in 2018, aims to provide inclusive and equitable education through:

• Identification and assessment of children with disabilities.
• Provision of aids and appliances.
• Transportation and escort facilities.
• Appointment of special educators.
• Barrier-free access in schools

5. What challenges remain for the education of children with disabilities in India?

Despite progress, challenges include:

• A low overall enrolment rate of children with disabilities in schools, estimated at only 01%of total school enrolment as per UDISE+ data for 2021-22.
• A persistent rural-urban divide, where a majority (69.28%) of enrolled children are from rural areas.
• A significant drop in enrolment at higher education levels

6. How does socio-economic status affect disability rates in India?

Socio-economic factors such as poverty, malnutrition, and lack of awareness contribute to higher rates of disability, particularly in economically disadvantaged states. Additionally, healthcare accessibility plays a crucial role in preventing and managing disabilities

7. What financial support is available for children with special needs under Samagra Shiksha?

Under Samagra Shiksha, financial assistance includes:

• Up to ₹3,500 per child annually for educational resources.
• Transport and escort allowance up to ₹6,000 per year.
• 200 per month per girl child with disabilities from classes I to XII

           8. What data on disability is collected under UDISEplus?

The Unified District Information System for Education Plus annually collects comprehensive data on various aspects of education, including the enrollment and characteristics of children with disabilities in India. Here are the key details regarding the data on disability collected under UDISE+ for the academic year 2021-22:

1. Total Enrollment:
   • The total number of children with disabilities enrolled in schools (Class I-XII) is 3,043,997, which represents approximately 01%of the total school enrollment.
2. Gender Distribution:
   • Boys: 1,713,904 (56.30%)
   • Girls: 1,330,093 (43.70%)
   • This reflects a consistent gender gap in enrollment similar to previous statistics.
3. Enrolment Distribution by School Level:
   • Primary (I-V): 1,362,793 (44.77%)
   • Upper Primary (VI-VIII): 850,730 (27.95%)
   • Secondary (IX-X): 567,887 (18.66%)
   • Higher Secondary (XI-XII): 262,587 (8.62%)
   • There is a noticeable drop in enrollment at higher education levels.
4. Types of Disabilities:
   • The top five types of disabilities reported are:
     • Physical Disability: 835,934 (27.46%)
     • Intellectual Disability: 546,934 (17.97%)
     • Specific Learning Disability: 437,559 (14.37%)
     • Speech and Language Disability: 272,999 (8.97%)
     • Multiple Disabilities: 240,618 (7.91%)
   • This shows an increased recognition of specific learning disabilities compared to previous years.
5. State-wise Distribution:
   • States with the highest enrollment of children with disabilities include:
     • Uttar Pradesh: 501,438 (16.47%)
     • Maharashtra: 316,683 (10.40%)
     • Bihar: 210,051 (6.90%)
   • States with the lowest enrollment are:
     • Lakshadweep: 178 (0.01%)
     • Andaman and Nicobar Islands: 1,518 (0.05%)
     • Mizoram: 2,031 (0.07%)

6. Rural-Urban Distribution:
   • Rural Enrollment: 2,108,979 (69.28%)
   • Urban Enrollment: 935,018 (30.72%)
   • This distribution highlights the ongoing rural-urban divide in educational access for children with disabilities.

The UDISE+ data indicates progress in inclusive education; however, it also reveals areas that require further attention to ensure full inclusion of children with disabilities in the educational system. The overall enrollment percentage remains lower than the proportion of people with disabilities in the general population as per the Census 2011 data, suggesting that more efforts are needed to bridge this gap and improve educational outcomes for these children across all regions and states in India.

Education for All in India