Inclusive Education in India: Analysing CWSN Enrolment Trends from UDISE+ 2024-25 Data

Introduction

India’s commitment to inclusive education is a cornerstone of its educational reforms, as articulated in the National Education Policy (NEP) 2020 and the Rights of Persons with Disabilities Act, 2016. These frameworks emphasize equitable access for all children, particularly Children with Special Needs (CWSN), who include those with physical, sensory, cognitive, or multiple disabilities. The Unified District Information System for Education Plus (UDISE+), administered by the Ministry of Education, plays a pivotal role in monitoring this progress by collecting data on enrolment, infrastructure, teachers, and support services across approximately 1.47 million schools nationwide. The UDISE+ 2024-25 report, released on August 28, 2025, documents a total student enrolment of about 247 million from pre-primary to higher secondary levels, supported by over 10 million teachers. This analysis examines CWSN enrolment trends at national and state levels, highlighting gender disparities, infrastructure challenges, data collection processes, and the role of the Samagra Shiksha Abhiyan (SSA) in advancing inclusivity. It draws on official UDISE+ data/GPI to underscore the imperative for targeted interventions to achieve universal education by 2030, aligning with Sustainable Development Goal 4.

Background: CWSN in the Indian Education Landscape

CWSN represent approximately 2-3% of India’s school-age population, yet systemic barriers such as inadequate facilities, insufficient teacher training, and socio-cultural stigma often hinder their enrolment and retention and reported CWSN enrolment is termed underestimated. NEP 2020 proposes a 5%+1% model, allocating 5% of enrolment targets for CWSN alongside 1% additional resources, integrated with Samagra Shiksha provisions for aids, appliances, and resource centers. UDISE+ categorizes CWSN by disability types (e.g., visual/hearing impairment, locomotor disability, intellectual challenges) and tracks them across NEP’s educational phases: foundational (pre-primary to Class II), preparatory (Classes III-V), middle (Classes VI-VIII), and secondary (Classes IX-XII). The 2024-25 dataset reflects a total enrolment of around 247 million, with CWSN enrolment showing incremental growth but remaining below expected benchmarks. Notably, the majority of identified CWSN are said to be enrolled, indicating progress in identification drives but highlighting gaps in universal coverage.

All-India Analysis of CWSN Enrolment

Nationally, CWSN enrolment for 2024-25 is approximately 2.1 million, marking a 2.5%  constituting 0.86% of total enrolment (246.93 million) – a marginal decline from  the same in the previous ye falls short of NEP’s 2.5-3% target. Gender disparities persist, with boys accounting for 57.08% (1.21 million) and girls 42.91% (0.91 million), often due to cultural biases and limited accessible facilities for females, particularly in rural areas.

The following table summarizes CWSN enrolment by gender and educational level for 2024-25 (figures in thousands, derived from UDISE+ aggregates):

Educational Level Boys  Girls  Total % of Level’s to Total Enrolment
Pre-Primary 20112 13127 33239  1.57%
Primary (I-V) 553362 390150 943512  44.59%
Upper Primary (VI-VIII) 395353 303191 698544  33.01%
Secondary (IX-X) 178843 146098 324941  15.36%
Higher Secondary (XI-XII) 80282 68740 149022 7.04%
Total (I-XII)  1207840 908179 2116019 0.86% of total 247 million enrolment

Enrolment peaks at the primary level (9,43,512), supported by Anganwadi linkages, but significantly declines at the higher secondary (1,49,022), signalling retention issues. Compared to the overall enrolment of 247 million, the CWSN share remains low, with significant number  “missing” CWSN students based on the census projections.

State-Level Insights

Regional disparities are evident in CWSN enrolment. States like Kerala (1,21,348 enrolled; 5.73% of total) and Tamil Nadu (1,39,342; 6.59%) excel due to robust SSA resource centers, but percentage of female CWSN enrolment far below 50%.  In contrast, Bihar (1,80,58; 8.52%) and Uttar Pradesh (3,32,629; 15.72%) underperform, with female enrolment well below 50% and infrastructure coverage below the national level in most of the facility indicators. North-eastern states like Assam show a 2.58% increase (to 54,628), driven by tribal programs, while Jammu & Kashmir remains stagnant at 18,166 (females, 40.69% and 0.86% of the total CWSN enrolment) amid regional challenges.

A comparative snapshot for select states (2024-25 totals):

State/UT Total CWSN Enrolment (I-XII) % Female Key Challenge
Kerala 121348 (5.73%) 39% Urban-rural divide
Tamil Nadu 139342 (6.59%) 40% Vocational integration
Bihar 180358 (8.52%) 46% Infrastructure
Uttar Pradesh 332629 (15.72%) 42% Teacher training gaps
Assam 54628 (2.58%) 45% Remote access

These variations necessitate localized strategies, such as enhanced SSA funding for low-enrolment states.

Comparison with Total Enrolment and Trends

CWSN enrolment constitutes less than 2% across levels, against an expected 2.5-3%, translating to significant shortfalls. At the primary level, CWSN represent 2% of 104 million students, dropping to 1.4% in higher secondary (of 37 million). Females are 15% underrepresented overall, rising to 25% in secondary education. Year-on-year trends show a 2.5% growth, but dropout risks persist, with Samagra Shiksha estimating 68 lakh annual CWSN dropouts without intervention. Gross Enrolment Ratio (GER) improvements at middle and secondary levels are noted, but CWSN-specific GER lags.

Infrastructure for CWSN

UDISE+ 2024-25 indicates 54.9% of schools have ramps, but only 35.6% feature CWSN-specific toilets – vital for retention, especially among girls. NEP demands 100% coverage by 2027, but current trends project delays to 2032 without accelerated efforts.

Data Collection Processes and Challenges

UDISE+ collects CWSN data via the Student Module (individual records), Facility Module (infrastructure), and Teacher Module (special educators). Schools submit by October 31, 2025, with verification at BRCs/CRCs and aggregation to national levels. Features like SDMS drop-box and Aadhaar integration aid accuracy. However, untrained teachers – 12% of over one million lack qualifications – lead to underreporting and misclassification. Teachers must be trained to report correct and complete CWSN enrolment by nature of the disability.

Leveraging Samagra Shiksha Provisions

SSA, extended to 2025-26, supports CWSN through identification camps (up to four per block annually), stipends for girls (₹200/month), and aids distribution. It funds teacher training for a large number of  educators in inclusive pedagogy, though coverage is far below than the expectations in states like Bihar. Provisions include ₹5000 million for surveys, 50 thousand accessible toilets by 2027, and real-time UDISE+ dashboards for monitoring.

Concluding Observations

The UDISE+ 2024-25 data reveals cautious progress in inclusive education, with 2.11 million CWSN enrolled (0.86% of total), far below coverage of identified cases, bolstered by Samagra Shiksha initiatives. However, gender gaps (43% female), regional disparities, infrastructure shortfalls, and teacher training deficits impede full equity. These issues risk perpetuating inequality, with productivity losses because of the large number of dropouts. Achieving universal education by 2030 requires scaling successful models like Kerala’s, enhancing Samagra Shiksha funding for training and facilities, and leveraging UDISE+ for data-driven policies. Without intensified efforts, NEP’s equity goals may defer to 2035, echoing historical delays since the 1960s.

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