By Ekta Kapri

NIOS must integrate assistive technology to make education inclusive and accessible for learners with disabilities. To achieve this, the government, educators, technology providers, and the disability community must work together. Inclusive learning must be a shared responsibility driven by equity and innovation.

Education is essential for fostering human development, allowing individuals to participate meaningfully in society and realize their full potential. In line with this vision, the Government of India established the National Institute of Open Schooling (NIOS) in 1989 as part of the National Policy on Education (1986). NIOS aims to provide sustainable and flexible learning opportunities, ensuring inclusive, barrier-free education through Open and Distance Learning. This initiative targets explicitly marginalized groups, including the rural and urban poor, school dropouts, persons with disabilities, and minorities, reflecting the principles outlined in Article 24 of the UN Convention on the Rights of Persons with Disabilities (UNCRPD).

Worldwide, frameworks such as the Convention on the Rights of the Child (1989) and the Dakar Framework for Action (2000) advocate for inclusive education, particularly for individuals with disabilities. The commitment to inclusion was first established at the “World Conference on Special Needs Education” in Spain (1994) and reiterated at the World Education Forum in Senegal (2000), urging governments to prioritize inclusive policies. Furthermore, assistive technologies like screen readers and hearing aids are crucial in ensuring that learners with disabilities have equitable access to education. This study explores gaps in assistive technology usage within NIOS and recommends policies to enhance inclusive learning further.

The State of Education of Persons with Disabilities

According to the 2011 Census and UNESCO’s State of the Education Report for India: Children with Disabilities (2019), approximately 1.7% of India’s child population (0–19 years) live with disabilities, amounting to around 7.8 million children. While some advocacy groups estimate up to 12 million, the Census remains the most reliable source. Among children aged 6–13, about 60.64 lakh are out of school, and 21.39 lakh (1.05%) are identified as Children with Special Needs (CWSN) (Mahapatra, 2016). The  SRI-IMRB survey found that most CWSN have orthopaedic (25.12%), visual (19.59%), speech (16.95%), or mental (14.57%) disabilities. Regional disparities are evident, with out-of-school rates highest in the Central zone (38%) and lowest in the West (13.3%) (Social and Rural Research Institute, 2014).  Further, NCERT (2013) and Mahapatra (2016) highlight that dropout factors include inadequate infrastructure, poor teacher training, lack of awareness, and weak coordination between education schemes. These findings call for urgent, inclusive reforms and assistive technology integration in education.

Recent Developments and Innovations in NIOS

The education of children with disabilities in India began in the late 1800s, with special schools for the Deaf in Bombay (1883) and the Blind in Amritsar (1887). More such schools followed in the early 1900s. The Kothari Commission (1964–66) emphasized a national strategy, leading to the Integrated Education of Disabled Children (IEDC) scheme in 1974, which aimed to mainstream children with mild to moderate disabilities. However, it was never fully implemented (Kohama, 2012). It reads, 

“We now turn to the education of handicapped children. Their education has to be organized not merely on humanitarian grounds of utility. Proper education generally enables a handicapped child to overcome largely his or her handicap and make him into a useful citizen. Social justice also demands it…on an overall view of the problem, however, we feel that experimentation with integrated programmes is urgently required and every attempt should be made to bring in as many children in integrated programs”.

The RPWD Act 2016 recognizes inclusive education as a fundamental right, and the NIOS Inclusive Education Policy 2022 highlights assistive technology (AT) as essential for accessibility, recommending content in multiple formats such as audio, visual, tactile (Braille), and sign language (IEP 2022, pp. 9–17).

NIOS has embraced modern ICT tools in distance education, integrating audio-video content into its multimedia learning packages to complement printed materials and personal contact programs. These resources, delivered in engaging formats like documentaries and docu-dramas, are distributed to study and regional centers to enhance understanding.

Initiatives such as Talking Books and large-print texts have improved access for learners with disabilities. The Virtual Open Schooling platform enables flexible, home-based learning, reducing stigma and fostering participation (Boyd & Moulton, 2004). NIOS mobile apps further support learners, especially those with cognitive challenges, by offering study materials on the go and promoting independence through context-specific and situated learning (Mahapatra, 2016).

International Perspectives on Inclusive Education and Assistive Technology

As NIOS advances inclusive practices through ICT and assistive tools, global models offer valuable guidance. The UK’s Children and Families Act (2014) and SEND Code ensure coordinated support via Education, Health, and Care Plans, mandating reasonable school adjustments. Australia’s Disability Standards for Education (2005) focuses on universal design, AT access, and teacher training, highlighting a need for similar integration in NIOS’s capacity-building programs. Canada’s Inclusive Education Policy (2013) promotes the mainstreaming of learners with disabilities and normalizes AT use, a practice NIOS could emulate by embedding AT in its digital content and learning systems.

South Africa’s White Paper 6 (2001) proposes transforming special schools into resource hubs and forging local partnerships to improve AT access, an approach well-suited to India’s rural learners. Meanwhile, Finland’s equity-focused education policies emphasize early intervention and individualized support using ICT and AT, supported by continuous teacher training. India can draw from these examples by institutionalizing assistive technology within NIOS’s curriculum and teacher education frameworks, moving beyond add-on provisions to systemic inclusion.

NIOS and Education

The lack of mechanisms in mainstream schools and the shortage of special schools hinder education for children with disabilities (NCERT, 2013). Open schooling provides a viable alternative, minimizing stigma and offering flexibility through the National Institute of Open Schooling (NIOS). However, mainstream schools, particularly in rural and tribal areas, often lack special educators for children with disabilities (CWDs). The Sixteenth Joint Review Mission of Sarva Shiksha Abhiyan emphasizes the connection between exclusion, poverty, and disability, noting that marginalized children in disadvantaged areas face significant educational barriers.

The percentage of special schools exclusively for PWDs is decreasing year by year from 5.70 per cent in 2010-11 to 1.38 per cent in 2014-15 at the Secondary level. Similarly, there is a decrease in the Higher Secondary level from 6.08 per cent to 1.65 per cent at the all-India level. On the other hand, there are 19 states and 17 states where less than 1 per cent Special schools are available exclusively for CWSN at Higher Secondary and Secondary level respectively (NUEPA, 2010-11,2012-13,2013-14,2014-15). In this context, NIOS having the flexibility of providing education at any time and any place can be beneficial for the large spectrum of CWDs to benefit from Open Schooling system of education. Learners are provided the scope to study at their convenience and can use ICT to facilitate their education to interact with tutors. As a result of flexibilities offered by NIOS, the enrolment of Persons with Disabilities is increasing year by year from 3708 in 2010-11 to 5051 in 2015-16.

Key Challenges

• Limited Availability of Assistive Technology-Compatible Content

Digital content is often incompatible with screen readers. Videos may lack subtitles or sign language interpretation, and tactile materials like Braille are rarely provided for all courses. This limits the ability of learners with disabilities to access the curriculum independently. According to the Inclusive Education Policy 2022, there is a need to expand access to ISL (Indian Sign Language) content, talking books, and ePub formats to bridge accessibility gaps (IEP 2022, p. 6).

• Lack of Educator Training and Support Systems

Teachers and facilitators associated with NIOS are frequently not trained in the use of Assistive Technology (AT) or inclusive teaching methods. They may not be familiar with how to guide students in using these tools or may lack awareness of the challenges faced by learners with different types of disabilities. As a result, available Assistive Technology (AT) tools often remain underutilized.

• Infrastructure and Connectivity Barriers

Many learners from economically disadvantaged backgrounds or rural areas do not have access to electricity, stable internet connections, or the digital devices required to use Assistive Technology (AT) effectively. This digital divide further exacerbates existing inequalities, disproportionately affecting learners with disabilities. The Inclusive Education Policy suggests establishing support centers in rural and remote areas and partnerships with local networks (e.g., Panchayats, NGOs) to address infrastructural barriers (IEP 2022, p. 16).

• Inadequate Monitoring and Evaluation Mechanisms

There is a lack of data on the number of learners with disabilities enrolled in NIOS, their specific needs, or the extent of their access to Assistive Technology (AT). Without such data, it becomes difficult to plan interventions or allocate resources effectively. A centralized monitoring system is crucial to track progress and identify bottlenecks. The policy calls for a robust MIS (Management Information System) for learner tracking, assessment accommodations, and performance metrics, especially for learners with special needs (IEP 2022, p. 21).

• Limited Funding and collaboration

There is no dedicated funding mechanism within NIOS specifically for the procurement, maintenance, or upgrading of assistive technologies. Moreover, NIOS has not yet fully leveraged partnerships with private sector entities, NGOs, or international organizations that could contribute to Assistive Technology (AT) access and innovation. NIOS is encouraged to explore partnerships and CSR initiatives to bridge technology gaps and ensure sustainable funding for inclusive education initiatives (IEP 2022, p. 17).

Policy Recommendations

To enhance inclusive education within NIOS, the following targeted measures are recommended:

• Adopt Universal Design for Learning (UDL): 

Ensure that all educational materials are designed to be accessible, incorporating features such as screen reader compatibility, closed captions, audio descriptions, sign language interpretation, and Braille formats.

• Strengthen Educator Capacity: 

Provide ongoing training on inclusive practices and assistive technology (AT) for teachers, facilitators, and content developers through partnerships with universities and training institutions.

• Facilitate Public-Private and NGO Collaboration: 

Leverage partnerships with educational technology companies, non-profit organizations, and corporate social responsibility (CSR) initiatives to supply assistive technology devices, such as screen readers and Braille displays, at subsidized or no cost.

• Establish an Assistive Technology Fund: 

Create a dedicated fund within NIOS to support the procurement, distribution, and maintenance of assistive technologies, prioritizing rural and low-income learners.

• Develop a National Dashboard for Inclusive Education: 

Implement a comprehensive Management Information System (MIS) to track enrolment, assistive technology needs, usage patterns, and academic outcomes for learners with disabilities.

• Promote a Multi-Stakeholder Approach: 

Engage learners with disabilities, parents, educators, disability rights organizations, and government stakeholders in the execution and monitoring of inclusive initiatives.

Conclusion

Promoting inclusive education by effectively using assistive technology at NIOS is both a priority and a responsibility. NIOS has made progress in providing flexible learning options, but there are still significant gaps in digital accessibility, teacher training, and infrastructure. NIOS can change open schooling into a truly inclusive platform by adopting Universal Design for Learning, investing in skill development, building partnerships across sectors, and setting up strong monitoring systems. It will be vital to work with different groups to reach the goal of education, regardless of their abilities or backgrounds.

Ekta Kapri is currently serving as a Policy Research and Advocacy Intern at SarkariSchool.in. She holds a PhD in Family Resource Management from Chaudhary Charan Singh Haryana Agricultural University (CCS HAU), Hisar, Haryana. For any queries or comments, she can be reached at [email protected].

References

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