Exploring the Realities of Inclusive Education for Muslim Children with Special Needs in Government and Private Schools of Jodhpur

The goal of inclusive education is to ensure that every child, regardless of ability, socio-economic background, or religious identity, has access to quality education. In India, while substantial progress has been made in policy formulation, the reality for certain marginalized groups—such as Muslim children with special needs (CSN)— remains challenging. This research paper examines the ground realities of the educational experiences of Muslim CSN in higher secondary schools (government and private) in Jodhpur, Rajasthan. Drawing on mixed-methods research, including field surveys, teacher interviews, parental narratives, and school observations, the study reveals significant gaps in inclusive infrastructure, teacher training, and community awareness. Muslim CSN are doubly marginalized—first by their disability and second by systemic religious exclusion. The findings indicate that while government policies such as the Right to Education (RTE) Act and Rights of Persons with Disabilities (RPWD) Act exist on paper, their implementation is patchy and inconsistent. Meanwhile, private schools often practice covert exclusion during the admission process. Furthermore, social stigma within Muslim communities also acts as a barrier, particularly for girls with disabilities. To address these challenges, the paper recommends a comprehensive approach: strengthening school infrastructure, improving teacher capacity, promoting community awareness, leveraging Muslim educational societies, and enforcing accountability mechanisms.