Inclusive and neurodiversity-sensitive education in Indian schools: A policy framework for learning support, teacher capacity, assistive technology, parent-school partnership, and equitable learning outcomes
About this ebook
Author: Dr. Harshvardhan Singh
Series: Education for Viksit Bharat 2047: Policy Monograph Series
Volume: VI
Publisher: Scholars Choice Press, An Imprint of Educators Plus
Place of Publication: New Delhi, India
Year of Publication: 2026
ISBN: 978-81-686513-5-7
Copyright © 2026 Dr. Harshvardhan Singh.
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, transmitted, distributed, or utilised in any form or by any means—electronic, mechanical, photocopying, recording, digital reproduction, or otherwise—without prior written permission from the author and publisher, except for brief quotations used for academic, policy, review, research, or educational purposes with proper acknowledgement.
Publisher’s Note:
This policy monograph is intended for educational, academic, policy, and institutional use. The views, frameworks, interpretations, and recommendations presented in this volume are those of the author and are intended to support evidence-informed discussion on inclusive education, neurodiversity-sensitive schooling, learning support systems, teacher capacity, assistive technology, parent-school partnership, and equitable learning outcomes in Indian schools.
Disclaimer:
This publication is a policy-oriented academic monograph and should not be treated as a legal manual, diagnostic guide, clinical document, disability-certification manual, or substitute for professional assessment. References to disability, neurodiversity, learning support needs, screening, functional assessment, assistive technology, counselling, and inclusive education are presented for educational planning and policy purposes. Schools, departments, institutions, and practitioners should follow applicable laws, government notifications, official guidelines, professional norms, and authorised procedures while implementing disability-related identification, certification, assessment, accommodation, counselling, therapeutic support, and assistive technology services.
The author and publisher have taken care to use credible policy sources and avoid unsupported statistical claims. However, policies, schemes, guidelines, and institutional procedures may change over time. Readers are advised to consult the latest official documents issued by the Government of India, State Governments, statutory bodies, boards, councils, and competent authorities before making administrative or legal decisions.
Suggested Citation: Singh, H. (2026). Inclusive education and neurodiversity in Indian schools: A policy framework for learning support, teacher capacity, assistive technology, parent-school partnership, and equitable learning outcomes (Education for Viksit Bharat 2047: Policy Monograph Series, Vol. VI). Educators Plus.
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About the author
Dr. Harshvardhan Singh is an education researcher, psychometrician, and curriculum-evaluation professional working in the areas of inclusive education, neurodiversity, educational measurement, teacher education, research tool development, learning assessment, and policy-relevant educational research. His work focuses on evidence-based reform, learner diversity, psychometric scale construction, school support systems, teacher capacity, educational assessment, and equitable learning outcomes.
His academic and professional interests include inclusive school systems, assessment reform, classroom-based learning support, neurodiversity-sensitive pedagogy, teacher professional development, research methodology, tool construction and validation, educational data interpretation, and policy frameworks for improving school quality. He has worked extensively on themes related to learning outcomes, student support services, inclusive education, teacher readiness, differentiated instruction, digital readiness, and evidence-based educational planning.
Dr. Singh’s work is guided by the belief that education policy must be translated into usable school-level systems. His writing emphasises practical frameworks, measurable indicators, implementation roadmaps, and institutional accountability. He is particularly interested in how schools, teachers, resource personnel, parents, and education departments can work together to ensure that learners with diverse needs receive meaningful support, participate with dignity, and progress towards equitable learning outcomes.
In this monograph, he brings together policy analysis, inclusive education principles, neurodiversity-sensitive thinking, school-support planning, teacher capacity frameworks, assistive technology planning, parent-school partnership, socio-emotional wellbeing, and monitoring indicators to propose a practical roadmap for inclusive education reform in Indian schools.
