When a devastating earthquake struck Nepal in 2015, Nivedita and Ashok were working in different earthquake-affected regions. Amid the relief efforts, they witnessed something that left a lasting impact. Children with disabilities, especially those from low-income and tribal communities, were being excluded by their own schools and neighbourhoods. One incident involved a 10-year-old girl recovering from a spinal injury who was denied access to her school because she used a wheelchair.
The tragedy exposed a serious lack of empathy and acceptance for children with disabilities in society. The experience revealed that schools are a microcosm of society; and that a lack of diversity and inclusion in schools can have lasting consequences, fostering social attitudes that reinforce negative and discriminatory beliefs towards children and people with disabilities.
The experience convinced them that real change could not begin only in the aftermath of a crisis. It had to start much earlier, inside classrooms. Today, through Samaaveshi Pathshaala in Karjat tribal block of Maharashtra, the couple is working to build an education system where children with and without disabilities learn together, creating communities rooted in empathy, inclusion and equal opportunity.
Two Journeys, One Purpose
For Nivedita, the journey into the social sector began while studying psychology at Delhi University. As a volunteer with an organisation working with children and adults with disabilities, she developed a close connection with the families she met. Her undergraduate research on stress and coping strategies among parents of children with disabilities strengthened that commitment.
“I felt a deep connection with the families and children with disabilities. I realized that I needed to do something in this field. I began to explore how I could learn more and contribute meaningfully.”
She later pursued a Master’s in Disability Studies and Action at the Tata Institute of Social Sciences (TISS) before working in Assam in the disability sector.
Ashok’s motivation was shaped by his own childhood in Nepal. Growing up in a boarding school, he experienced discrimination as a member of a minority community.
“I had to go through a lot of challenges… that built in me the need to care for people who are not treated equally and are not treated with dignity in society.”
While studying journalism in Bengaluru, he started a student collective called Mission 5, encouraging students to contribute five rupees from their pocket money to support orphanages, old-age homes and a school for children with visual impairment. Although he began his career in journalism, he soon realised social work was where he wanted to make a lasting difference. He joined TISS to pursue an MSW in Health and Development before working in Nepal on disability and inclusion.
A Shared Vision Born at TISS
Nivedita and Ashok first met at TISS while organising ‘Challenging Challenges’, a disability sensitisation workshop that used simulation exercises to help students understand different forms of disability. Their shared commitment to inclusion eventually brought them together, both personally and professionally.
After getting married in 2014, they both began working with in the development sector, and life seemed to settle into a comfortable routine. A year later, the Nepal earthquake changed the course of their lives.
Witnessing children with disabilities being excluded during disaster recovery made them rethink how inclusion should be approached.
“For both of us, we came together through a decision that we need to do something meaningful in our lifetime, and that mission would be to promote inclusive education.”
Ashok believes that “this journey to build an inclusive society starts from an inclusive classroom”, where children learn empathy, compassion and respect from an early age.
Building Samaaveshi Pathshaala in Karjat
The founders eventually chose Karjat, a tribal region near Mumbai, as the home for their initiative. Besides wanting to work in a rural community, they believed the location would allow them to draw upon the support of their alma mater, TISS and nearby medical institutions during the organisation’s formative years. Hence, Nivedita and Ashok quit their jobs and moved to Karjat with their year-old child in 2018 – they call him the third co-founder.
The early years, however, were far from easy.
The idea of children with and without disabilities studying together was unfamiliar to many families. Some parents questioned why their children should learn sign language, while finding trained therapists and specialised professionals in a rural area proved difficult. COVID-19 pandemic, financial constraints and staffing challenges added to the struggle.
Gradually, the organization built trust through community engagement and outreach. Library programmes, science exhibitions, mathematics and art melas, and other learning activities helped demonstrate that Samaaveshi Pathshaala was a space for every child.
Creating an Ecosystem of Inclusive Education
Today, Samaaveshi Pathshaala works through a ‘hub and spoke’ model. Its hub serves five villages of a gram panchayat, while its outreach extends to 100 villages across the Karjat block.
The organisation trains Anganwadi teachers, ASHA workers, school teachers, and government officials in early disability identification and inclusive education practices. Ashok describes Anganwadi teachers as “second mothers” because they are often the first teachers in the lives of rural children and are the ones who monitor a child’s nutrition, growth and overall development from birth until the age of six.
Alongside classroom inclusion, Samaaveshi Pathshaala runs weekend library workshops, literacy and storytelling sessions, sports programmes, public speaking activities and STEM education initiatives for the local children, a majority from low-income, tribal communities.
The organisation also hosts regular inter-school exhibitions such as science, mathematics and art melas where children showcase projects rooted in local culture, aesthetics and realities.
“The idea is that knowledge and talent should be celebrated and that all children, including children with disabilities should be given an exposure and opportunity to showcase their knowledge and capabilities.”
Nivedita says: “Investing in inclusive education is not just important, it is essential. It is neither practical nor possible for special schools alone to accommodate every child with a disability, particularly in rural areas where villages are remote and widely dispersed. The need of the hour is to build an inclusive ecosystem in which every neighbourhood school welcomes children with disabilities and adopts inclusive teaching and learning practices.
When children with and without disabilities learn together, they develop empathy, respect, and an appreciation of each other’s strengths and differences. Such shared learning experiences help break stereotypes and foster a culture of belonging from an early age. Children who grow up in inclusive classrooms are far more likely to become inclusive citizens, creating communities and ultimately a society where everyone is valued and has an equal opportunity to thrive.”
Ashok adds: “Children with disabilities must have the opportunity to learn alongside their non-disabled peers in regular schools. Inclusive classrooms help them develop the confidence, skills, and resilience needed to learn, compete, and succeed in mainstream environments. This is crucial because these children will grow up to become adults who are expected to contribute and lead independent lives within the same society. There is no alternate world for people with disabilities. They must be equipped to thrive in the same communities and workplaces as everyone else and inclusive education is the foundation that makes this possible.”
Looking Ahead
After seven years of working with children with disabilities, the founders recognised that education alone could not address every challenge. Many children also required medical care, therapy and rehabilitation, and delays in receiving these critical services often affected their learning, physical functioning and overall well-being.
To bridge this gap, Samaaveshi Pathshaala is building a new facility called the ‘Inclusive Learning and Disability Resource Centre (ILDRC)’ in Kashele village of Karjat. The facility will provide a range of early intervention services such as medical screening, counselling, therapy and rehabilitation, teacher training and research on special/remedial education. While the staff accommodation in the new facility is expected to help attract trained professionals to the rural region.
The organisation also plans to introduce mobile therapy services to reach children with disabilities living in the remotest villages of Karjat tribal block. By taking therapy, developmental support, assistive devices, caregiver guidance, and follow-up services directly to communities, Samaaveshi aims to ensure that no child is denied timely intervention because of distance, poverty, or lack of access.
Through its Vision 2030, Samaaveshi Pathshaala hopes to ensure that every village in the Karjat block has children with disabilities participating in Anganwadis and schools, with access to screening, counselling, therapy and quality education.
As construction of the ILDRC continues, the organisation is seeking support from philanthropists, CSR partners, foundations and high-net-worth individuals to complete the project.
For Ashok and Nivedita, the goal remains the same as the one that emerged from the aftermath of the Nepal earthquake: to build classrooms where every child belongs, and where inclusion becomes the foundation for a more compassionate society.
The Logical Indian’s Perspective
Samaaveshi Pathshaala’s journey reminds us that inclusion is not achieved simply by admitting children with disabilities into schools. It requires changing mindsets, equipping teachers, strengthening community systems and ensuring that healthcare and education work hand in hand. By training Anganwadi workers and teachers, encouraging children to learn together, and creating spaces where every child is valued, Nivedita and Ashok are addressing exclusion at its roots rather than its consequences.
Their vision of combining inclusive education with early medical intervention through the Inclusive Learning and Disability Resource Centre also highlights an important lesson. For many rural children with disabilities, access to quality education depends on timely healthcare, rehabilitation and community acceptance. Initiatives that bridge these gaps can help create a future where every child, regardless of ability or background, has an equal opportunity to learn, participate and realize their potential.
What do you think is the biggest barrier to inclusive education in India today? How can communities play a stronger role in ensuring every child has an equal opportunity to learn?
If you’d like us to feature your story, write to us at csr@5w1h.com.
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