Disability, Education, and Employability: Reimagining Special Education for Economic Justice in India

Abstract

The intersection of disability, education, and employability represents a critical yet underexplored dimension of economic justice in India. Despite constitutional guarantees and progressive policy frameworks, including the Rights of Persons with Disabilities Act, 2016 and the National Education Policy 2020, individuals with disabilities continue to face systemic barriers in accessing quality education and meaningful employment. This paper examines the economic implications of special education in India, emphasizing its role in human capital formation, labour market integration, and inclusive growth. Using a multidisciplinary approach that combines economic theory, policy analysis, and empirical evidence, the study evaluates existing institutional frameworks and identifies gaps in financing, governance, and implementation. The paper argues that special education must be reimagined not as a welfare obligation but as a strategic investment in economic productivity and social equity. It critically analyzes the limitations of current models, including underfunding, inadequate teacher training, and fragmented policy coordination. Further, the study explores the role of assistive technologies, digital inclusion, and public–private partnerships in enhancing accessibility and learning outcomes. By situating special education within the broader discourse of economic justice, the paper proposes a transformative framework that aligns educational inclusion with labour market outcomes and national development goals. The findings suggest that inclusive education systems can significantly improve employment prospects for persons with disabilities, reduce income inequality, and contribute to India’s vision of Viksit Bharat 2047. The paper concludes with policy recommendations aimed at strengthening institutional capacity, improving financing mechanisms, and fostering a more inclusive labour market ecosystem.