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Mumbai, March 11: A collective of parents advocating for Divyang (specially-abled) students has reached out to the National Institute of Open Schooling (NIOS) to push for essential reforms aimed at enhancing the inclusivity and accessibility of the educational framework for learners with disabilities.

The practical examinations for secondary and senior secondary students are set to commence on March 17.

In a comprehensive letter directed to the NIOS Chairperson, parents have articulated various concerns regarding subject selections, examination formats, assessment methods, and practical guidelines at both Secondary and Senior Secondary levels.

Sent via email on March 6, the letter was also shared on social media by the parents.

Despite previous communications in November and December 2025, the issues raised remain unaddressed, prompting parents to reiterate their request for the authorities to consider the needs of Divyang learners.

Among the key issues highlighted are the following:

Demand for Flexible Subject Options

One significant request from parents is to allow students with disabilities to choose Data Entry Operations (DEO) alongside another vocational subject at the Secondary level. Currently, the NIOS guidelines do not permit learners selecting DEO to enroll in an additional vocational course.

Parents argue that proficiency in digital tools like MS Word, Excel, and PowerPoint is crucial for achieving functional independence and securing job opportunities, particularly for those who may not pursue traditional higher education.

Bhakti Rathod, a special needs educator and mother, emphasized the necessity of enhancing skill-based education for these learners.

"Data Entry Operations should be recognized as a core subject rather than merely vocational. Mastery of MS Office is essential for career opportunities for students with special needs. To promote future independence, one vocational subject should be mandatory at both Secondary and Senior Secondary levels. We must prioritize straightforward exam formats and accessible structures that enable every child to succeed. Education should focus on functional skills rather than rote learning," she stated.

At the Senior Secondary level, parents have also called for the elimination of subject restrictions that prevent learners from selecting additional vocational subjects alongside Data Entry, Early Childhood Care, Tourism, and Physical Education. They argue that these limitations hinder skill development and contradict the National Education Policy 2020's emphasis on vocational training and employability.

Radhika, a special educator, noted that changes at the policy level could pave the way for neurodivergent students.

“NIOS has always aimed to reach those who are underserved. By shifting policies, the Board can ensure that education is not only accessible but also meaningful for neurodivergent learners. Such reforms will help them acquire skills, build confidence, and contribute positively to the workforce," she remarked.

Parents also pointed out that many learners have yet to receive their textbooks, despite having paid the admission fee, as the academic year nears its end.

Concerns Regarding Examination Patterns:

The letter also raises issues regarding inconsistencies in the examination pattern for Business Studies papers in recent sessions. Parents reported that some question papers included content outside the prescribed syllabus and lacked internal choices, leading to confusion and anxiety among students with disabilities.

Gopika Yugal Dhoot, a parent of a Divyang learner with an intellectual disability, expressed concerns about discrepancies between the syllabus and the question papers.

"We observed inconsistencies in the syllabus while reviewing the sample paper. The sample paper included questions beyond the syllabus, and the answer key was incorrect. The November 2025 Business Studies paper also contained out-of-syllabus questions and lacked internal choices," she explained.

Parents have urged the board to strictly adhere to the syllabus and provide a simplified and predictable question structure. They have also requested corrections to the sample question papers and answer keys available on the NIOS website.

Emphasis on Practical Exams and Assessments:

The letter highlighted another major concern regarding the disparity in the number of practical examinations. While Secondary level learners are required to complete only four practical exams, Senior Secondary learners must complete up to twenty, which parents argue places undue pressure on students with special needs.

Concerns were also raised about compulsory formative assessments, known as PCP practicals. Lakshmi Menon, a parent of a Divyang learner, questioned the necessity of the current requirement.

"Why must learners complete all PCP practicals in the first year before their first public examination, when the Board allows flexibility for submitting TMAs only for subjects for which exam fees are paid? If a learner misses a practical, additional formative assessment fees are imposed," she queried.

Parents have requested greater flexibility in formative assessments, noting that many Divyang learners cannot take multiple subjects in a single academic year due to medical conditions and other challenges.

Need for Inclusive Examination Infrastructure:

The letter further emphasizes the lack of specialized examination centers in Mumbai. Currently, the city has only one Special Accredited Institution for Education of the Disabled (SAIED), which caters solely to secondary-level exams.

Senior Secondary students are required to take exams at regular centers, where parents claim staff may not always be trained to meet the needs of students with disabilities.

Richard D’Souza, a parent of a Divyang learner, stressed the necessity for specialized centers and inclusive practical assessments.

"We urge the establishment of SAIED centers for Senior Secondary in major cities, particularly Mumbai, to support neurodivergent learners with appropriate learning environments and trained educators. Board practical examinations should prioritize practical skills over theoretical assessments,” he stated.

He also suggested extending the Diversity, Equity, and Inclusion (DEI) approach used in Secondary Home Science practicals to Senior Secondary practical examinations. Under DEI, students study all topics but are assessed on selected ones to ensure fair and meaningful evaluation.

Call for Fair Evaluation and Simplified Papers:

Parents have also advocated for fair and sensitive evaluation methods for Divyang learners. They have requested that answer sheets of students with disabilities be evaluated by trained special educators who are better equipped to understand responses from learners with learning disabilities, autism, ADHD, and intellectual disabilities.

According to them, specialized evaluators would be more capable of assessing conceptual understanding, even when answers may not conform to conventional writing patterns.

Parents have proposed introducing a separate simplified question paper for students with disabilities, featuring more objective formats such as multiple-choice questions, fill-in-the-blanks, and short-answer responses. They believe this format would alleviate the writing burden and emphasize conceptual understanding over complex interpretation, thereby making examinations more accessible and inclusive.

Appeal for Policy Review:

Among other recommendations, parents have suggested aligning NIOS theory examinations with the 80-mark written exam and 20 percent internal assessment (TMA) model adopted by many educational boards. They argue that the current 100-mark written exam increases the writing burden and stress for learners who may have limited attention spans or sitting tolerance.

In their appeal, the parents stated that these measures align with the Rights of Persons with Disabilities Act 2016, the National Education Policy 2020, and the inclusive education guidelines followed by NIOS.

They have urged education authorities and the government to acknowledge these concerns and implement policy changes that ensure equitable and stress-free education for students with disabilities.

Parents expressed optimism that the requested reforms would reinforce the open schooling system’s commitment to accessibility and inclusive education.