– Despite hostels’ capacity to accommodate ~160 students, only ~40 reside there.
– Allegations that students are denied accommodation despite availability and that some are pressured into becoming day scholars by their parents under duress regarding certificates.
– Lack of Braille-proficient educators,special educators,trained staff,and inclusive learning tools raised concerns about compliance with Section 3 of the RPWD Act.
ahmadi School for the Visually Challenged dates back to its founding year in 1927. Its management was taken over by AMU in 1949. AMU has yet to respond publicly on these issues.
the protests at AMU highlight systemic challenges faced by disabled communities within educational institutions-underscoring areas such as physical accessibility and availability of specialized resources required for inclusive education. The reported underutilization of hostel space combined with allegations involving coercion reflect inefficiencies that may contribute not just to educational inequality but also impact trust between stakeholders.
the request for an extended age relaxation aligns with legal frameworks like the RPWD act designed to address barriers disabled individuals face due to societal delays or exclusions-but implementation requires careful adherence across all institutions specializing in inclusivity.
Lastly, meaningful inclusion often demands representation; therefore critics’ concerns about visually impaired individuals being absent from decision-making committees represent valid questions about whether specific needs can be fully understood without direct familiarity or experience.
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