For many children, the path to learning is a structured, predictable progression, an ascent marked by steady milestones. But for those with learning disabilities, the journey is far less linear. Their struggles often go unnoticed in the early years, dismissed as momentary lapses or quirks they will “outgrow.” By the time these challenges become impossible to ignore, they have already shaped the child’s self-perception, often leaving them battling not just academic hurdles but an internalised sense of inadequacy.
The earliest indicators of learning difficulties are often nuanced: an absence of sustained eye contact, delayed response to auditory cues, or difficulty grasping sequential instructions. Left unaddressed, these challenges morph into deeply embedded struggles, making the process of unlearning and relearning far more arduous than it needs to be.
Support for children with learning difficulties often depends on when their needs are recognised and how schools respond. Early identification allows learning to be adapted to a child’s unique pace, acknowledging that not all children progress in the same way. With this in mind, the Aditya Birla Integrated School (TABIS) and Nalanda School offer support at different stages in a child’s school journey, creating space for diverse needs to be understood and nurtured.
TABIS provides early, structured support for those identified at a younger age, shaping learning pathways that align with each child’s pace and strengths. We also embed therapies within the school day, sparing pupils the burden of after-school interventions and ensuring learning remains natural and supportive.
Nalanda was created to provide a supportive environment for children diagnosed later, including those who have faced disruptions in mainstream schooling. The focus is on helping students re-engage with learning in a way that feels achievable and meaningful.
Both schools share an inclusive approach that values not just academics but also vocational skills, creativity, and individual talent. The teachers play a vital role here; they are equipped to respond to individual learning needs with empathy and flexibility, rather than follow uniform methods.
Our focus has always been on teachers adapting our education to meet individual requirements, and kids with different learning styles. That is the reason we keep a student-teacher ratio as low as 7:1. The teachers provide individualised attention, focusing on remediation, phonics, basic arithmetic and emotional well-being, allowing students to learn at their own rhythm.
At their core, both educational institutions move away from the idea of a single standard for success. Instead, we are focused on helping children thrive at their own pace and honouring their potential rather than holding them to rigid academic norms.
At TABIS, Manav, a quiet boy who once avoided eye contact and struggled with severe reading challenges, discovered an unexpected gift. Amid the school’s music rooms and therapy-led learning environment, he discovered rhythm and fluency not through textbooks but through sound. Today, he is a recording artist with multiple singles released on streaming platforms, blending lyrics and melody to articulate emotions that words once failed to capture on paper.
Riddhi, a young girl who came to Nalanda after struggling for years in a traditional school setting, slowly began to rebuild her confidence through a more flexible and supportive approach to learning. What began as an after-school culinary activity blossomed into a calling. Today, she is a sous-chef, crafting bespoke menus and known for her national culinary showcases.
These stories are not outliers; they are testaments to what is possible when support meets learning opportunity. Studies suggest that anywhere between 9% and 39% of schoolchildren in India may face Specific Learning Disabilities (SLDs), yet early detection and support often remain out of reach for many. Children with learning differences are present in every classroom, not just in private schools but also in government and low-income schools. For meaningful change, inclusive practices must move beyond a handful of institutions and become embedded across the entire education system in India, which will ensure the Right to Education for every child in the truest sense.