Beyond Access: Specific Learning Disability, Muslim Students, and Educational Equity in Indian Higher Education

Publication Details

Publication Date

10/11/2026

Volume / Issue

Vol 1, Issue 6 (2026)

Article No.

029

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-5S6VC4VJ

Received

15 Oct 2026

Views

23

Downloads

15

Abstract

Specific Learning Disability (SLD) is increasingly understood as an issue of educational equity rather than merely an individual academic difficulty. In India, the Rights of Persons with Disabilities Act, 2016, recognizes SLD and provides for inclusive education, reasonable accommodation, and appropriate academic support. Muslim educational participation has been shaped by socio-economic disadvantage, unequal institutional opportunities, and regional disparities. This article examines the intersection of minority status and learning disability through secondary data analysis and policy review. The study draws on the All India Survey on Higher Education (AISHE), Unified District Information System for Education Plus (UDISE+), Census of India, National Education Policy (NEP) 2020, RPwD Act, University Grants Commission (UGC) guidelines, and relevant peer-reviewed literature. The review identifies persistent challenges, including delayed diagnosis, stigma, limited disclosure, inaccessible assessment practices, inadequate faculty awareness, and fragmented institutional support. Although AISHE data indicate growth in Muslim higher-education enrollment, UDISE+ data reveal declining Muslim representation between primary and higher-secondary education. These trends do not establish a causal relationship between minority status and disability or indicate higher SLD prevalence among Muslims. Instead, they highlight the need to address overlapping educational barriers. The article proposes an integrated framework encompassing minority inclusion, disability rights, reasonable accommodation, inclusive pedagogy, mentoring, assistive technology, grievance redressal, and institutional monitoring. It argues that educational equity requires institutions to move beyond admission and ensure meaningful participation, progression, achievement, and the fulfillment of educational aspirations.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.