Children’s Day 2025: In any typical school, the corridors pulse with a familiar rhythm – footsteps echoing, laughter bouncing off walls, students darting between classrooms with half-zipped bags and hurried greetings. Clusters of chatter bloom near staff rooms, and the air feels electric with curiosity and youthful chaos. It’s a scene that plays out daily, almost like a ritual.But just beyond this everyday hum, tucked quietly into the green folds of Delhi, lie two different kinds of institutions– Higashi Autism School (HAS) and India Autism Centre (IAC). Here, the corridors don’t buzz with noise, but every step, every glance, every interaction is like a carefully choreographed dance.During our visit to the school that is based in Vasant Kunj, we met a student who refuses to wear undergarments at home but puts them on the moment he enters school – his day doesn’t begin until that sensory need is met. Another child waits for his mother in clothes of blue and yellow; any deviation from this palette means resistance and a delay in going home.Story continues below this ad Being surrounded by nature helps autistic students to regulate emotions, process sensory information, improve focus and attention, and motor development. (Image: Special Arrangement)For autistic students, the day begins not with bells and bustle, but with structure, calm, and reassurance. Their world is layered with sensory sensitivities, emotional nuances, and coping mechanisms that often go unnoticed in mainstream narratives.The Higashi School, with a day-boarding setup, has 35 teachers supporting 38 autistic children aged 4 to 12, each with unique needs – from physical challenges to sensory sensitivities.Teaching here goes far beyond academics. Educators act as emotional anchors, often decoding what even parents can’t – sleep patterns, toilet habits, learning rhythms, and therapy responses. They rely not just on observation, but on intuition, attuned to the subtle cues that define each child’s world.On the other hand, the IAC’s residential campus, located at Jasola, provides holistic care to the students with neurodevelopmental issues. Each student benefits from one-on-one interaction with teachers, supported by dedicated primary caregivers and support staff for both children and adults on the spectrum. The Centre offers a structured environment that includes group activities, personalised therapy sessions, and regular healthcare consultations.Story continues below this adTailored Special Education for Unique NeedsIn Higashi, the school integrates National Institute of Open Schooling (NIOS) and Central Board of Secondary Education (CBSE) models to offer flexible, personalised learning tailored to each student’s cognitive needs. Uniforms aren’t mandatory, and a one-teacher-per-student system ensures focused support. Admissions for students with autism and related conditions involve medical reviews and assessments. Special educators must hold a Bachelor of Education (BEd) and Rehabilitation Council of India (RCI) registration, and are evaluated through student interactions. (Image: Special Arrangement)IAC has a specialised way for teaching students; however, in the year 2026, the Centre will open a school, and as of now is working on its modalities. At IAC, autistic students also undergo speech and occupational therapies, but they are adding some new therapies for students, like animal-assisted therapies, behaviour therapy, play therapy, and music therapy.“Poultry is also therapeutic, which is on par with nature. We are keeping all kinds of non-conventional and conventional therapies at par with Western standards,” said Dr Puja Dutta, senior mentor, IAC.When asked what kind of qualities they look for in a candidate, Dutta said, “It depends on training as well as the personal value system of the candidate. Apart from education and RCI registration, special educators need patience and sensitivity; human values and feelings cannot be accredited. We take interviews and do some psychometric assessments to know the candidate better.”Story continues below this adPriyank, 24, an autistic graduate from Indira Gandhi National Open University (IGNOU), now works at the Higashi school, providing support to students and offering tech assistance. His parents are academics. Though Priyank is qualified for corporate roles, a former teacher-cum-colleague noted that workplace support for autistic employees remains uncertain. (Image: Special Arrangement)On the other hand, the IAC is working with Deloitte and Amazon to hire Autistic adults for work like packaging. “Abroad, MNCs do hire employees with neurodevelopmental disorders, ADHD; however, in India, the participation is low,” said Dutta. At the IAC, an autistic student, who wishes not to be named, is working as a resident artist. He’s also responsible for working on all kinds of merchandise at the Centre.Digital Initiatives In Higashi, autistic students often face challenges in verbal and written communication. Tools like the Awaz app – featuring pictures, text, and voice output – help bridge this gap alongside speech therapy. The use of such applications is allowed with the consent of the parents. Riyansh, a student, uses it effectively. Beyond Awaz, students also explore Canva, AI models, and online platforms to enhance writing and creativity. In the image, students are using Canva, Awaz App, working on writing speed, and using AI. (Image: Special Arrangement)Rather than keeping too much focus on digital initiatives, IAC builds vocational skills like music, dancing, cake making, and tabla, among autistic kids and adults. “We do have some courses like data entry, packet making, and some autonomous courses, depending upon the availability of the special teachers. And if the person is a high support, but still has an interest, we try to provide those vocational opportunities as well,” said Dutta.Story continues below this adSkill Building for Autistic LearnersSpeech, motor, and sports training programmes play a vital role in supporting the development of autistic students. Both IAC and Higashi school have facilities for various sports like gymnastics, skating, rugby, agility activities, football, cricket, running, walking, and cycling, among others. Learning takes time for them. If the teacher wants them to learn cricket, they will begin it from scratch. Like running, catching the ball, holding and passing the ball, collaborating with the team and gradually adding members. (Image: Special Arrangement)“We assess and target these students based on their issues, like some will have lowered motor abilities, others will have balancing issues, and some will do heel or toe walk. So, according to those issues, we plan and decide what a kid should do. Our target is to make them learn everything, but in the beginning, we focus on those areas that are not developed,” said Abhay Singh, Head, sports department, HAS. In the image, the two students have been attending the school for the past two years. Through consistent training sessions, they have become fully independent and are now able to participate in games without assistance. (Image: Special Arrangement)Many autistic students struggle to express physical discomfort, often continuing activities despite pain or fatigue – even when needing a toilet break. To support toilet training, HAS uses personalised tracking sheets and routines, though hygiene accidents still happen. (Image: Special Arrangement)These communication and sensory challenges also influence puberty education, which is tailored to each student’s age and cognitive level. For example, one girl received a specialised module to understand menstruation, body privacy, and safe vs unsafe touch.Story continues below this adMoments of JoyThrough activities like painting and sketching, the learners at Higashi can communicate feelings and ideas that may be difficult to express verbally.Suhrid Das stands as a powerful example of how fine arts can offer relaxation and unlock new possibilities for autistic students. Despite struggling to hold a sketch pen due to motor challenges, Suhrid Das creates beautiful paintings with ease when using a brush. He has participated in and won a few painting competitions. (Image: Special Arrangement)Autistic children often face social exclusion due to their behavioural differences and communication challenges, leading to situations where they are rarely invited to birthday parties or social functions. The school, along with teachers, are celebrating the birthday of Nivaan. (Image: Special Arrangement)“At Higashi, we celebrate Children’s Day and each child’s birthday to foster a sense of inclusion and make them feel special. While autistic children may not fully grasp emotions like excitement or joy in the conventional sense, sharing photos and videos of these celebrations with their families brings happiness and reassurance to them,” said a teacher.Story continues below this adShould Autistic students be integrated with mainstream schools?Integrating autistic students into mainstream schools is a topic that invites both hope and caution.Dr Rashmi Das notes that autism education is quasi-medical, requiring individualised health and education plans – something mainstream schools aren’t equipped to provide beyond early intervention. She’s observed reverse migration, with students moving from mainstream to autism-specific schools.A parent, whose son has mild autistic disorder, said that earlier her son was studying in a mainstream school; however, they were getting the same facilities as offered to a typical student, but were charged extra for even regular transportation.“He was in the same class, using the same van also, but we were charged Rs 2,000 more for transportation. The fees of the school were Rs 58,000, and we were paying Rs 60,000. The mainstream school just wants to tick the empty boxes in the name of inclusive education, but does not provide any care or guidance in accordance with the needs of an autistic kid,” said the mother, who wished not to be named.Story continues below this adIn contrast, Dr Om Sai Ramesh V, Professor of Psychiatry, Lady Hardinge Medical College, claimed that autistic students should be integrated with mainstream schools with the idea of making education inclusive. “Schools cannot reject the application of people with disabilities. Most of the schools, at least in the government sector, are doing this. They have special educators and counsellors who give guidance and extra care to the students,” said the doctor.While Dutta chose a middle path, claiming that inclusion is possible, but it depends on the severity of the child’s condition. “Children with mild to moderate autism, especially with early intervention, can thrive in inclusive schools, or a blended approach can work. However, for children needing high support, inclusive schools alone may not provide structured learning. They benefit from social interaction, but skill development requires specialised input,” she said.Issues for Autistic students in IndiaGovernment support & lack of dataAs stated in the annual report of the Ministry of Social Justice and Empowerment 2024-25, the central government has 315 registered NGOs under the Deendayal Divyangjan Rehabilitation Scheme (DDRS). The government provides them with grants. In 2024, the Ministry provided Rs 129.06 crore in grants to these NGOs with 34,161 beneficiaries.Story continues below this adRashmi Das remarked that in India, there are no statistics, so there are no beneficial policies for them. “Uniformity of the syllabus for autistic students and data absence have been a struggle for a long time,” she said, adding that the Unique Disability ID Card is a cumbersome process for autistic children, as they cannot wait for long. Because of this, parents forgo this process.Challenges in Disability SupportDespite progressive initiatives like the National Trust for Disabilities Act (1999), families continue to face systemic hurdles.In Delhi, only two government hospitals – AIIMS and Dr Ram Manohar Lohia – offer disability certification required for the UDID card, which is essential to access schemes like Niramaya health insurance and Gharaunda residential care. The complex and limited certification process often deters families from applying.Additionally, there is a lack of government-led audits and standardised regulations for therapy providers across India, raising concerns about the quality and credibility of services. While the National Trust offers vital support – scholarships, loans, insurance, and care facilities – effective implementation is hindered by bureaucratic bottlenecks and insufficient infrastructure, especially for one of the country’s most vulnerableParents & Society MentorshipParental mentorship plays a crucial role in the journey of children with autism, offering emotional support, advocacy, and active involvement in their development.“It was during the pandemic that I noticed some of the symptoms of autism; however, I ignored it, claiming that it could be due to the lack of interaction amid COVID-19. Acceptance did not come very easily. Even when the first doctor told us, it wasn’t very easy for us to accept. We thought that with time, maybe he’ll improve. We tried putting him in a play school, but it didn’t happen. But then, eventually, when we got him assessed and diagnosed, that is when we finally had to accept it, and we had to change,’’ said Rajshree, mother of an autistic student.When asked about the social stigma the family went through, she said, “In any social function, relatives do ask that in which class Edwin (son) studies. We try not to answer because, for me, he is like any other regular child, but once this disorder is revealed to people, they will make him feel like a person with special needs. Even though Edwin does want to play and talk with other children, they avoid mingling with him because of his condition,” she said.Sharing an instance, a teacher at Higashi recounted that a couple from Ludhiana, Punjab, had visited them with their 3-year-old autistic daughter. Upon being informed that autism is a lifelong condition and the child would require ongoing support, the parents began to cry – not due to the diagnosis itself, but because they feared no one would marry her.For Dutta, the foundation is acceptance – accepting the condition, and recognising that each child is unique with diverse needs and talents.“The real challenge lies in shifting attitudes and overcoming attitudinal barriers. Only after acceptance can we effectively implement interventions, inclusion, and ensure accessibility,” said Dutta, adding that, unfortunately, in India, even within families, genuine acceptance is still lacking.