While typical schools across India echo with the familiar sounds of running footsteps and boisterous laughter, two specialized institutions in Delhi's green spaces operate with a different rhythm altogether. On Children's Day 2025, we explore the unique environments of Higashi Autism School in Vasant Kunj and India Autism Centre in Jasola, where education transcends conventional methods to embrace sensory needs and individualized learning.
Understanding Autism Education in Delhi
At Higashi Autism School, the day begins not with chaotic bells but with structured calm. The school currently supports 38 autistic children aged 4 to 12 with a team of 35 dedicated teachers. Each child presents unique challenges—from sensory sensitivities to physical limitations—requiring personalized attention that mainstream schools often cannot provide.
One student exemplifies the importance of sensory accommodation—he refuses to wear undergarments at home but puts them on immediately upon entering school, as this ritual is essential for beginning his learning day. Another child insists on wearing only blue and yellow clothing, and any deviation from this color scheme results in resistance and delays in his daily routine.
Specialized Teaching Approaches and Therapies
Higashi School integrates both National Institute of Open Schooling and CBSE models to offer flexible, personalized learning. The institution maintains a one-teacher-per-student system and doesn't enforce uniforms, focusing instead on meeting individual cognitive needs. Teachers here serve as emotional anchors, often decoding subtle cues that even parents might miss—sleep patterns, toilet habits, and therapy responses.
Meanwhile, India Autism Centre takes a residential approach, providing holistic care with one-on-one teacher interactions supported by dedicated primary caregivers. The Centre offers a structured environment featuring group activities, personalized therapy sessions, and regular healthcare consultations. According to Dr Puja Dutta, Senior Mentor at IAC, they are expanding their therapeutic offerings to include animal-assisted therapies, behavior 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," Dr Dutta explained.
Digital Tools and Vocational Training
Both institutions recognize the communication challenges many autistic students face. Higashi utilizes tools like the Awaz app, which features pictures, text, and voice output to help bridge communication gaps. Students like Riyansh use this technology effectively alongside speech therapy. Beyond specialized apps, students also explore mainstream platforms like Canva and various AI models to enhance their writing and creative skills.
India Autism Centre focuses more on vocational skill development, offering training in music, dancing, cake making, and tabla. "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 requires high support but still has interest, we try to provide those vocational opportunities," Dr Dutta added.
Employment Opportunities and Future Prospects
The path to employment for autistic adults shows promising developments. Priyank, a 24-year-old autistic graduate from IGNOU, now works at Higashi School, providing student support and technical assistance. Though qualified for corporate roles, workplace support for autistic employees remains uncertain in India.
India Autism Centre is collaborating with major corporations like Deloitte and Amazon to create employment opportunities in areas such as packaging. "Abroad, MNCs do hire employees with neurodevelopmental disorders and ADHD; however, in India, the participation is low," Dr Dutta noted.
Another autistic individual at IAC works as a resident artist, responsible for creating merchandise for the Centre.
Sports and Physical Development
Both institutions emphasize physical development through structured sports programs. Facilities for gymnastics, skating, rugby, football, cricket, and cycling help address various developmental needs. Abhay Singh, Head of the sports department at HAS, explained their approach: "We assess and target these students based on their issues. Some have lowered motor abilities, others have balancing issues. Our target is to make them learn everything, but we begin by focusing on underdeveloped areas."
Through consistent training, significant progress is possible. Two students who have attended Higashi for two years have become fully independent and can now participate in games without assistance.
The Challenge of Mainstream Integration
The question of integrating autistic students into mainstream schools reveals divided opinions. Dr Rashmi Das notes that autism education is quasi-medical, requiring individualized health and education plans that mainstream schools aren't equipped to provide. She has observed "reverse migration," with students moving from mainstream to autism-specific schools.
One parent shared her frustrating experience with a mainstream school that charged Rs 2,000 extra for the same transportation service provided to typical students. "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 to remain anonymous.
Dr Dutta suggests a middle path: "Children with mild to moderate autism, especially with early intervention, can thrive in inclusive schools. However, for children needing high support, inclusive schools alone may not provide structured learning."
Systemic Challenges and Parental Struggles
Government support for autism remains limited. According to the Ministry of Social Justice and Empowerment's 2024-25 annual report, 315 NGOs registered under the Deendayal Divyangjan Rehabilitation Scheme received Rs 129.06 crore in grants, benefiting 34,161 people. However, Dr Das highlights the absence of comprehensive statistics, which hampers policy development.
The Unique Disability ID card process presents particular challenges for autistic children, who often cannot tolerate long waiting times, causing many parents to forgo the certification needed to access schemes like Niramaya health insurance and Gharaunda residential care.
Parental acceptance remains a significant hurdle. Rajshree, mother of an autistic student, described her journey: "Acceptance did not come very easily. Even when the first doctor told us, it wasn't very easy to accept. We thought that with time, maybe he'll improve."
Social stigma continues to affect families. "In any social function, relatives ask which class my son studies in. We try not to answer because once this disorder is revealed to people, they will make him feel like a person with special needs," Rajshree shared.
Dr Dutta emphasizes that acceptance forms the foundation of effective support. "The real challenge lies in shifting attitudes and overcoming attitudinal barriers. Only after acceptance can we effectively implement interventions, inclusion, and ensure accessibility."
As India observes Children's Day 2025, these specialized institutions continue their vital work of providing autistic children with the love, structure, and specialized attention they need to thrive, while advocating for greater understanding and acceptance within broader society.
