Odisha Government Initiates Survey of Unrecognized Special Schools

Bhubaneswar, India Jul 18, 2026 ALN: Months after the Comptroller and Auditor General’s (CAG) rap, the state government on Friday ordered a comprehensive survey of special schools run by different NGOs in the state to ensure no such schools function without obtaining required permission or recognition from the Social Security and Empowerment of Persons with Disabilities (SSEPD) department.

This directive marks a significant step in addressing the regulatory gaps that have allowed unrecognized special schools to operate without proper oversight. The SSEPD additional secretary, Bhaskar Raito, emphasized the importance of this initiative in a communication to all district social security officers (DSSOs). The survey aims to identify all special schools being run by NGOs without the knowledge or approval of the SSEPD department, thereby ensuring compliance with existing laws and regulations.

In the context of this survey, it is crucial to understand the background of the Rights of Persons with Disabilities (RPwD) Act, 2016, which was enacted to protect the rights and dignity of persons with disabilities in India. The Act mandates that all educational institutions, including special schools, must be registered and adhere to specific guidelines to ensure quality education and support for students with disabilities. The failure to comply with these regulations can lead to inadequate educational standards and a lack of accountability in the management of these institutions.

The SSEPD department's move follows a critical report released by the CAG in September last year, which highlighted significant lapses in the oversight of special schools. According to the CAG, both the SSEPD and the School and Mass Education (SME) departments had violated norms by allowing 35 percent of the audited open schools for special children to operate without registration. This revelation raised serious concerns about the quality of education and services provided to children with disabilities in Odisha.

The CAG's findings were particularly alarming as they pointed out that local officials, including collectors, had failed to monitor the functioning of these schools, despite a government mandate for regular oversight. This lack of monitoring not only undermines the educational rights of children with disabilities but also poses risks to their overall development and well-being. The government’s subsequent action to conduct a survey reflects an acknowledgment of these shortcomings and a commitment to rectify them.

As part of the ongoing survey, if any unrecognized schools are identified, they will be required to submit applications to the SSEPD department along with all necessary documents in accordance with the government guidelines and the provisions of the RPwD Act. This process is intended to ensure that all special schools meet the required standards and can provide quality education to their students.

The responsibility for overseeing this process falls to the DSSOs, who have been tasked with ensuring that all special schools in their jurisdiction obtain the necessary permissions from the SSEPD department for their continued operation. They are required to compile a district-wise report detailing the name and address of each of these schools, the NGOs managing them, and the status of their recognition or application. This systematic approach aims to create a comprehensive database of special schools and enhance accountability within the sector.

Currently, Odisha has around 108 special schools, of which four are under the administrative control of the SME department. These institutions play a critical role in providing education to children with disabilities, and they are entitled to receive grant-in-aid from the government every month to support their operations. However, the lack of proper registration and oversight can compromise the quality of education and the resources available to these schools.

The implications of the state government's actions are far-reaching. By enforcing recognition and monitoring of special schools, the government aims to ensure that children with disabilities receive the education and support they are entitled to under the law. This initiative could also lead to improved educational outcomes for these children, as schools that comply with the RPwD Act are more likely to provide a conducive learning environment tailored to the needs of students with disabilities.

Moreover, the survey and subsequent actions could foster a more transparent and accountable system for managing special education in Odisha. It may encourage NGOs to adhere to established guidelines and standards, thereby enhancing the overall quality of education in the sector. Additionally, it signals to stakeholders, including parents and advocacy groups, that the government is taking steps to address previous shortcomings and is committed to safeguarding the rights of children with disabilities.

In conclusion, the Odisha government's initiative to survey unrecognized special schools represents a proactive approach to ensuring compliance with the RPwD Act and improving educational standards for children with disabilities. As the survey progresses, it will be essential for the government to maintain transparency and engage with various stakeholders to create an inclusive and supportive educational environment for all children in the state.

The backdrop of this initiative is rooted in the broader context of disability rights in India, where advocacy for the rights of persons with disabilities has gained momentum in recent years. The RPwD Act, 2016, represents a significant legislative framework aimed at promoting inclusion and equality for individuals with disabilities. It aligns with international standards set by the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), which India ratified in 2007. This international commitment emphasizes the need for member countries to ensure that persons with disabilities can access education, employment, and other essential services on an equal basis with others.

Despite these legal frameworks, the implementation of policies at the ground level has often faced challenges. Issues such as inadequate training for educators, lack of awareness among parents and communities, and insufficient resources have hindered the effective delivery of services to children with disabilities. The recent CAG report highlights these systemic issues, indicating that while the laws exist, the enforcement and monitoring mechanisms need significant strengthening.

The survey of unrecognized special schools is not merely a bureaucratic exercise; it is a critical step towards rectifying these systemic failures. By identifying unrecognized institutions, the government can take necessary actions to either bring them into compliance or shut them down if they fail to meet the required standards. This proactive approach is essential for ensuring that children with disabilities receive the quality education they deserve.

Furthermore, the involvement of DSSOs in this process is crucial. These officers play a vital role in bridging the gap between the government and the community. Their engagement is necessary for raising awareness about the rights of children with disabilities and the importance of adhering to established educational standards. Training and capacity-building initiatives for DSSOs could enhance their ability to carry out this survey effectively and ensure that they can provide ongoing support to special schools in their districts.

Additionally, the implications of this survey extend beyond compliance with regulations. By fostering a culture of accountability and transparency, the government can build trust among stakeholders, including parents, educators, and the broader community. This trust is essential for encouraging collaboration between the government and NGOs, which can lead to innovative solutions for addressing the educational needs of children with disabilities.

As the survey unfolds, it will be important for the government to communicate its findings and actions to the public. Transparency in the process will not only enhance accountability but also empower parents and advocacy groups to engage more actively in the discourse surrounding disability rights and education. The establishment of a feedback mechanism could provide stakeholders with a platform to voice their concerns and suggestions, further enriching the dialogue around special education in Odisha.

In summary, the Odisha government's initiative to survey unrecognized special schools is a significant move towards ensuring compliance with the RPwD Act and enhancing the quality of education for children with disabilities. It reflects a commitment to addressing past shortcomings and creating a more inclusive educational landscape. As this initiative progresses, its success will depend on ongoing engagement with stakeholders, transparency in operations, and a steadfast commitment to the rights of persons with disabilities.