In a heartening testament to resilience, determination and the power of inclusive education, ten specially-abled students of Abhinandan Home, Rambagh, Srinagar, have delivered an outstanding performance in the Class 10 board examinations, proving that physical challenges are no barrier to academic excellence when supported by dedication and the right environment.
The students, many of whom are deaf and dumb and face multiple learning challenges, not only passed the examination but did so with commendable scores, turning their success into a beacon of hope for hundreds of similarly-abled children across Jammu and Kashmir.
Principal of Abhinandan Home, Rambagh, Mudasir Ahmad, said that all ten students who appeared in the matriculation examination this year cleared it with flying colours.
“This achievement belongs equally to our students, who worked relentlessly despite their disabilities, to our committed teachers who adopted innovative and customised teaching methods, and to the parents who stood by their children at every step,” he said.
He identified the successful candidates as Hashmat Ullah (420 marks), Asra Zehra (400), Owais (388), Asiya (380), Rutba (379), Tajamul (366), Areba (356), Shaista (354), Salman (341) and Umar Fayaz (310).
Among the top achievers, Hashmat Ullah, who is deaf and dumb, secured an impressive 84 per cent.
Expressing his joy through sign language, Hashmat credited his success to the unwavering support of his family and teachers.“I want to thank everyone who believed in me. This is just the beginning. I want to continue breaking barriers and prove that we are capable of much more,” he said.
Another achiever, Asra Zehra, who scored 75 per cent, expressed gratitude towards her teachers for adopting innovative and inclusive teaching techniques that helped her understand complex concepts with ease. “Our teachers never gave up on us. They taught us patiently, in ways we could understand,” she said.
The students unanimously expressed their desire to continue their education and contribute meaningfully to society. However, they also highlighted the serious challenges faced by specially-abled students in the region due to the lack of educational infrastructure.
They appealed to the government to establish at least one specially-abled school at the tehsil level, saying that many children are deprived of education simply because they cannot relocate to Srinagar.
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“At present, students from across Kashmir have only two main options—Abhinandan Home in Rambagh and Zaiba Apa School in Bijbehara. Many families cannot afford to send their children so far, especially as such students require constant care from a family member,” they said.
They further pointed out that after completing Class 12, specially-abled students have no dedicated higher education institutions. “We are forced to join regular colleges where we struggle to cope due to the absence of sign language interpreters and specialised teaching methods,” they added, demanding the establishment of a separate college or dedicated higher education facilities for specially-abled students.
Parents and teachers echoed these concerns, stressing that the students’ achievements underline the urgent need to strengthen inclusive education across Jammu and Kashmir.
Notably, Abhinandan Home functions under the Social Welfare Department, which plays a crucial role in running and supporting the institution by providing educational facilities, trained staff and basic infrastructure for children with special needs.
Educationists and parents have urged the department to replicate this successful model by establishing similar residential and day schools at the district and tehsil levels, ensuring that no child is denied education due to distance, poverty or disability.
“The success of these students clearly shows what can be achieved when the state invests in inclusive education. We request the Social Welfare Department to expand such initiatives across districts so that every specially-abled child gets equal opportunities,” parents said.
They expressed hope that these achievements would inspire policymakers to prioritise the educational needs of specially-abled children and encourage more students to pursue their dreams without fear or hesitation. (KNO)
