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Lack of political will, technical knowledge and capacity in implementing the right to inclusive education can lead to problems with service delivery. Issues such as poor coordination among services, inadequate staffing, staff competencies and training affect the quality and adequacy of services for people with disabilities.

We believe in the need to work together to creatively solve systemic problems by pooling together effective delivery, impactful messaging and broad community support.


Never-The-Less has collaborated with over 4000 experts over a decade – DPO’s, NGO’s, Academicians, BIERT’s, Teachers, Special Teachers, Researchers, Assistive Technology Companies, Parents of Children With Special Needs and anyone interested in Inclusive Education. The focus has been addressing the issues faced by Children With Special Needs for their health, nutrition, hygiene, survival, safety, care, therapy, medication and educational needs.


Influencing Policy Change

Fourth Wave Foundation together with all major players in the sector embarked on a journey to address the issues for making Education accessible for Children with Special Needs. Though inclusive education has been recognized globally as the main instrument for the education of Children with Special Needs (CWSN) and there are policies at the national and state level, it is imperative that the society is made aware of it. In the current scenario, we need to have a linkage between the law, systems and the society – which is what Never-The-Less is all about. There is overwhelming evidence that inclusive practices is the fuel that keeps these programs running. They not only benefit children with disabilities and different learning needs but also makes learning much more meaningful for those considered regular students.


Over the decade we have worked to bring about some marked changes in the below specific areas working to track changes, assess needs, evaluate progress, monitor developments etc.

  • Slowly but steadily rendering every public school into a genuinely inclusive school.
  • Regular teachers have been equipped to adapt to this new pedagogy through intense teacher training.
  • Conversations on matters related to Children With Special Needs now happen regularly.
  • Emphasis on teacher training and sensitisation are now an integral part of the strategy to bring long term viable solutions to the problem of inclusive education.
  • The current lack of interaction, social environment and peer learning is another big challenge which we try to mitigate.