The United Nations International Children's Emergency Fund (UNICEF) defines inclusive education as a fundamental right for all children to receive a quality education. Human brain-body functions can be classified into two categories: neurotypical and neurodivergent. Neurotypical functioning is the processing of information in a typical-to-cultural manner, helping people reach developmental milestones at the same age as their peers. Neurodivergence refers to individuals who process information differently, in an atypical way, which should not be labeled as a disorder or deficiency but recognized as a matter of diversity in human functioning.

Conditions such as autism, ADHD, high-functioning anxiety, learning difficulties, synesthesia, giftedness, and others are commonly known as neurodivergent terms and often mislabeled as disorders. However, they represent diverse ways of functioning that differ from neurotypical individuals. Globally, it is estimated that around 240 million children have physical or intellectual divergence. These children have the same right as others to a better quality of life, access to education and human rights, empathy, respect, and compassion. Nevertheless, policymaking and structural measures taken by those in authority often overlook children with disabilities, leading to stigmatization and discrimination.

Inclusive education aims to accommodate the needs of both neurotypical and neurodivergent individuals. Inclusive education ensures that every child has equal opportunities to attend school, study, and acquire the necessary abilities to succeed. It provides genuine educational opportunities for formerly marginalized populations, including minority language speakers and children with disabilities. Inclusive systems recognize the unique contributions students from diverse backgrounds make in the classroom, enabling different groups to coexist and develop together for the benefit of all.

At Ramagya School, the Training and Counseling Cell has four departments dedicated to serving the needs of the neurodivergent population. The inclusive education department is run by qualified and trained special educators who hold remedial classes for students to learn at the same pace as their peers. The school adheres to the guidelines of the Central Board of Secondary Education (CBSE) to accommodate neurodivergent students by adopting alternate pedagogies, concessions/exemptions in the scheme of studies, and examinations for all categories of difficulties.

The department looks into identifying and sensitizing specific needs of the students to parents and teachers, informal and formal assessments, induction into the special education program, Individual Education Plans (IEP), remedial classes, and follow-ups. The emotional health of the students is simultaneously looked after by the counseling psychologists in Baal Saathee for their overall well-being.

Inclusive education promotes unconditional positive regard and equal social treatment and respect for everyone, regardless of their abilities. Disability is a significant barrier to education and human rights worldwide, and inclusive education is the structure that can best promote the foundation of inclusivity.