Conceptualising A Multidisciplinary Support System for Children with Special Needs (CWSN) In School Settings

Abstract

Children With Special Needs (CWSN) are an integral part of every school community, yet they often remain underserved in educational systems that prioritize uniformity over diversity. While inclusive education has gained policy recognition, particularly through India’s National Education Policy (NEP) 2020, real inclusion requires more than placing CWSN in regular classrooms it demands the creation of environments that are responsive to their academic, emotional, social, and psychological needs. NEP 2020 envisions equitable learning spaces where all children can thrive, but the realization of this vision depends on practical, school-level systems of care. This paper conceptualizes a multidisciplinary support system tailored to the needs of CWSN within mainstream school settings. It draws on developmental and educational psychology, along with social-ecological theories, to propose a framework that brings together educators, psychologists, special educators, therapists, and families in a collaborative model of support. The discussion emphasizes the need for personalized, child-centered interventions, rooted in empathy, flexibility, and professional collaboration. Two original tables are included to illustrate the roles of stakeholders and outline steps for effective implementation. By connecting theory, policy, and practice, this paper aims to contribute a thoughtful and actionable model for creating inclusive school environments where every child, regardless of ability, feels supported, valued, and capable of success.