Multiple disabilities refer to the co-existence of two or more impairments in an individual, resulting in complex educational and developmental needs. The present study examines the prevalence of multiple disabilities in India using updated data trends (2024–2026), identifies the educational challenges faced by such learners, and explores inclusive pathways for general teachers. The study adopts a descriptive research design and is based on secondary data from sources such as the National Family Health Survey-5, Census of India 2011, and recent government reports. Findings indicate that disability prevalence in India is estimated between 2.2%–4.5%, with a significant proportion experiencing multiple disabilities. Despite policy advancements, challenges persist in teacher training, infrastructure, and inclusive practices. The study concludes that strengthening teacher preparedness, improving accessibility, and adopting inclusive strategies are essential for achieving equitable education outcomes.
Trapti Saraswat (Thu,) studied this question.
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