Disability, Gender and Educational Inequality in India: An Intersectional Review of Access, Participation and Inclusive Education

Education is a fundamental human right, yet learners with disabilities in India continue to face barriers linked to inaccessible environments, inadequate support, stigma and exclusionary practices. These barriers are not experienced uniformly: gender interacts with disability and with caste, class, age, language and rural–urban location to shape access, participation, retention, achievement and progression. This critical narrative review examines disability, gender and educational inequality in India through an intersectional lens. It synthesises foundational intersectionality and feminist disability scholarship, India-focused empirical research, national data and relevant policy instruments. It considers barriers across school education, higher education and transition to work. The review argues that enrolment alone is insufficient; meaningful inclusion requires accessibility, reasonable accommodation, gender-responsive pedagogy, assistive technology, safeguarding, family engagement and institutional accountability. It identifies gaps in disaggregated evidence and proposes priorities for research, policy and practice. Equitable education requires addressing interacting structural barriers rather than treating gender and disability separately.