Bhopal June 26, 2026

The examination and teaching system for special education courses regulated by the Rehabilitation Council of India (RCI) requires policy-level reforms to improve the quality of teacher training, Madhya Pradesh Commissioner for Persons with Disabilities Dr. Ajay Khemariya has said. Sharing his observations after visiting two examination centres in Guna and Gwalior, where mid-term examinations for RCI-regulated B.Ed. and D.Ed. (Special Education) courses were underway, Dr. Khemariya said the current model needs to be reviewed to ensure better learning outcomes and stronger professional standards.

According to him, special education demands much more than academic qualifications. A special educator, he said, should possess sensitivity towards persons with disabilities, specialised knowledge and a strong sense of commitment. These qualities are essential for providing meaningful support to children and adults with diverse disabilities.

Dr. Khemariya observed that the existing examination and teaching model followed under RCI-regulated courses has not proved sufficiently outcome-oriented, particularly in private institutions. He said there is a need for policy reforms to strengthen both the academic framework and the assessment system so that training programmes produce competent and dedicated special educators.

During his visit to the examination centres, the Commissioner reviewed the conduct of the ongoing mid-term examinations and assessed various aspects of the academic process. His observations focused on the quality of training being imparted to future special educators and the need to align the system more closely with the objectives of inclusive education.

The Rehabilitation Council of India is the statutory body responsible for regulating professional training and maintaining standards for rehabilitation and special education courses across the country. Its recognised B.Ed. and D.Ed. (Special Education) programmes prepare teachers to work with persons with different categories of disabilities.

Dr. Khemariya's remarks add to the ongoing discussion on improving teacher education for inclusive learning. He stressed that reforms in the RCI-regulated curriculum, teaching methodology and examination system would help develop professionals better equipped to meet the educational and developmental needs of persons with disabilities.