Voices from the Lodge: An Analytical Study of Daily Life, Care and Belonging in the Nabajiban Special Children in Nagaon District of Assam

This study examines the challenges and lived experiences of special children residing in children’s homes, with particular emphasis on their psychological, social, and educational development. Special children—those with physical, cognitive, or emotional disabilities—often face multiple barriers that require specialized care, rehabilitation, and supportive institutional environments. The research aims to assess how the institutional setting influences their well-being, self-esteem, and opportunities for skill development. It also evaluates the adequacy of available resources, the level of caregiver training, and the inclusiveness of educational and rehabilitation programs within these homes. The study adopts a mixed-method approach, combining qualitative and quantitative techniques, including interviews with caregivers and educators, case-based narratives, and observational analysis of 16 resident children. The findings reveal that while some children’s homes provide supportive environments with structured interventions and care practices, several challenges persist, including limited funding, shortage of trained professionals, and inadequate access to therapeutic and rehabilitation services. These constraints affect the overall quality of care and developmental opportunities available to the children. The study highlights the need for strengthened institutional support through policy reforms, improved caregiver training, and greater collaboration with community and rehabilitation services. It concludes by recommending the development of a more inclusive and comprehensive support system within institutional care to promote the holistic development, dignity, and social integration of special children.

Special Child, Socio-economic Background, Special Children Home

1. Census of India.(2011). Data on disability.Office of the Registrar General & Census Commissioner, India. [Google Scholar] [Crossref]

2. Government of India. (2013). The Rights of Persons with Disabilities Act. Ministry of Law and Justice. [Google Scholar] [Crossref]

3. Government of India. (2015). Integrated Child Protection Scheme (ICPS): Guidelines. Ministry of Women and Child Development. [Google Scholar] [Crossref]

4. Government of India. (2016). The Rights of Persons with Disabilities Act, 2016. Ministry of Social Justice and Empowerment. [Google Scholar] [Crossref]

5. International Labour Organization.(2010). Disability and poverty reduction strategies.ILO Publications. [Google Scholar] [Crossref]

6. Kauffman, J. M., &Hallahan, D. P. (2011). Handbook of special education.Routledge. [Google Scholar] [Crossref]

7. Kumar, S. (2017). Social work with children with disabilities.Rawat Publications. [Google Scholar] [Crossref]

8. Ministry of Women and Child Development. (2014). Model rules for child care institutions. Government of India. [Google Scholar] [Crossref]

9. National Institute for the Empowerment of Persons with Intellectual Disabilities (NIEPID).(2018). Manual on care and rehabilitation of children with disabilities.Secunderabad. [Google Scholar] [Crossref]

10. National Commission for Protection of Child Rights. (2019). Guidelines for child care institutions. Government of India. [Google Scholar] [Crossref]

11. Save the Children. (2018). Children with disabilities in India: Situation analysis. New Delhi. [Google Scholar] [Crossref]

12. Singh, A., &Ghosh, R. (2016).Disability, poverty, and social exclusion in India. Indian Journal of Social Work, 77(3), 321–340. [Google Scholar] [Crossref]

13. UNESCO.(2009). Policy guidelines on inclusion in education.UNESCO. [Google Scholar] [Crossref]

14. UNICEF. (2013). The state of the world's children: Children with disabilities. UNICEF. [Google Scholar] [Crossref]

15. United Nations.(2006). Convention on the Rights of Persons with Disabilities.UN. [Google Scholar] [Crossref]

16. World Health Organization.(2011). World report on disability.WHO. [Google Scholar] [Crossref]

17. World Health Organization. (2018). Improving early childhood development: WHO guideline. WHO. [Google Scholar] [Crossref]

• The Dynamic of Religious Pluralism and Cultural Identity in Rongmei Naga (Kabui) Society
• Effects of Social-Economic Empowerment of Teenage Mothers and Nurture Care. A Case of Kimbilio Hope Centre, Machakos, Kenya
• Gendering Caste and Casteing Gender: A Study of Social Sickness in Uma Chakravarti’s Gendering Caste: Through a Feminist Lens
• Counselling as Social Work for Women Empowerment in Akwa Ibom State: A Case Study of Ibiono Ibom Local Government Area. Implications for Counsellors
• Motherhood: Inclusion and Containment, A Case Study