Abstract

Education is the key to developing and strengthening women and girls with disabilities (WGWDs) to effectively and efficiently function in every aspect of life. Like some other developing countries, India is home to many WGWDs who face various challenges in accessing educational opportunities. This research paper aims to identify how to empower WGWDs in India to approach their opportunities in education. In addition, two main research questions are given: how WGWDs are marginalized regarding their educational rights and which Social Work (SW)Interventions are needed to address this issue. To accomplish the study’s objectives, the authors conducted data collection, analysis, and interpretation through a desk review of previous findings from articles, books, and other official sources. The article’s theoretical framework is based on the term intersectionality, in which multiple hurdles have led to discrimination against the education of WGWDs in India. This paper also intends to illustrate other critical factors associated with the accessibility of education for WGWDs. Additionally, the present study aspires to find the relationship between SW practices and their role in strengthening WGWDs to engage in their educational rights. This research paper also highlights the role and functions of Social Workers in meeting the educational needs and upholding the rights of WGWDs. Last but not least, the author proposes applying three models of Persons with Disabilities (PWDs), including the Social Model, Identity Model, and Rights-based Model, to recapture and enhance the educational rights of WGWDs in India.

Keywords: Empowerment, Women and girls with disabilities (WGWDs), Educational rights, Discrimination, Accessibility