Dr. Shabana Parvez, MD, FACEP, US Bureau Chief of The Desi Buzz and founder of ArlingtonIntegrative.com, sat down for an exclusive interview with Dr. Gayatri Narasimhan, renowned educator and founder of the award-winning Prakramika Vocational Institute where she specializes in education of neurodivergent learners.#neurodiversity #anyone can learn #neurodivergent #Prakramika.
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Background & Early Career
Dr Shabana Parvez: Can you tell us about your early life, education, and professional background before entering the field of special education?
Dr. Gayatri Narasimhan: I was born and raised in Chennai, India, where my journey toward education and empowerment began. Initially, my career path was quite different from special education. I earned a bachelor’s degree in chemistry from Anna Adarsh College for Women in 1993 and pursued diverse professional qualifications in software engineering, journalism, and management to ensure financial independence, especially as my family faced challenges due to my father’s illness.
To build a strong foundation in multiple disciplines, I completed:
– Diploma in Journalism from Madras University (1993)
– Postgraduate degree in Marketing Management from Loyola Institute of Business Administration (1994)
– Diploma in Software Engineering from Aptech Computer Education (1995)
– Certified Yoga Instructor from Aandiyappan Yoga Institute
I began my professional career in software and management, but in 2009, my life took a significant turn when I moved to Muscat, Oman. The defining moment came when my daughter began volunteering with a classmate with special needs, which exposed me to the challenges faced by neurodivergent individuals. This deeply impacted me, and I felt a calling to make a real difference in their lives.
Determined to equip myself with the right expertise, I pursued:
– Postgraduate degree in Psychology from Madurai Kamaraj University
– Doctorate in Special Education from Kanpur University (2016–2021)
To further my understanding, I specialized in teacher training for learning disabilities, behavioral therapy, and sensory therapy. I also traveled extensively to learn advanced techniques in brain gym, handwriting improvement, reflexology, and yoga therapy for special needs students.
My transition into special education was not just a career change—it was a mission. I wanted to bridge the gap between education and skill development for neurodivergent individuals, ensuring they could live independent, fulfilling lives.
This led me to establish Prakramika Vocational Institute (PVI) in 2015, a free, skill-based training institute that has now impacted thousands of students globally, across India, Oman, UAE, and the USA. My early career experiences shaped my structured, outcome-driven approach to education, making it practical, inclusive, and accessible.
Your Journey & Inspiration
Dr Shabana Parvez: You started your career in software engineering and management. What was the turning point that led you to special education and advocacy for neurodivergent individuals?
Dr. Gayatri Narasimhan: My journey into special education was unexpected but deeply personal. I began my career in software engineering and management, equipped with degrees in marketing management, journalism, and IT. Like many, I was on a conventional career path—until one moment changed everything.
In 2009, when I moved to Muscat, Oman, I met a young autistic girl who had difficulty communicating and learning. I instinctively tried to teach her, only to realize that traditional teaching methods were ineffective for neurodivergent individuals. I questioned myself—why can’t I teach this child? That question became my turning point.
Determined to understand how neurodivergent minds learn, I stepped away from my corporate career and immersed myself in special education, psychology, and therapeutic sciences. I pursued a postgraduate degree in psychology, a doctorate in education (special education), and training in sensory therapy, brain gym, and behavioral therapy.
The more I learned, the more I saw the gaps in the education system—no structured vocational training, no job readiness programs, and limited teacher training. I knew I had to do something.
This led to the birth of Prakramika Vocational Institute (PVI) in 2015, a free training platform that now provides certified vocational courses to neurodivergent individuals globally. What started as a personal quest became my life’s mission—to empower neurodivergent individuals with education, skills, and dignity.
Dr Shabana Parvez: Can you share a personal story or experience that solidified your commitment to inclusive education?
Dr. Gayatri Narasimhan: When I pursued my teacher training in Specific Learning Disabilities, my mentors told me that I should serve at least one child as a way of giving back for the training I received. I took this promise seriously and started working in inclusive education, initially to fulfill this commitment. However, what began as a responsibility soon turned into a lifelong mission when I saw my students succeed.
One of my students with ADHD became a CBSE topper, and several children with learning disabilities and intellectual disabilities excelled simply by adapting new teaching methodologies. This experience proved to me that a structured and well-adapted system can create a lasting impact in educating neurodivergent individuals.
Another defining moment was when I got the opportunity to train an Omani boy with Down syndrome to become an entrepreneur. It took four years of dedicated work to help him gain the confidence, skills, and independence needed to start his own venture. Despite the many challenges along the way, our collective effort brought him to success. This experience solidified my belief that neurodivergent individuals can create their own career paths when given the right support and motivation.
For years, I noticed a gap in education—a segment of students caught between academic and non-academic streams. They were not completely non-academic, yet they struggled with the high-pressure demands of professional education. During the pandemic, I launched skill-based education programs, which helped these students find job opportunities. We started with one course, and today, we have developed over 30 courses, giving students the freedom to choose and learn at their own pace—all completely free.
Each of these experiences reinforced my unwavering commitment to inclusive education, ensuring that every neurodivergent individual has the opportunity, dignity, and independence they deserve.
Founding Prakramika Vocational Institute (PVI)
Dr Shabana Parvez: What inspired you to establish the Prakramika Vocational Institute (PVI)?
Dr. Gayatri Narasimhan: The idea of Prakramika Vocational Institute (PVI) was born out of a deep realization—that neurodivergent individuals are often left without structured pathways to education, employment, or independence. Having worked as a special educator, vocational trainer, and therapist, I witnessed firsthand the gaps in the system—where students with autism, ADHD, Down syndrome, cerebral palsy, and intellectual disabilities were either pushed into mainstream academics without support or denied meaningful learning opportunities altogether.
One of the biggest turning points was when I saw a segment of students trapped between academic and non-academic streams. They were too capable to be considered completely non-academic, yet they struggled to cope with the high-pressure demands of professional education. Many were left without career prospects, and parents were helpless, searching for solutions.
During my years of teaching, I realized that education alone wasn’t enough—students needed practical, job-oriented training to become independent. When I worked on making an Omani student with Down syndrome an entrepreneur, it proved that structured training could empower neurodivergent individuals to earn and sustain themselves.
This solidified my vision: to create a free learning platform where neurodivergent individuals could gain real skills, choose career paths, and become self-reliant.
Thus, in 2015, I founded Prakramika Vocational Institute (PVI) as a social enterprise to provide free, certified skill-based training globally. Recognizing the need to expand and create a more structured system, PVI was officially registered as a One Person Company (OPC) in 2021.
What started with one course has now expanded to over 30 vocational programs across India, Oman, UAE, and the USA. Today, PVI is not just an institute—it is a movement toward true inclusion, independence, and dignity for neurodivergent individuals.
- PVI offers over 22 skill-based training modules for free. How do you sustain this model while ensuring quality education?
Sustaining PVI’s Free Skill-Based Training Model Without Compromising Quality
At Prakramika Vocational Institute (PVI), we firmly believe that education should be a right, not a privilege—especially for neurodivergent individuals who already face financial, medical, and social challenges. That’s why we offer over 30 skill-based training programs completely free of cost. Sustaining this model while maintaining high-quality education requires a strategic and independent approach.
1. Technology-Based Learning Model: By leveraging online learning platforms, we eliminate infrastructure costs, making training accessible to students across India, Oman, UAE, and the USA without physical barriers. Our structured curriculum ensures that students receive high-quality training without financial constraints.
2. Curriculum Development Based on Practical Learning: PVI focuses on hands-on, practical training rather than theoretical learning, making the courses cost-effective yet impactful. We have structured 30 vocational modules in a way that maximizes learning through live activities and real-world exposure rather than traditional textbook approaches.
3. Self-Funded Model & Personal Commitment: Our work is personally funded to the best of our capacity, with contributions from my family and well-wishers who believe in this mission. We do not accept grants, sponsorships, or donations for our regular teaching programs. We involve the community only for events like convocation ceremonies to celebrate the success of our students, but never for the daily running of PVI.
4. Recognition & Policy Advocacy: Our impact has been recognized by the Honorable Prime Minister of India, the Global Teacher Prize, and other international platforms. This visibility has helped us expand our reach and influence in the field of inclusive education, ensuring sustained awareness and growth.
Despite financial challenges, our commitment remains unwavering. PVI’s success is driven by passion, purpose, and the belief that true inclusion is only possible when education is made accessible to all.
Dr Shabana Parvez: What challenges did you face while expanding PVI to Oman, the UAE, and the USA?
Dr. Gayatri Narasimhan: Expanding Prakramika Vocational Institute (PVI) to Oman, the UAE, and the USA has been a rewarding journey, and I am grateful that local organizations in all three countries have been incredibly supportive, encouraging, and welcoming.
In Oman, local companies like Khimji Eshraqaa played a significant role in supporting our initiatives, making it easier to establish training programs. The community was open to inclusive education, and we were able to build meaningful collaborations.
In the USA, my collaboration with NPO WeEmbrace helped me conduct assessments for students and train caregivers effectively. However, as more parent groups across the USA are now reaching out for my training programs, a major challenge is managing travel expenses. While my trainings remain completely free, I have found it difficult to fund my travel costs, which limits my ability to visit different states and expand further.
Despite this, my commitment to global inclusion and skill-based education for neurodivergent individuals remains strong, and I continue to explore ways to reach more students and families in need of support.
Inclusive Education & Teaching Philosophy
Dr Shabana Parvez: Your “Unifying Pathways – One School, Many Abilities” project is inspired by the Indian Gurukul system. How does this model promote true inclusivity?
Dr. Gayatri Narasimhan: The “Unifying Pathways – One School, Many Abilities” project is deeply inspired by the Indian Gurukul system, which embraced diverse learners in a shared, inclusive learning space. In ancient times, Gurukuls did not segregate students based on their abilities; instead, each learner was nurtured according to their strengths and potential. This philosophy aligns perfectly with my vision for inclusive education, where neurodivergent and neurotypical students learn together in the same environment, respecting and supporting each other’s learning journeys.
This model challenges the traditional divide between special and mainstream education. Instead of having separate schools for neurodivergent students, “One School, Many Abilities” envisions a unified educational system where:
Customized Learning Approaches: Just like in the Gurukul system, where every student learned at their own pace, this model promotes personalized education plans based on individual strengths, using VAKT (Visual, Auditory, Kinesthetic, and Tactile) methods and Multiple Intelligences Theory.
Skill-Based Education: Beyond academics, the model integrates life skills, vocational training, and hands-on learning, ensuring that every student—regardless of their ability—gains practical knowledge for future independence.
Mutual Learning & Empathy: By studying together, neurotypical students develop empathy and leadership, while neurodivergent students gain confidence and social integration. Instead of fostering exclusion, this system builds a compassionate, understanding society from a young age.
Flexible & Inclusive Curriculum: Inspired by Gurukul principles, education is not rigidly structured. The focus is on holistic development, where learning is collaborative, experiential, and inclusive, bridging the academic-vocational gap for neurodivergent students.
This model does not just include neurodivergent students—it empowers them, creating a world where education is truly for all, without labels or limitations.
Dr Shabana Parvez: You use the VAKT method and Multiple Intelligences theory in your curriculum. How do these strategies help neurodivergent students learn better?
Neurodivergent students have diverse learning styles, and a one-size-fits-all approach does not work for them. To bridge this gap, I integrate the VAKT Method (Visual, Auditory, Kinesthetic, and Tactile) and the Multiple Intelligences Theory into my curriculum. These strategies personalize learning, ensuring that every student absorbs, retains, and applies knowledge effectively.
1. VAKT Method: Making Learning Engaging & Retainable
The VAKT approach recognizes that students learn best when teaching methods match their strengths:
Visual Learners benefit from pictures, diagrams, charts, and videos, making abstract concepts easier to understand.
Auditory Learners grasp information through verbal instructions, discussions, and rhythm-based learning, enhancing communication skills.
Kinesthetic Learners excel when learning through movement, hands-on activities, and role-playing, improving motor coordination.
Tactile Learners engage better when using touch-based learning tools like textured letters, interactive models, and sensory activities, strengthening memory retention.
By combining all four learning styles, the VAKT method ensures that no student is left behind. It also helps students retain information longer because learning is multi-sensory and experiential.
2. Multiple Intelligences Theory: Leveraging Individual Strengths
Howard Gardner’s Multiple Intelligences Theory recognizes that intelligence is not limited to academics. I integrate this model into my teaching, identifying a student’s strongest areas and using them to enhance their learning.
✔ Linguistic Intelligence – Teaching through storytelling, discussions, and written expression for verbal learners.
✔ Logical-Mathematical Intelligence – Using puzzles, logical games, and problem-solving activities for analytical thinkers.
✔ Bodily-Kinesthetic Intelligence – Incorporating dance, yoga, and role-playing for students who learn through movement.
✔ Spatial Intelligence – Engaging art, drawing, and visual thinking techniques for students who process information pictorially.
✔ Musical Intelligence – Using rhymes, beats, and melodies to reinforce learning.
✔ Interpersonal & Intrapersonal Intelligence – Encouraging collaborative learning, self-reflection, and social interaction to develop confidence.
By identifying each student’s dominant intelligence, I create customized learning experiences that allow them to grasp concepts in ways that feel natural to them.
Why These Strategies Work for Neurodivergent Students
Reduces Anxiety: Students are taught in a way they understand best, minimizing frustration.
Increases Engagement: The interactive, multi-sensory approach keeps students interested and motivated.
Encourages Independence: Students develop confidence in their strengths and learn to use them to their advantage.
Bridges Learning Gaps: Helps students retain and apply knowledge effectively, making learning practical and functional.
By integrating VAKT and Multiple Intelligences Theory, I ensure that neurodivergent students are not just learning, but truly understanding, applying, and thriving in their educational journey.
Dr Shabana Parvez: What role does vocational training play in helping neurodivergent individuals gain independence and employment?
Dr. Gayatri Narasimhan: The Role of Vocational Training in Empowering Neurodivergent Individuals
Vocational training is a bridge between education and real-world independence for neurodivergent individuals. While traditional education focuses on academics, vocational training equips them with practical skills that allow them to become self-reliant and find meaningful employment.
Why Vocational Training is Essential
🔹 Empowers neurodivergent individuals to live with dignity and self-sufficiency
🔹 Creates financial stability through skill-based jobs or entrepreneurship
🔹 Bridges the gap between learning and employment, making inclusion a reality
1. Building Independence
Practical Life Skills: Many neurodivergent individuals struggle with daily tasks due to lack of structured guidance. Vocational training teaches time management, workplace communication, financial literacy, and daily living skills, enabling them to navigate life independently.
Decision-Making & Self-Advocacy: Through vocational training, they learn to make choices, voice their needs, and take responsibility for their actions—essential skills for personal independence.
2. Enhancing Employment Opportunities
Job-Ready Skills: At Prakramika Vocational Institute (PVI), we offer over 30 skill-based training programs in areas such as hospitality, office management, data entry, graphic design, tourism, event management, and teacher assistance. These courses are designed to match industry needs, ensuring that our students are workplace-ready.
Internships & Job Placement: We collaborate with placement firms, NGOs, and businesses to provide internships and employment opportunities, ensuring that trained individuals can transition into professional roles.
3. Boosting Confidence & Social Integration
Role-Playing & Live Training: At PVI, we incorporate real-life workplace simulations, giving students hands-on experience in teamwork, leadership, and problem-solving.
Encouraging Entrepreneurship: Some students may find self-employment more suitable than traditional jobs. One of my greatest successes was training an Omani student with Down syndrome to become an entrepreneur, proving that neurodivergent individuals can create their own career paths with the right training.
Vocational training is not just about jobs—it’s about giving neurodivergent individuals the tools to shape their own future with confidence and independence.
Impact & Success Stories
Dr Shabana Parvez: Could you share a success story of a student whose life has been transformed by PVI?
Dr. Gayatri Narasimhan: A Success Story That Defines PVI’s Mission: Abdullah Al Ruqaishi
At Prakramika Vocational Institute (PVI), we have transformed countless lives, helping neurodivergent individuals find independence, purpose, and dignity through skill-based education. However, one story that is particularly close to my heart is that of Abdullah Al Ruqaishi, an Omani student with Down syndrome who defied all odds to become a successful entrepreneur.
When I first met Abdullah, he was full of potential but lacked structured guidance and opportunities. The idea of helping him become self-sufficient seemed like an ambitious goal, but we were determined. With the right team, dedication, and customized training, we embarked on a four-year journey to equip him with the skills, confidence, and business acumen needed to run his own venture.
Abdullah was trained in various vocations, including handmade crafts, business management, and social interaction. His biggest challenge was building confidence and overcoming societal stereotypes. Through personalized mentorship, practical business training, and hands-on entrepreneurship lessons, he learned to design, create, and market his products.
Today, Abdullah runs his own start-up business, selling handcrafted items and self-made products. He is not just financially independent but also a role model for many other neurodivergent individuals in Oman.
His story proves that with the right support system, patience, and belief, neurodivergent individuals can achieve anything. His success is not just his own—it is a victory for inclusion, for education, and for every child who deserves a chance to dream beyond limitations. Abdullah’s journey reinforces my belief that vocational training can truly change lives, and it motivates me to keep pushing boundaries for neurodivergent empowerment worldwide.
Dr Shabana Parvez: You have helped students with ADHD excel academically and a student with Down syndrome start a business. What factors contributed to their success?
Dr. Gayatri Narasimhan: At Prakramika Vocational Institute (PVI), every success story is a result of personalized education, structured training, and unwavering belief in the potential of neurodivergent individuals. Whether it was helping a student with ADHD excel academically or guiding a student with Down syndrome to become an entrepreneur, the factors that contributed to their success were:
- Individualized Learning & Strength-Based Approach
Every student learns differently, and the key to unlocking their potential is identifying their strengths rather than focusing on their challenges.
✔ For my ADHD student who became a CBSE topper, I adapted my teaching methods using the VAKT (Visual, Auditory, Kinesthetic, Tactile) approach and Multiple Intelligences Theory to match her learning style. With customized study plans, structured breaks, and interactive lessons, she was able to grasp concepts more effectively.
✔ For Abdullah Al Ruqaishi, the Omani entrepreneur with Down syndrome, the focus was on practical skill development. We trained him in hands-on vocational activities, business communication, and customer interactions, ensuring he gained confidence and independence.
- Consistent Mentorship & Encouragement
Many neurodivergent students struggle with self-doubt and societal stereotypes. Encouraging self-belief, celebrating small wins, and providing continuous mentorship played a crucial role in their journeys.
✔ The ADHD student initially believed she wasn’t capable of excelling academically. Through constant motivation, breaking lessons into digestible parts, and reducing exam anxiety, she regained confidence and surpassed expectations.
✔ Abdullah required structured coaching, business exposure, and real-world simulations to help him transition from training to running his own startup.
- Redefining Success Beyond Traditional Standards
✔ Instead of forcing neurodivergent students to fit into a rigid academic structure, I focused on developing skills that aligned with their strengths and real-world applicability.
✔ The ADHD student thrived in a flexible learning environment, and Abdullah excelled in a skill-based, entrepreneurial path.
- Community & Parental Involvement
✔ Training and guiding parents and caregivers to support learning at home was critical. Their involvement, patience, and encouragement reinforced the training received at PVI, leading to long-term success.
- A System That Believes in Possibilities, Not Limitations
✔ The biggest success factor was removing the societal mindset that neurodivergent individuals have limits. When given the right tools, opportunities, and a belief system that empowers them, they do not just succeed—they thrive.
These stories are proof that inclusive education is not about making students fit into a system but about shaping a system that fits every student.
- How do you prepare neurodivergent students for real-world challenges and leadership roles?
At Prakramika Vocational Institute (PVI), we believe that true inclusion is not just about education—it’s about empowering neurodivergent individuals to face real-world challenges with confidence and leadership skills. Our approach goes beyond academics and vocational training, focusing on life skills, social interactions, and independent decision-making.
1. Leadership & Team Building Through Group Learning
✔ Our sessions are designed to simulate workplace and community environments, where students learn to collaborate, lead, and take responsibility.
✔ Role-playing activities help them understand team dynamics, communication etiquette, and conflict resolution.
✔ Students are encouraged to take on leadership roles during projects, which helps them build decision-making skills and self-confidence.
2. Strengthening Social & Emotional Skills
✔ Through structured activities, they learn empathy, understanding, and respect—key qualities for leadership.
✔ Public speaking sessions and anchoring opportunities during events help boost their self-esteem and communication skills.
✔ Workplace interaction training ensures they adapt well to professional settings.
3. Practical Life Skills for Independence
✔ Time management, self-discipline, and problem-solving skills are integrated into daily learning.
✔ They are trained in handling responsibilities, from meeting deadlines to managing personal and professional commitments.
4. Encouraging Self-Advocacy & Decision-Making
✔ We empower students to voice their opinions, make choices, and advocate for their needs.
✔ By removing fear of failure and creating a non-judgmental learning space, we help them build confidence in their abilities.
By integrating these real-world skills into their learning, neurodivergent individuals at PVI graduate not just with knowledge but with the confidence to lead, contribute, and thrive in society.
Global Recognition & Future Plans
Dr Shabana Parvez: You have received recognition from the United Nations, the Prime Minister of India, and other global organizations. What do these recognitions mean to you?
Dr. Gayatri Narasimhan: Receiving recognition from the United Nations, the Honorable Prime Minister of India, and other global organizations is more than just an achievement—it is a powerful encouragement that we are on the right path toward inclusive education and skill development for neurodivergent individuals.
These recognitions are not just for me but for every student, parent, teacher, and supporter who believes in inclusion and equal opportunities. It validates the efforts of PVI and strengthens our mission to reach more individuals, break barriers, and create a world where neurodivergent individuals are valued, respected, and empowered.
I am deeply grateful to our Honorable Prime Minister, Shri Narendra Modi Ji, for his blessings and appreciation. His encouragement has been a huge motivation for the entire PVI family, reaffirming that our work is making a meaningful difference.
Being recognized by the United Nations as a pioneering project under the SDG goals is a testament to the impact of our vision. It reflects how our work aligns with the global movement for inclusive and equitable education, ensuring that no child is left behind.
These recognitions inspire me to work even harder, to expand our reach, and to continue advocating for a world where education is accessible, inclusive, and empowering for all.
Dr Shabana Parvez: You were recently shortlisted for the 2025 Global Teacher Prize. What does this achievement signify for you and for the field of special education?
Being shortlisted for the 2025 Global Teacher Prize is an incredibly special moment for me, and I am truly honored. This recognition is not just about my journey—it represents a growing global awareness of the need for inclusive education and skill-based learning for neurodivergent individuals.
I applied for this prestigious award with one vision in mind—to establish a dedicated college for neurodivergent individuals. This is not about exclusion; rather, it is about equipping them with the right skills, confidence, and training so they can be successfully included in the workforce.
A structured learning environment that respects their challenges, nurtures their strengths, and allows them to choose what they wish to learn is essential for true independence and empowerment. My goal is to create an institution where neurodivergent individuals are not just learners but future professionals, entrepreneurs, and leaders.
Being among the Top 50 globally reaffirms that our work at PVI is making an impact and strengthens my resolve to continue pushing for a more inclusive, skills-driven education system. I am grateful for this opportunity, and regardless of the outcome, my mission remains the same—to bridge the gap between education and employment for neurodivergent individuals and create a world that values abilities over limitations.
Dr Shabana Parvez: What are your future plans for PVI and your work in neurodivergent empowerment?
Dr. Gayatri Narasimhan: At Prakramika Vocational Institute (PVI), my vision is built on three key missions that will redefine inclusive education and skill development for neurodivergent individuals.
1. Merging Special & Regular Schools – Unifying Pathways
I firmly believe that education should not be divided into special and regular schools. There must be only one type of school, where all children are seen as learners with diverse abilities. Through my Unifying Pathways – One School, Many Abilities project, my goal is to create a unified education system where schools cater to all types of learners—regardless of their challenges. At PVI, we have already built a system for this model, and my focus is on implementing it across schools.
2. Establishing an Exclusive Institute for Neurodivergent Learners
While inclusion is crucial, there is also a need for dedicated learning spaces where neurodivergent students can choose subjects that align with their interests and strengths. My mission is to establish an institution exclusively for their upliftment, where they can develop skills that lead to employment and independence. We have already developed 30 courses, and we continue to expand to ensure that every neurodivergent individual finds a path that suits them best.
3. Knowledge Sharing – Creating Inclusion 2.0
I strongly believe that knowledge should never die with an individual—it must be passed on to create a larger impact. That’s why we focus on awareness programs, teacher training, and school support to help existing schools adapt to a more inclusive education model.
Through these initiatives, my goal is to build a future where neurodivergent individuals are not just included but are empowered, valued, and celebrated.
Sustainability & Social Impact
Dr Shabana Parvez: You integrate climate change education into your curriculum as an SDG Ambassador. How do you connect sustainability with special education?
Dr. Gayatri Narasimhan: As an SDG Ambassador for Tamil Nadu State (UNAccc – Unity of Nations Action for Climate Change Council), I ensure that sustainability is not a separate activity but an integral part of our curriculum at Prakramika Vocational Institute (PVI). Climate education is woven into our daily learning, vocational training, and community awareness programs, making it a natural part of our students’ growth and learning journey.
- Sustainability in Everyday Learning & Events
We integrate environmental responsibility into our events, celebrations, and projects. For instance, during Republic Day celebrations, our students participated in planting saplings, reinforcing the importance of green living while celebrating national pride. Instead of conducting standalone sessions, we embed climate education into meaningful real-world experiences that help students develop awareness through action.
- Creative Awareness Campaigns for the Community
Our students use their artistic and communication skills to educate society about climate change. Through flyers, posters, and digital creatives, they help raise awareness on topics like waste management, water conservation, and eco-friendly living. We also organize small talks where our students share their understanding of sustainability, fostering both confidence and social responsibility.
- Sustainable Practices in Vocational Training
We ensure that environmentally conscious practices are included in our skill-based training programs, such as:
✔ Upcycled crafts & handmade paper products – Teaching students how to reuse materials creatively.
✔ Organic gardening & herbal product making – Encouraging self-sufficiency and natural living.
✔ Recycling & waste management awareness – Helping students adopt and promote eco-friendly habits.
By integrating climate education seamlessly into special education, we prepare neurodivergent individuals to be responsible global citizens, ensuring that inclusion and sustainability go hand in hand.
Dr Shabana Parvez: What steps can governments and policymakers take to create better educational opportunities for neurodivergent individuals?
At Prakramika Vocational Institute (PVI), our mission is to create inclusive, skill-based, and accessible education for neurodivergent individuals. However, for true systemic change, governments and policymakers must take proactive steps to ensure equal educational and employment opportunities for all.
- Implement a Unified Education Model – “One School, Many Abilities”
✔ Zero Rejection Policy: Schools must have a zero rejection policy, where no child is denied education due to their neurodivergence. Inclusion should not be just about giving admission—schools must be equipped and trained to support neurodivergent students effectively.
✔ Merging Special & Regular Schools: Inspired by PVI’s “Unifying Pathways – One School, Many Abilities” project, policymakers must merge special and mainstream education, ensuring that neurodivergent students learn alongside their neurotypical peers in a supportive, well-equipped environment.
- Introduce Vocational Training as a Mainstream Educational Path
✔ Vocational education should be part of school curriculums, with structured career pathways for neurodivergent students.
✔ Governments must collaborate with institutions like PVI to integrate certified, skill-based learning programs into education policies.
✔ Schools should focus on practical training that prepares students for real-world employment.
- Financial Support & Scholarships for Neurodivergent Learners
✔ Families of neurodivergent individuals already bear high therapy and medical costs. Governments must provide scholarships, grants, and funding for free education and training programs.
✔ Schools should receive financial support to train educators and develop inclusive curriculums.
- Teacher Training & Curriculum Adaptation
✔ Introduce mandatory teacher training programs on inclusive education and neurodiversity.
✔ Schools must adopt flexible curriculums that integrate VAKT (Visual, Auditory, Kinesthetic, and Tactile) strategies to support different learning styles.
✔ Replace traditional exam-based assessments with practical, skill-based evaluations that reduce anxiety for neurodivergent students.
- Policy-Level Support for Workplace Inclusion
✔ Just as there are job allocations for Persons with Disabilities (PWDs), there must be a separate allocation for neurodivergent individuals. They are often overlooked in employment policies, despite their potential.
✔ Governments must create legal mandates that require workplace accommodations, hiring incentives, and structured job roles for neurodivergent individuals.
✔ Promote entrepreneurship programs to encourage self-employment and financial independence.
- Promote Public Awareness & Community Involvement
✔ Launch nationwide awareness campaigns to reduce stigma and foster social acceptance.
✔ Conduct parent training programs, similar to those led by PVI, to equip families with the right knowledge and strategies to support their children’s education and independence.
By implementing these policy-driven changes, governments can create a truly inclusive society where neurodivergent individuals are not just accommodated but actively empowered—a vision that PVI is committed to making a reality.
Message to the Audience
Dr Shabana Parvez: What advice would you give to parents of neurodivergent children who struggle to find the right support?
Dr. Gayatri Narasimhan: As a special educator, vocational trainer, and advocate for inclusive education, I understand the challenges that parents face when searching for the right support for their neurodivergent child. At Prakramika Vocational Institute (PVI), we believe that every child is capable—they just need the right guidance, training, and opportunities to shine.
- Equip Them Holistically – Focus Beyond Academics
Parents often worry about academic success, but education goes beyond textbooks. The goal should be to develop life skills, vocational skills, and confidence to help them become independent and self-reliant.
✔ Identify their strengths and interests—let them explore skills beyond traditional subjects.
✔ Encourage practical learning through hands-on experiences rather than just classroom-based education.
✔ Focus on daily living skills, self-advocacy, and emotional regulation, as these are just as important as academics.
- Seek the Right Support & Never Hesitate to Ask for Help
Finding the right educators, therapists, and institutions can make all the difference.
✔ Look for structured training programs like those offered at PVI, where we provide free skill-based education tailored to neurodivergent learners.
✔ Work with teachers, counselors, and therapists who understand inclusive learning strategies.
✔ Join support groups—connect with other parents who are on the same journey, as collective learning can be empowering.
- Have Faith in Your Child’s Potential
✔ The biggest strength a neurodivergent child can have is a parent who believes in them.
✔ Progress may take time, but every small step is a victory—celebrate it.
✔ Teach them to embrace challenges, build resilience, and find their own path to success.
At PVI, we believe that no child is “less”—they just learn differently. With the right training, encouragement, and belief, they can achieve independence, dignity, and success in their own unique way. Trust the process, support them holistically, and never stop believing in their abilities!
Dr Shabana Parvez: How can educators, corporates, and society at large contribute to building a more inclusive world?
Dr. Gayatri Narasimhan: Creating an inclusive world is not just about education—it is about changing mindsets, providing opportunities, and ensuring that neurodivergent individuals are included at every level of society. True inclusion happens when educators, corporates, and society work together to break barriers and embrace diversity.
- The Role of Educators: Inclusion Begins in the Classroom
✔ Teach Inclusion from a Young Age: When students learn together, they grow together. Schools must integrate neurodivergent students into mainstream classrooms using inclusive teaching methods like VAKT (Visual, Auditory, Kinesthetic, and Tactile) strategies.
✔ Create Equal Learning Opportunities: Inclusion is not just giving admission—it’s about providing the right support, modified learning strategies, and skill-based education so that every student can thrive.
✔ Train Teachers in Inclusive Practices: Educators must be equipped with the right knowledge to support diverse learners. Training programs, like those offered at Prakramika Vocational Institute (PVI), can help teachers understand neurodivergence and adapt their methods accordingly.
- The Role of Corporates: Employment & Workplace Inclusion
✔ Provide Job Opportunities for Neurodivergent Individuals: Inclusion must extend beyond education. Companies should actively hire neurodivergent individuals, recognizing their unique skills and capabilities.
✔ Create Neurodivergent-Friendly Work Environments: Workplaces should have structured roles, accessible workspaces, and flexible job training programs to ensure neurodivergent employees succeed.
✔ Allocate Positions for Neurodivergent Individuals: Just as workplaces have quotas for Persons with Disabilities (PWDs), there should be specific job allocations for neurodivergent individuals, ensuring they are not overlooked.
- The Role of Society: Changing Mindsets & Breaking Barriers
✔ Encourage Young Minds to Embrace Inclusion: If children learn together, they will work together and live together without discrimination. Parents, schools, and communities must promote understanding, respect, and acceptance.
✔ Support Neurodivergent Entrepreneurs: Encourage small businesses run by neurodivergent individuals—support their work, buy their products, and create opportunities for financial independence.
✔ Raise Awareness Through Media & Community Programs: The more society understands neurodiversity, the more inclusive and accepting it will become.
A Shared Responsibility for Inclusion
Inclusion isn’t just one person’s responsibility—it’s a collective effort. If educators teach inclusion, corporates create job opportunities, and society accepts diversity, then we are truly building a world where everyone has a place, a purpose, and the dignity they deserve. This is the vision PVI works toward every day!
Dr Shabana Parvez: Finally, what message do you have for aspiring teachers and advocates in the field of special education?
Dr. Gayatri Narasimhan: The world needs more educators and advocates in the field of special education now more than ever. According to UNESCO, the global shortage of teachers is a pressing issue, and when it comes to special educators, the gap is even wider. Millions of neurodivergent individuals lack access to trained teachers who can support their learning needs, and this is where we need more passionate, committed individuals to step in.
To all aspiring teachers and advocates, I urge you to consider this field not just as a profession but as a purpose. Teaching neurodivergent individuals requires patience, creativity, and a belief that every learner has potential. It is about breaking barriers, challenging stereotypes, and creating opportunities for those who are often overlooked.
At Prakramika Vocational Institute (PVI), we have seen how the right training and support can transform lives—students who once struggled have become independent professionals and entrepreneurs. This is the power of inclusive education, and we need more hands, more hearts, and more minds to continue this mission.
If you are passionate about education and inclusion, step forward. Get trained, spread awareness, and be the change that neurodivergent individuals need. Every teacher who chooses this path is not just shaping students but shaping a more inclusive world.
