A 16-year-old student from Kozhikode, Aysha Sameeha, has publicly appealed to the new Kerala government for timely distribution of Braille textbooks, citing their absence as the reason she had to discontinue her studies last academic year. This plea highlights an ongoing systemic issue where Braille materials for higher secondary education appear to be inconsistently available. Sameeha's situation, which saw her drop out just before the Plus One final exams in March due to the lack of essential study aids, underscores the profound impact these delays have on educational continuity for visually impaired learners.
The student's public appeal, made via a Facebook post on Wednesday, May 20, specifically addressed Chief Minister V.D. Satheesan and Education Minister N. Samsudheen. She emphasized the need for the current administration to guarantee the timely arrival of Braille textbooks this year. Her initial attempts to procure the books were met with resistance, being told that printing beyond Class X was not prioritized due to perceived low demand.
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While this particular case points to significant disruptions, other reports suggest efforts towards greater accessibility are underway in Kerala. One article suggests that the Department of General Education has pledged to provide Braille textbooks for Classes 11 and 12 for the new academic year, aiming to make education "truly accessible." This indicates a potential shift in policy and provision, contrasting with Sameeha's recent experience. Such initiatives are presented as complementary to broader systemic changes intended to ensure "no student is left behind."
In parallel, the state's Kerala State Literacy Mission Authority (KSLMA) has initiated a program called ‘Deepthi’. This program focuses on teaching Braille to individuals aged 15 and above who have visual impairments. However, the implementation of 'Deepthi' faced hurdles due to a lack of existing data on the number of visually impaired individuals across districts, making identification and recruitment of learners and instructors a complex undertaking.
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A comparison with Tamil Nadu reveals similar challenges. Reports from June 16, 2025, indicate that while government schools in TN received textbooks on the first day of the academic year, visually impaired students and teachers faced a "long wait." This suggests that the issue of textbook accessibility for the visually impaired is not confined to one region and extends to other states, impacting both students and educators within the system. Sources within the National Institute for the Empowerment of Persons with Visual Disabilities (NIEPVD) mentioned that printing commences upon receiving requests from schools, with delivery expected within a few days, a process that seems to have lagged in implementation for some students.
