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<p>This correspondence critically examines Vincent (2024). It expands on the parallel care model of BUDS schools, BUDS vocational rehabilitation centres (VRCs), and Samagra Shiksha Kerala Block Resource Centres (SSK-BRCs) in Kerala. It clarifies institutional distinctions, age-specific mandates, and conceptual alignments with community-based rehabilitation (CBR). While BUDS schools offer specialised education for children with developmental and intellectual disabilities (IDDs), BUDS VRCs (vocational training centres) focus on employment training for individuals aged 18 and above. In contrast, SSK BRCs promote inclusive education by integrating children with disabilities into regular classrooms, fostering attitudinal change and social inclusion. The correspondence addresses systemic challenges, funding gaps, and therapist shortages, and proposes policy measures, including public–private partnerships, incentives for therapist training, and district-level monitoring. It advocates for more precise institutional boundaries to enhance service delivery and uphold the rights of persons with disabilities as outlined in the Persons with Disabilities Act 2016. Ensuring transparency, accountability, and inclusive growth across Kerala’s disability support systems.</p>

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Parallel Streams of Care: Unpacking BUDS and BRCs in Kerala’s Inclusive Education Mission

  • 期刊论文

  • 发表日期：

    2025年12月8日

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  • Boban Joseph

摘要

This correspondence critically examines Vincent (2024). It expands on the parallel care model of BUDS schools, BUDS vocational rehabilitation centres (VRCs), and Samagra Shiksha Kerala Block Resource Centres (SSK-BRCs) in Kerala. It clarifies institutional distinctions, age-specific mandates, and conceptual alignments with community-based rehabilitation (CBR). While BUDS schools offer specialised education for children with developmental and intellectual disabilities (IDDs), BUDS VRCs (vocational training centres) focus on employment training for individuals aged 18 and above. In contrast, SSK BRCs promote inclusive education by integrating children with disabilities into regular classrooms, fostering attitudinal change and social inclusion. The correspondence addresses systemic challenges, funding gaps, and therapist shortages, and proposes policy measures, including public–private partnerships, incentives for therapist training, and district-level monitoring. It advocates for more precise institutional boundaries to enhance service delivery and uphold the rights of persons with disabilities as outlined in the Persons with Disabilities Act 2016. Ensuring transparency, accountability, and inclusive growth across Kerala’s disability support systems.