This case study examines the educational practices of Pushpa Khanna Memorial Centre (PKMC) in Kanpur, Uttar Pradesh, India, as a model of neuroinclusive education in India. Based on in-depth interviews, ethnographic observations, and institutional documents, it explores how PKMC enables neurodiverse children to achieve acceptance and recognition through individualized pedagogy, therapeutic integration, and parental engagement. Underpinned by the capabilities approach as its theoretical framework, this study highlights the transformative role of parents and special educators in shaping inclusive outcomes while also exposing persistent structural and cultural barriers in mainstream education. This case contributes to broader debates on disability justice, educational reform, and the operationalization of quality-focused adaptive pedagogical practices in low-resource contexts.