CHALLENGES FOR CHILDREN FROM MARGINALISED INDIAN COMMUNITIES

Abstract

Backround: Literacy is a necessary first step toward social and economic development for India's underprivileged communities. They can not only gain access to the numerous basic services and rights to which they are entitled, but also improve their standard of living by expanding their options. Children from underserved Indian communities who do not have access to literacy materials such as books and stories, as well as formal language, reading, and writing development, do not develop their brains as well as their more privileged counterparts. A large proportion of India's youngsters are unable to demonstrate even the most basic levels of reading achievement, a problem that has been highlighted in children from low-income households, scheduled castes and tribes, and ethnic minority groups. Methodology: This review study is based on the source of secondary data include books, articles, libraries, reports, personal sources, journals, newspapers, websites, government records and online data, etc Aims and Objectives: It is aim in this review article to identify the factors that cause children to be marginalised within socially disadvantaged groups as well as the challenges and opportunities that hinder or enable marginalised and vulnerable children from gaining access to their right to education. Conclusion: To achieve equitable and inclusive quality education and lifelong learning for everyone, it is critical to not only give access, but also to guarantee that marginalized children stay in school. Marginalised groups are frequently left behind, depriving children from their right to education. Discrimination fosters an unwelcoming environment, which can lead to absenteeism and eventually the children’s refusal to attend school. It appears that present educational programmes should equip to address the requirements of children who are vulnerable to marginalization and exclusion for establishing a brighter future together.