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Indian Society living in easier circumstances. Furthermore, disability creates and exacerbates poverty by increasing isolation and economic strain, not just for the individual but for the family; there is little doubt that disabled people are among the poorest in poor countries. Approach adopted for the disabled in Census 2011 Box 5.5  InformationondisabilitywascollectedduringthePopulationEnumerationphase of Census 2011 through ‘Household Schedule’.  Questions on disability were asked about all persons in the household.  Enumerators were instructed to contact the disabled person in the households, besides the respondent, to collect information.  All types of household, i.e., ‘National’, ‘Institutional’and ‘Household’, were covered.  Questions and instructions on disability were finalised after field trial of selected questions, including disability in selected area; extensive deliberation was held with civil society organisations and nodal ministry; pre-test of all census questions covering rural/urban sample in all States was conducted.  Aspects considered in finalising questions: simple nomenclature of the types/ categories of disability for easy comprehension by both enumerator and respondent, relevance of data for the planners and policy-makers, feasibility of canvassing the question to cover all types of disabilities as listed in the Persons with Disabilities Act, 1995, and the National Trust Act, 1999.  A filter question to ascertain disability status was included.  Attempt was made to collect information on eight types of disabilities as against five in Census 2001.  The placement of the question on disability in the census Schedule was changed and the question was brought forward.  Special efforts were made to improve the coverage, which included extensive training to the enumerators and publicity measures. Significantly, efforts to redress the situation have come from the disabled themselves. The government has had to respond as the notification in Box 5.8 shows. It is only recently with the efforts of the disabled themselves that some awareness is building in the society on the need to rethink ‘disability’. This is illustrated by the newspaper report on the next page. Recognition of disability is absent from the wider educational discourse. This is evident from the historical practices within the educational system that continue to marginalise the issue of disability by maintaining two separate streams – one for disabled students and one for everyone else. In this chapter we have looked at caste, tribe, gender and disability as institutions that generate and perpetuate inequalities and exclusion. 92 However, they also provoke struggles against these inequalities. Historically, the understanding of inequality in the social sciences has been dominated by notions of class, race and more recently, gender. It is only later that the Reprint 2026-27