29-09-2026:Address by the Hon’ble Governor of Uttarakhand “Mapping Children with Specific Learning Disability (Dyslexia) and Autism Programme”

Jai Hind!

Respected dignitaries on the dais, esteemed experts, doctors, teachers, representatives of social organisations, parents, and my dear children,

It gives me immense pleasure to be present amongst you today at this extremely important and sensitive programme.

Our Sanatan culture has always prayed for the welfare of the entire humanity:

“Sarve Bhavantu Sukhinah, Sarve Santu Niramayah,
Sarve Bhadrani Pashyantu, Ma Kashchid-Duhkha-Bhag-Bhavet.”

It means: May everyone be happy, may everyone be healthy, may everyone see what is auspicious, and may no one suffer.

This is not merely a prayer; it represents our Indian way of life. It reminds us that the true measure of progress is when no one is left behind in the journey of development.

Today’s Mapping Campaign is an important step towards translating this humane and sensitive approach into meaningful action. I extend my heartfelt congratulations to Shri Tarun Vijay Ji, the Education Department, experts, social organisations, and everyone associated with this meaningful initiative.

Lord Krishna says in the Bhagavad Gita:

“Atmaupamyena Sarvatra Samam Pashyati Yo’rjuna,
Sukham Va Yadi Va Duhkham Sa Yogi Paramo Matah.”

It means that one who sees the happiness and suffering of others as one’s own possesses the highest form of understanding.

In my view, our approach towards children with special needs must be guided by precisely this sense of equality, empathy and sensitivity.

They do not need pity; they need opportunity.
Not merely sympathy, but support.
Not isolation, but acceptance.
And above all, the opportunity to move forward with dignity and self-confidence.

Timely identification of the specific needs of children with dyslexia and autism is extremely important. Often, difficulties in learning may be misunderstood as weakness, lack of attention, or simply as behaviour that is different from the norm. This can also affect a child’s confidence and self-esteem.

Therefore, I firmly believe that a child’s difficulty must not be viewed as a deficiency, but understood as a specific need.

If identification happens at the right time, support can be provided at the right time. And when the right support reaches the child at the right time, the child can progress according to his or her true potential.

This is why today’s Mapping Campaign is not merely an exercise to determine how many children require support. It is a means of understanding where these children are and what kind of assistance, expertise and resources they require.

Accurate mapping can become an important foundation for effective planning, providing specialised services, and ensuring that welfare programmes reach the children who need them.

In my view, mapping will truly succeed only when the data collected translates into visible support on the ground.

Data should lead to planning;
planning should lead to resources;
resources should lead to support;
and support should lead to a better life for the child.

That is the real measure of the success of this campaign.

In this entire effort, our teachers are one of the most important links.

A teacher spends every day with a child. A teacher is often the first person who can understand the child’s learning patterns, behaviour, participation and unique abilities.

Therefore, sensitising principals and teachers and providing them with the necessary training is extremely important.

One of the key objectives of this programme should be to enable teachers to recognise the difficulties faced by children and, whenever required, facilitate their access to appropriate professional and specialised support.

I would especially like to say to my fellow teachers:

Do not measure a child’s ability by a single mistake.
Recognise the ability that makes that child different.

Every child does not learn in the same way.

Therefore, the purpose of education should not be to fit every child into the same mould. Rather, it should be to provide every child with an opportunity to progress according to his or her abilities and needs.

Alongside this, the role of the family is equally important.

If a child shows any specific learning or behavioural needs, the family should not hesitate to seek professional guidance or feel compelled to hide the issue.

Seeking timely support is not a sign of weakness; it is a responsibility towards the child’s future.

A strong support system for a child can be created only through coordinated efforts involving the family, school, doctors, special educators, counsellors, social organisations and the administration.

The distinctive strength of this programme is precisely this effort to bring people from different fields onto one platform and work collectively towards meaningful solutions.

We must move towards an inclusive education system where every child receives an equal opportunity to learn, play, express talent and move forward in life.

The National Education Policy 2020 also emphasises equitable and inclusive education and stresses the need for appropriate support, special educators, resource centres and assistive technology to ensure the full participation of children with disabilities in education.

Hon’ble Prime Minister Shri Narendra Modi Ji has also consistently emphasised dignity, accessibility and opportunities for persons with disabilities.

This approach inspires us to look at children with special needs not merely as recipients of assistance, but as individuals with abilities, potential and talent who deserve opportunities to contribute to the nation-building process.

Devbhoomi Uttarakhand is known not only for its spiritual traditions but also for its human sensitivity and compassion.

I believe Uttarakhand should become a state where no child’s specific need becomes a barrier to his or her progress.

Whether a child is in our plains or in a remote mountainous region, our endeavour should be to ensure that geographical distance does not become an obstacle to accessing support.

Ensuring timely identification, appropriate guidance and access to necessary specialised services is our collective responsibility.

I would like the information generated through this mapping exercise to become a foundation for policy-making, teacher training, expansion of specialised services and, most importantly, for building a better future for our children.

Mapping is a beginning, not the destination.

The information gathered must be followed by continuous identification, counselling, training and support.

Our objective should not merely be to know how many children require assistance.

Our objective must be to ensure that every child receives the specific support he or she needs, at the right time.

In conclusion, I would like to say one thing in particular:

Do not make a child’s difficulty his or her identity.
Make the child’s ability his or her identity.

Timely identification can protect a child’s confidence.

A sensitive teacher can change a child’s life.

A supportive family can give a child new wings.

And an inclusive society can give every child the confidence to know that he or she is an equally important part of that society.

Let us, therefore, not merely inaugurate a Mapping Campaign today.

Let us inaugurate a way of thinking in which:

Identification is timely;
support is need-based;
education is inclusive;
and behaviour is respectful.

Together, let us build an Uttarakhand where every child has the opportunity to recognise his or her potential, develop it, and pursue their dreams.

And where every child can say with confidence:

“My difficulty is not my limitation;
my ability is my identity.”

With this faith, this sensitivity and this resolve, I extend my heartfelt wishes for the success of this important Mapping Campaign.

Vande Mataram!
Bharat Mata Ki Jai!
Jai Hind!