Disability Perspectives: Empowerment and Capacity Utilisation in Kerala

Linchu Elizabeth Samuel, Rony Thomas Rajan, Suresh Mathew George — Wed, 01 Jul 2026 11:42:36 +0000

The study examines disability in Kerala through the dual lenses of empowerment and capacity utilisation, combining theoretical frameworks from the Social Model of Disability and Amartya Sen’s Capability Approach with empirical evidence from the Census of India (2011), the NSS 76th Round (2018), and the Kerala Disability Census (2015). Using a quantitative-descriptive design, the study documents the paradoxical nature of Kerala’s disability profile: higher survival and reporting of disabilities alongside persistently poor economic and educational outcomes for persons with disabilities (PWDs). Key findings show that Kerala records a marginally higher disability prevalence than the national average, a distinctive category mix (notably higher shares of locomotor, mental illness, and multiple disabilities), a high dropout rate (43%) in education, and extremely low employment participation (over 80% non-employment). District-level analysis reveals modest spatial variation but uniformly weak labour-market absorption and concentrated household burdens. Policy review indicates progressive legislation (RPwD Act, 2016; Kerala Rules, 2020) and numerous welfare schemes, yet implementation gaps, an emphasis on palliative transfers, and inadequate workplace accommodations impede the transition from protection to participation. The study argues for a reorientation from welfare-based responses toward rights- and capability-enhancing strategies, inclusive infrastructure, enforceable employment provisions, skill-to-job linkages, and district-tailored interventionsto convert Kerala’s human capital into meaningful social and economic participation.

Integrating Artificial Intelligence in Writing Pedagogy: Opportunities and Challenges

Mukesh Soni, G.R. Hegde — Wed, 01 Jul 2026 11:47:09 +0000

The integration of Artificial Intelligence has brought a notified improvement in writing pedagogy, creating both challenges and opportunities for educators and learners. This study examines the key role of AI in writing instruction. This study is based on a thematic analysis of the literature (2020-2026). The present study mentions that the integration of AI with writing instruction cannot be considered an individual cognitive activity. However, it can be viewed as an interactive, collaborative, and computational process. This article focuses on the main benefits of such collaboration, such as continuous feedback, personalized learning, and creative engagement. At the same time It also explores challenges such as over-reliance on technology, data privacy, algorithm bias, academic integrity, and decreasing creative thinking. The present study proposes a novel pedagogical framework for AI collaboration with writing integration to address these issues. It also emphasizes the leading role of educators in implementing AI efficient and ethical implementation of AI. The study concludes that writing instruction can be enhanced effectively if it is integrated with sound pedagogical practices, timely ethical guidelines, and empirical classroom-based research across different educational contexts.

Shanlax International Journal of Arts, Science and Humanities

Disability Perspectives: Empowerment and Capacity Utilisation in Kerala

Integrating Artificial Intelligence in Writing Pedagogy: Opportunities and Challenges