What does it take for a child with visual impairment to truly experience science?
For sighted students, science is taught through diagrams, charts, and demonstrations. But for a child who cannot rely on sight, learning must be different. It must be accessible, inclusive, and experiential—using sound, touch, and movement to bring concepts to life.
At the Light House for the Blind school in Malda, the institution has always been deeply committed to its students. Yet, opportunities to explore subjects like science and mathematics were limited.
Bridging systemic gaps through inclusive STEM education
Since 2023, the Cognizant Foundation, in collaboration with Vision Empower, has introduced a hands-on STEM learning initiative across 10 special schools in West Bengal.
Through this initiative:
- Students engage in experiential STEM learning
- Assistive technologies enable independent access
- Program coordinators support classroom facilitation
- Teachers receive capacity-building for inclusive education
Before: Learning without access
For Subhastryan Mardi, a Class X student, this support came at a crucial stage.
Coming from a modest farming family in Kalna, he was born with low vision and often felt caught between two worlds—neither fully blind nor fully sighted. Reading printed text was difficult, and learning Braille was not easy.
Over time, his confidence declined, classroom participation reduced and he preferred to remain silent and unnoticed! Science and mathematics felt distant and difficult to engage with.
Turning point: A new way of learning
Everything began to change with the introduction of inclusive STEM learning.
Through Computational Thinking (CT) games, Hands-on STEM activities, Assistive tools like Hexis Braille Reader and IRIS tactile audio device, Subhastryan was introduced to learning that was interactive, accessible, and engaging.
Gradually, even Braille became easier.
After: From hesitation to participation
With consistent support from teachers and program coordinators, Subhastryan began stepping out of his comfort zone.
The quiet student who once avoided attention began to:
- Participate actively in class
- Engage in discussions and quizzes
- Take part in inter-school competitions
- Speak confidently in public settings
In November 2025, he represented his school at an Inter-School Science Exhibition, demonstrating digital learning tools to visitors—a moment of confidence and pride.
Growing confidence and future aspirations
Today, Subhastryan approaches learning with curiosity and confidence.
Science, once abstract, has become meaningful and engaging. He now dreams of studying Physics and becoming a science teacher.
Evidence of impact at scale
This transformation is not limited to one student.
At the school 79 students and 12 teachers are now part of a learning environment where science is explored through touch, experimentation, and discussion.
Teacher’s perspective
“As a Physical Science teacher, I have observed his deep curiosity and genuine interest in physics. He constantly asks thoughtful questions and continues the discussion until he fully understands the concept.
During the chapter on Gas Laws, he confidently explained Charles’s Law and Boyle’s Law, including their mathematical relationships, to his peers. The clarity with which he approached the concepts showed not only his understanding but also his ability to think scientifically and logically.
It is encouraging to see such enthusiasm for learning science at a young age, and I believe he has great potential to grow further in this field.”
Why this matters
Subhastryan’s journey shows that when learning is designed to be accessible, it becomes meaningful.
Through inclusive STEM education, students are not just able to learn—they are able to participate, question, and aspire.
Because inclusion is not just about access.
It is about enabling every child to experience, explore, and grow.