UNESCO is committed to delivering Sustainable Development Goal 4 (SDG4) by 2030, the agenda is to ensure inclusive and equitable quality education promoting lifelong learning opportunities. The special needs education system is an absolute -Term Differently Abled Champion Development program (LTDACD), where the individual learning deliverables are custom-tailored including customized evaluation techniques by creating the baselines of physical, mental and spiritual capabilities of every single specially-abled person. This LTDACD program can be so specific that we need to have a deployable generative pretransformer model ensuring a unique program to be created upon a build in common foundation. It involves synchronizing mental and physical abilities by setting milestones for every individual. The development of social skills, emotional regulations and self-esteem through participation in an adapted choice of skills. Both sports and academic education must have a performance-driven milestone system, and it should encourage participation in both recreational and competitive skill development simultaneously. This mechanism can thus offer appropriate pathways for each specially-abled person to reach a champion status or an extraordinary performer level and have the resilience to sustain a balanced physical, mental and spiritual lifestyle. The execution of such a process at a large scale requires a well-designed policy framework and funding for creating the LTDACD ecosystem. The novel teaching and evaluation system will bridge the systemic lack of trained mentors and teachers and will also enable accessibility, equitability and consistency along with bringing community support. It is vital to craft the individual components of the system to be self-sufficient, transparent and traceable to implement and monitor its deliverable goals.

Authors: Nandish Ramesh Pethani, Amit Mehndiratta

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/WCSNE.2024.0016
• ISBN: 978-1-913572-75-4
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK