Which is not a role of educational institutions in addressing the needs of…

Concept: Inclusive education requires an educational institution to actively widen a special-needs child's participation in the mainstream system — through non-discriminatory access, physical/curricular accessibility, and adequate support services — so the child learns alongside peers rather than being set apart. A genuine institutional role therefore always increases participation; it never substitutes segregation for it.

Application: Checking each listed practice against this principle, three of them widen participation — they help a child with special needs enter, physically access, and academically cope with the mainstream classroom. One practice instead identifies the child's special need only to pull the child out of mainstreaming altogether. Removing a child from the mainstream is segregation, the exact opposite of inclusion, so that practice is the one that is NOT a genuine institutional role.

• Admission without discrimination lets a child with special needs enter the mainstream system on an equal footing — a foundational inclusive-education duty.

• Accessible infrastructural facilities (ramps, adapted washrooms/labs, assistive equipment) remove the physical barriers that would otherwise keep such a child out of the mainstream classroom.

• Necessary support services (resource rooms, special educators, therapy, assistive aids) let the child cope with mainstream academic demands rather than being withdrawn from them.

• Identifying a special need and then using that identification to exclude the child from mainstreaming reverses the inclusion mandate — assessment is legitimate, but acting on it by segregating the child is not.

Cross-check: Under the RPWD Act, 2016 and the mainstreaming/least-restrictive-environment principle, an institution's duty is to identify a special need in order to SUPPORT the child within the mainstream setting, never to remove the child from it. So the practice that pairs identification with exclusion from mainstreaming fails the inclusive-education test and is the one that is NOT a role of educational institutions.