Special education in Delhi is teaching, not therapy, and it is not tuition either. Tuition re-teaches the same material the same way, more slowly. Special education changes how it is taught, so that a child who cannot learn it one way can learn it another. The short answer is both our Delhi centres, Vasant Kunj and Malviya Nagar, and which one is a question of your journey rather than of the service. Most of the work is done alongside a school rather than instead of one.
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Centre: eMbrace Vasant Kunj
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Address: C-7, Sector C, Pocket 5, Basement, Grand Vasant Kunj, New Delhi 110070
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Nearest metro: Munirka on the Magenta Line is nearest, Chhatarpur on the Yellow Line is the usual access point for the Vasant Kunj sectors
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Phone: +91 99715 76800
Which of our Delhi centres you would use
We have two centres in Delhi, and which one you use is a question of geography rather than service, because the same pathway runs at both.
eMbrace Vasant Kunj, at C-7, Sector C, Pocket 5, Grand Vasant Kunj, is the larger team and serves south-west Delhi: Vasant Vihar, Munirka, R.K. Puram, Safdarjung Enclave, Anand Niketan, Shanti Niketan, Moti Bagh and Chanakyapuri.
eMbrace at Rainbow, Malviya Nagar, at FC-29, Plot No. 5, Geetanjali, beside Malviya Nagar Metro Station Gate No. 1, serves the Yellow Line corridor through Saket, Hauz Khas and Green Park, and the drive-in catchment of Greater Kailash and Defence Colony. It runs inside Rainbow Children's Hospital, so multidisciplinary therapy sits in the same building as assessment.
If you are in north or west Delhi, either centre is a real journey, and we would usually suggest starting online and coming in only for the parts that have to happen in a room.
Sessions run weekly or twice weekly, and unlike our therapy services a good deal of the value sits outside them, in what a school agrees to do differently. That means the liaison work matters as much as the teaching hours, and it is worth telling us on the intake call how willing your child’s school is to adapt, because it changes what we aim at.
For parking, the nearest drop-off point and the quickest route at your particular time of day, ask on the intake call. Traffic and parking around every one of these centres change enough through the day that current directions from someone who works there beat anything we could fix on a web page.
When special education is the right answer
It is the right answer when a child has the ability to learn the material and cannot access it the way it is being delivered. It is the wrong answer when the underlying issue has not been identified yet, which is why a good deal of this work follows an assessment rather than preceding one.
- Years of extra tuition that has not closed the gap
- An assessment identifying dyslexia, dysgraphia, dyscalculia or an intellectual disability, with nobody teaching to it
- A child falling further behind each year despite understanding the ideas when they are explained aloud
- A school willing to adapt but unsure what to actually change
How we work with schools directly is set out on our schools partnership hub.
How the work is planned
It starts with a written baseline of what a child can currently do, taken from testing and from their actual schoolwork rather than from marks. From that we write an individualised education plan: a small number of targets, the methods that will be used, and a date on which it is reviewed.
The teaching itself is structured and multisensory, particularly for literacy and number, which means material is presented through more than one channel and built in a deliberate sequence rather than assumed. Progress is measured against the plan, not against the class.
What the work looks like here
Across our Delhi centres the work is structured literacy and numeracy teaching, individualised education plans and school liaison, usually following an assessment that identified a specific difficulty.
The city-wide pattern is years of tuition preceding the referral. It is worth saying plainly: if three years of extra teaching has not closed a gap, the problem is not the amount of teaching.
Who you would see
Dr Supriya Malik, Founder and CEO, and Head of the Child Development Centre at Rainbow
PhD in Developmental Psychology from the University of Birmingham, where she was also a postdoctoral researcher, and a Chartered Psychologist with the British Psychological Society in the UK. She designed the assessment and therapy pathways every eMbrace centre runs.
Across our Delhi centres, the clinicians who take this work are:
Dhriti Dharana, Clinical Lead
MSc in Clinical Health Psychology and Well-being from Middlesex University, UK. Behavioural therapy with neurodivergent children and parent training, from a neurodiversity-affirming position. Works in fluent English and native Hindi.
Which of them you see is decided on the intake call rather than by whoever has the next free slot, and you are told who it will be before you book. Fuller biographies are on our about page.
Schools and services we already work with
This is the service where the schools we work with matter most, because most of the work happens in partnership with one. Around Delhi those include:
We work with The British School in Chanakyapuri on psychoeducational, cognitive and risk assessments, therapy for children and adolescents, and workshops for teachers, parents and pupils.
Since 2024 we have run screening camps, teacher training and on-site counsellor support at Woodstock School in Mussoorie, with a referral pathway into full psychoeducational and cognitive assessment.
Since 2025 we have delivered digital wellbeing and cyber safety workshops, teacher training and on-site counsellor support at The Doon School in Dehradun, with a referral pathway into assessment.
Our Malviya Nagar centre runs inside Rainbow Children's Hospital, New Delhi, which is why occupational therapy, physiotherapy, speech therapy, behaviour therapy and special education sit in the same building as assessment.
Fees, review, and working with the school
Fees are quoted upfront on your intake call and depend on frequency and on whether school liaison is part of the arrangement.
Plans are reviewed on a set date, usually each term, against the targets written at the start. Special education is slower than families hope: it is skill building, and skills accumulate rather than arrive. We would rather set that expectation at the beginning than have you judge the first term against a hope nobody stated out loud.
Frequently asked questions
Tuition re-teaches the same material the same way, more slowly. Special education changes how it is taught, planned against a written baseline and reviewed on a set date.
If three years of extra teaching has not closed a gap, the problem is not the amount of teaching. That is the clearest city-wide pattern we see.
Vasant Kunj, where this work is based, or Malviya Nagar inside Rainbow. Who you would work with is confirmed on the intake call.
Yes, and it is often the more valuable half. Turning a report into specific classroom changes usually does more than the teaching hours alone.
You get the figure on your free 15-minute intake call, depending on frequency and whether liaison is part of it.
Book, or check first
Start with the free 15-minute intake call. It is with a clinician, fees are quoted on it, and if we are not the right service for your child we will tell you on that call rather than after you have paid for an appointment.
Book a free intake call