Representation of Intellectual Disability in Cinema: A Comparative Analysis of Taare Zameen Par and Wonder

Abstract

This paper examines the representation of intellectual disability in educational settings through a comparative analysis of Taare Zameen Par (2007) and Wonder (2017). Employing the Social Model of Disability and Narrative Prosthesis Theory, the research investigates the representation of disability in cinema as an identity shaped by societal perceptions and as a narrative device that enables emotional and educational transformation. This research examines the role of schools, teachers, and social groups in the experience of inclusion and exclusion of children with learning difficulties through a qualitative film analysis approach. It illustrates
how cultural paradigms shape the representation of intellectual diversity and educational intervention in films by comparing the Indian and Western settings. The study recognizes the presence of narrative conventions about disability in films while also exploring cases that subvert these conventions by emphasizing empathy, dignity, and adaptive pedagogy. The results show that, while both films increase awareness and emotional engagement, they are primarily based on individualized stories of transformation, potentially masking systemic obstacles embedded in the structure of education. Overall, this research reaffirms the role of responsible storytelling in addressing preconceptions related to ableism. The study also shows how films can be used to inform people about the goals of inclusive education.