ABSTRACT
One of the main tenets of subaltern studies is studying the general attribute of subordination expressed through axes such as class, caste, gender and age, to which we can add disability. How does then the disabled person write herself? This chapter shows how the Western disability studies theories of inclusion can be unpacked and informed through simple notions of innovations through informality. Various traditional Indian children's games are analysed to show how they teach us ways of including the disabled child in innovative ways. The chapter identifies two conditions of postcoloniality and the ways to decolonise them through reviving and renewing the pre-colonial scene.
