Volume 13 : Issue 13.1 (2026)

Implementing Gijubhai's Child-Centric Model for Low Vision Inclusion (NEP 2020)

India’s National Education Policy (NEP 2020) centres inclusive, learner centres pedagogy yet practical models for mixing traditional child centric teaching with modern assistive technologies for students with low vision remain underdeveloped. This paper defines the design, application and evaluation framework of a blended interference that operationalises Gijubhai Badheka’s child centric pedagogical values within mainstream primary classrooms through targeted AI supports. The intervention consists of 3 interlocking components: 1. Pedagogy – teacher professional development that translates Gijubhai’s prominence on experimental, play based, and interest driven learning into available lesson plans and design adaptations. 2. Technology _ development of light weight, context suitable AI enabled tools customized for low resource school settings 3. Ecosystem – school level inclusion protocols co created with parents, special educators and local administrators to confirm continuity across home and school. Using a mix method approach, quasi experimental design with matched controls, the study will assess outcomes across academic achievement, functional visual access, socio economic inclusion and teacher competency over a period of 1 year. Process assessment will document fidelity, usability and appropriate moderators through classroom observation, log data analysis from AI tools, and interviews. Hypothesis was done that the integrated model will improve assessable learning outcomes and participation for children with low vision while improving teacher capacity to implement inclusive practices in configuration with NEP 2020. It concludes by presenting scalable implementation roadmap, analysis of cost and policy recommendation for mainstreaming child-centric AI-augmented inclusive education across varied Indian classrooms.

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