India is having a large system of elementary education having about 26.45crore children and
96.8 lakh of teachers. But still a large number of children of disabled categories are not able
to take benefit of education although it is their fundamental rights. It is a Constitutional
obligation on the part of Government to see that all children of school going age get quality
education. In this regard, the RPWD Act, 2016 has been passed and NEP-2020 has made
special provisions to see that all the CWSNs are getting elementary education. The objectives
of the study were to reveal the barriers and suggest pathways to make education available to
all the school going age children. The methodology followed was a descriptive survey study
by studying a sample of six elementary schools from Baroda, Gujarat State. From these
schools, all principals, 30 teachers, the parents, and fifteen students were selected for the
study. Data were collected by using observation technique, open-ended questionnaire,
teachers’ competency scale, attitude scale for teachers, and interviews with parents and
students. The data collected was analyzed qualitatively and tabulated. The main barriers are;
infrastructure facilities at school, in competencies of teachers, rigid curriculum, differentiated
instruction not being followed, lack of support from teachers, non-availability of assistive
technologies, and lack of sufficient financial allocation. The path as suggested was
enforcement of policy of inclusion and proper monitoring of the policy, training of teachers
to use proper pedagogical practices, individual attention to CWSNs, and enhancing school
facilities, and co-operation of parents and teachers.
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