kindly submit your paper on hhe@cugujarat.ac.in
National Education Policy (2020) is in complete consonance with the provisions of the RPWD Act, 2016 and endorses all its recommendations with regard to school education. The Act reflects a paradigm shift in thinking about disability from a social welfare concern to a human rights issue. It is also essential to gain greater insights and understanding of the challenges and experiences of the school stakeholders in the education of children with disabilities and inclusive practices implemented by them in their local settings. The findings show small but significant shifts in the field and help identify the current challenges and enabling opportunities in the educational system which further support the policy maker and administers to prepare a roadmap for effective implementation of inclusive education for children with disabilities in their local settings in the light of NEP (2020). In conclusion, the paper highlights the urgent need to focus on vocational subjects, different methods of assessment, practice based in-service and pre-service teacher training programme, recruitment of special educators with cross-disability training and increased support networks for school as a whole rather than focussing on single component for the effective implementation of NEP 2020 recommendation on education of children with disabilities.
Inclusion, children with disabilities, NEP (2020), RPWD Act (2016)
Bansal, S. (2016). Teacher education programmes preparing teachers for inclusive classrooms: A North India context. Journal of Disability Management Rehabilitation, 2(2), 83–90. Bansal, S. (2018). Understanding Teachers’ Perspective of Inclusive Education for Children with Special Needs (CWSN). Educational Quest: An Int. J. of Education and Applied Social Science: Vol. 9, No. 1, pp. 115-123 Census of India (2011). C-Series, Table C-20, Census of India 2011 wadhwanifoundation.org/.../Disability_2011_Data_Release_Dec_2013. Jha, M. M. (2010) From Special to Inclusive Education in India – Case studies of three schools in Delhi. India: Dorling Kindersley (India) Pvt. Ltd. Johansson, S T., Singal, N. and Samson, M. (2021): Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion. International Journal of Disability, Development and Education. pp.1-16. Johansson, S. T. (2014) A critical and contextual approach to inclusive education: perspectives from an Indian context. International Journal of Inclusive Education. 18(12), pp.1219-1236. Julka, A. & National Council of Educational Research and Training (2019). A study of inclusiveness of schools at the elementary level, LC: Library of Congress. New Delhi : National Council of Educational Research and Training Retrieved from https://southasiacommons.net/artifacts/5036650/a-study-of-inclusiveness-of-schools-at the-elementary-level/5801950/ National Guidelines and Implementation Framework on Equitable and Inclusive Education (2023). available at https://dsel.education.gov.in/sites/default/files/update/NGIFEIE_dosel.pdf Rose, R., Narayan, J., Matam, S. and Reddy Sambram, P. (2021) A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State. Education Sciences, 11(3), pp.1-16 Sawhney, S. (2015) Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India. International Journal of Inclusive Education. 19(9), pp.887-907 Singal, N. (2019) Challenges and opportunities in efforts towards inclusive education: reflections from India. International Journal of Inclusive Education 23(7), pp.827-840. The National Education Policy (2020). Ministry of Education, Government of India, New Delhi available at https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf The Right of Persons with Disabilities Act (2016) available at https://legislative.gov.in/sites/default/files/A2016- 49_1.pdf
Submit Paper
Subscribe
Help