Inclusive Education: A Beacon of Hope for Children with Disability

"Education is the most powerful weapon which you can use to change the world." - Nelson Mandela

India has been progressively towards Inclusive Education. According to UDISE 2021-22 data 5533 schools have been recorded working towards the Differently abled students. National Education Policy primarily aligns towards Sustainable Development goals 4 by integrating differently abled students into the mainstream classroom. The policy also ensures teacher training and an evolved curriculum in order to promote inclusive education. The Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, Indigenous people and refugee children. The SDG 4 has been ensured through Rights of Persons with Disabilities Act 2016, ensuring necessary support and accommodations (admitting differently abled children – Private or Public Schools).

National Curriculum Framework 2023, addressing the requirements of students with a disability, provided suggestions such as Teachers are required to identify students needing special assistance primarily through concrete observation and assessments. Bridge courses at the start of the year to give a concrete conceptual foundation, adequate resources, and regular peer-to-peer sessions could ease the teaching process. Teachers need to be in constant touch with parents and schedule one-on-one conferences with students. Exemption boards need to provide leverages or exemptions. Some of the exemptions would be based on second-language; students with disabilities recognized by CBSE can opt for one language and provision of concrete understanding of other subjects as an alternative for board (Class X) Examinations and online platforms for students with disabilities to access facilities and exemptions during Class 10 and Class 12 Board exams 2023. State boards have also started to adopt similar exemptions.

Maharashtra established Multipurpose Resource and Training Centers in Urban and Semi-Urban Block. The document of MPRTC tends to support schools by assisting teachers by conveying the needs of CSWN. The needs mentioned have been training and assistance, which include inclusive education and ensuring infrastructure accessible to students with physical disabilities, which include ramps, modified classrooms, and other infrastructure facilities. 

Above mentioned are positives, but Inclusive Education also faces challenges. Parents are reluctant to seek help for their child who requires special care in certain aspects. This reluctance is primarily due to social constraints. Mro K said, “I know my son has less intelligence, maybe some degree of intellectual disability, but I do not want to become a member of the disability self-help group because I have two more daughters who need to get married, my association with disability self-help group would be self-certifying of my son's problem.” Some of the families chain their differently abled children due to helplessness, or under pressure. There is also a lack of inclusive policies. Vidhi Center for Legal Policy publication , terms like reasonable accommodation, full inclusion have not been defined. Probably one of the barriers why full inclusion has not been possible is due to social stigma and outdated attitudes towards differently abled. India has not progressed with infrastructure facilities for differently abled students whether in Urban or Semi Urban areas.

Policy Recommendations:

Training and Professional Development:

Collaboration with Educational institutions and organizations in order to formulate pre-service and  in-service training programs. The module should include Inclusive Education Principles and diverse learning learners. The institute needs to provide adaptive learning materials and assistive technologies.

Advocacy Campaigns:

Campaigns should be structured with campaigns structured with the objective of advocacy of differently abled by showcasing their achievements and emphasizing the capabilities of the Children. For the campaign it is essential to identify the audience, which includes teachers, parents, students and organizations in efforts for the welfare of the children. a multi-channel approach can be utilized encompassing television, radio, social media and community outreach.

Parental Engagement.

Engagement strategies can be effective through workshops, Seminars and interactive sessions to directly involve stakeholders. Insights from parents in matters regarding simplification of the process and to raise opinions on what facilities as parents they want for their Children. Alliances formed with Parents being an important part are committed to advancement in inclusive education goals and support sustainable initiatives.

Hutchinson and Specht have framed an inclusion strategy called "ADAPT," a five-step tool for educators to assist students. The plan includes developing a comprehensive IEP system (Individualized Education Plans) for students with special needs. Extensive collaboration is required between teachers and specialists (Psychologists, therapists, and pathologists) to ensure the holistic development of students with disabilities. The strategy could also provide access to assistive technology and tools for academic materials. They could facilitate coordination among teachers to ensure adequate resources and lesson plans. The Government of India could consider implementing strategy through open communication between educators and students and understanding the adaptive strategies initiated by institutions. Regular assessments by educators could help analyze the effectiveness of adaptations by matching the students' capability with the classroom demands.

National Education Policies align with Sustainable Development Goal 4 is a significant step towards an inclusive and equitable education system in India. Integrating differently abled students into the mainstream education system. The models from states like Maharashtra and Andhra Pradesh mainly portray implementation of inclusive education. Inclusive approach requires consistent collaboration between educators, parents and policymakers along with investment for an equitable society.The major challenge includes lack of acceptance and superstitions attached regarding differently able students due to which parents are unable to take right and accurate decisions for their children. The policy recommendations would enable differently abled students to develop holistically through ADAPT strategy and campaigns could provide diverse perspectives and opportunities for all.