The Journey towards Inclusive and Equitable Education for Students with Disabilities in India

Authors

  • Naru Gopal Dey Ph.D. Scholar, Department of Education, Central University of Punjab https://orcid.org/0000-0002-1570-7063
  • Dr. Shankar Lal Bika Associate Professor, Department of Education, Central University of Punjab

DOI:

https://doi.org/10.31305/rrijm.2023.v08.n03.009

Keywords:

Inclusive and equitable education, Students with disabilities, National Education Policy 2020, Indian education system

Abstract

This article is a descriptive review of several policy documents initiated by the government of India regarding inclusive and equitable education for students with disabilities to bring them into the mainstream education system. India has one of the most progressive disability policy frameworks for educating students with disabilities among developing countries. Over the last three decades, the government of India is taking various initiatives and policy programme to promote inclusive and equitable education for students with disabilities. The most recent policy in India, the National Education Policy 2020, focuses on inclusive and equitable education for students with disabilities. Some other major initiatives focused on inclusive education for students with disabilities at different levels of education like Sarva Shiksha Abhiyan (SSA), Inclusive Education of Children and Youth with Disabilities (IECYD), Rastriya Bal Swaasthya Karyakaram (RBSK), Inclusive Education of the Disabled at Secondary Stage (IEDSS) and Teacher Preparation in Special Education (TEPSE), Higher Education for Persons with Special Needs (HEPSN), etc. Despite all these policies, students with disabilities are facing various challenges in regular school. Therefore, India has to go a long way to achieve the goal of inclusive and equitable education for all, including students with disabilities.

Author Biographies

Naru Gopal Dey, Ph.D. Scholar, Department of Education, Central University of Punjab

Naru Gopal Dey received his B.Sc. honours in Geography from the University of Kalyani, West Bengal, India, M.A. in Geography from Rabindra Bharati University, Kolkata, and B.Ed. from Maharshi Dayanand University. He also received his M.Ed. from the Central University of South Bihar. Now he is pursuing Ph.D. Degree in Education from the Department of Education, Central University of Punjab. He is UGC Junior Research awardee.

Dr. Shankar Lal Bika, Associate Professor, Department of Education, Central University of Punjab

Dr. Shankar Lal Bika received his B.A. from Kurukshetra University, Kurukshetra, Haryana, India, M.A. in history from Kurukshetra University, Kurukshetra, Haryana, India. He also received his B.Ed. in Special Education (Intellectual Disability/Mental Retardation) from National Institute for the Empowerment of Persons with Intellectual Disabilities (Divyangjan) (NIEPID/NIMH) Govt. of India, M.Ed in Special Education (Intellectual Disability/Mental Retardation), NIEPID/NIMH. He also obtained his M.Phil. Special Education (Intellectual Disability/Mental Retardation), NIEPID/NIMH, and Ph.D. in Education, Department of Education, CIE, University of Delhi (DU), New Delhi-India). Previously he was an Assistant Professor, Central University of Gujrat. Now he is an Associate Professor, Department of Education, Central University of Punjab, Bathinda.

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Published

14-03-2023

How to Cite

Dey, N. G., & Bika, S. L. (2023). The Journey towards Inclusive and Equitable Education for Students with Disabilities in India. RESEARCH REVIEW International Journal of Multidisciplinary, 8(3), 65–71. https://doi.org/10.31305/rrijm.2023.v08.n03.009

Issue

Vol. 8 No. 3 (2023): RESEARCH REVIEW International Journal of Multidisciplinary

Section

Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).