Inclusive Education: Policy Perspective

Authors

  • Padmanabha C.H. Assistant Professor

Keywords:

Historical development, inclusive education, PWD Act, RTE Act

Abstract

Inclusive is receiving children with exceptionalities in the mainstream. There are a variety of aspects such as structural, historical, and religious factors, which shape the course of special education, inclusion, and the development of law and guiding principle in India. With the experience of a complicated history and social structure, the emergence efforts of India towards special education, particularly the inclusive policy are quite significant education programmes. Do not depend on welcoming these kids in a particular classroom environment but concentrate on restructuring schools to accommodate and meet students‘ requirements. Some of the educational commissions such as the 1964 Kothari Commission said that education facilities should be extended to four categories of children with special needs, such as the blind, the deaf, the physically handicapped and the psychologically retarded for educational opportunities of family with special needs. For the development of inclusive education, there are various policies and constitutional issues drafted within the structure of laws or acts. These acts/laws provide basic guidelines to every teacher on how best way one can treat these individual differences among children. With globalization, policy issues related to inclusive education took a different direction after independence. The present research paper highlights the different policies of inclusive education and how best a teacher can contribute to the welfare of these children. It is extremely useful for teacher educators, schoolteachers, child right activists, and social thinkers.

Published

2020-12-08

How to Cite

Padmanabha C.H. (2020). Inclusive Education: Policy Perspective. NOLEGEIN-Journal of Corporate &Amp; Business Laws, 3(2), 1–5. Retrieved from https://mbajournals.in/index.php/JoCBL/article/view/602