INCLUSION, PROBLEMS AND RESILIENCE OF SPECIAL STUDENTS STUDYING IN MAINSTREAM EDUCATION: A REVIEW THROUGH THE LENS OF INDIAN KNOWLEDGE SYSTEM

Abstract

Integrating students with special needs in the mainstream education has become a key determinants in an around the world. The National Policy of Education 2020 has incorporated implications for the development of an inclusive community with Indian cultural and philosophical context. The Indian Knowledge (IKS), embedded in values namely VasudhaivaKutumbakam (the world as one family) and allround development intrinsically supports diversified inclusion. Problems regarding inclusion of special students persist due to lack of awareness among people. Resilience is crucial for adapting to challenging and stressful situations. Understanding the obstacles and concerns faced by children with special needs in inclusive classrooms is crucial. Barriers can be reduced by analyzing the problems. This study aims to review relevant empirical literature from 2009 to 2026 for understanding the challenges and resilience of children with special needs. The findings indicate numerous barriers such as institutional, pedagogical and psychological. Additionally, family support, peer relation and teaching practices were also highlighted as significant resilience factors. The study emphasizes the significance of amalgamating principles of IKS into modern education systems for advancing inclusive, culturally responsive and resilient learning educational settings.