EMBRACING DIVERSITY THROUGH INCLUSION: NEP 2020 PURVIEW OF EDUCATION FOR ALL

Abstract

Defining ‘Inclusion’ has proven difficult for scholars in the subject of inclusive education. It is frequently referred to as a process rather than a location or as a journey rather than a destination. The phrase "overcome socio-economic impediments" alludes directly to the social framework of exclusion and marginalization, which on numerous occasions have been viewed as the result of interactions between an individual with a socio-economic or physical barrier and the existing environmental, social, and political system that prevent them from participating and gaining access. Although, globally, UNICEF and UNESCO together with governments across the globe have been bringing about dynamic and robust advancement over the past ten years, millions still lack access to school, and learning opportunities are still not dispersed fairly. India marked the first major step towards Inclusive Education with the Kothari Commission's emphasis on integrating children with disabilities into regular schools in 1966. However, cultural prejudices towards impairment and limited access to resources frequently hampered this progress, especially in rural Indian communities. The state of inclusive education in India has advanced significantly in recent years because of laws like the Right to Education Act, but issues like a lack of teacher preparation, poor infrastructure, and societal attitudes still prevent many children with disabilities from attending regular schools. This chapter is focused on in-depth study of the factors agitating successful adoption of inclusive education, needs, NEP 2020s strategies to bridge the gap and prospective growth trajectories as per the policy framework.