PERSPECTIVE ON INCLUSION FOR CHILDREN WITH DISABILITIES: POLICIES AND CHALLENGES FOR IMPLEMENTATION

Abstract

The constitution has specific provisions pertaining to education's efficacy, equity, efficiency, and accessibility as well as protections for people of different sexes, castes, races, disabilities, and religions. Disabled children in inclusive communities with a broad population of people of various ethnicities, religions, goals, and impairments are the foundation of the inclusion movement. Inclusion encompasses a variety of practices that are ultimately components of social inclusion. Leadership responsibilities, curricular elements, teaching standards and approaches of present age will need to whole system. This is due to the fact that inclusive education emphasizes the involvement of all children and removal all forms of barriers. There are important distinctions between actuality, policies, execution, and planning. There are a number of obstacles to putting inclusion into practice, both in terms of infrastructure and resources. Basically, educators, the government and society at large are now very concerned about the inclusion of children with disabilities in mainstreaming educational settings. But it takes a lot of preparation, resources, execution, and constructive work to accomplish this aim in a third-world nation like India. This paper aims to highlight the real situation, including the policies, challenges and opportunities of implementing 100% inclusion in mainstream education as well as fully social participation of the disabled children.