A Critical Analysis of National Education Policy (NEP) 2020: Inclusive

Education for Differently Abled Children

Praveen Kumari
9911143630
jhingerpraveen@gmail.com
Research Scholar, MDU, Rohtak

Abstract:

The India’s National Education Policy (NEP) 2020 offers a resilient approach for the education
system in India, with a strong focus on inclusive education. The policy envisions providing
equitable, accessible, and quality education to the children who are categorized under differently
abled. It emphasizes early identification, adapted curricula, assistive technologies, and
teacher training to create a barrier-free learning environment. This paper examines the
implications of NEP 2020 for differently abled children, exploring the policy’s goals,
strategies, and challenges in ensuring inclusive education. It highlights the role of infrastructure,
support systems, and community involvement in achieving the vision of inclusivity in education
system of India.

1. Introduction

The concept of inclusive education refers to a system of education that acknowledges the
diversity of learners and ensures that each child, regardless of their physical, intellectual, or
developmental disabilities, has the opportunity to learn, grow, and participate fully. The
National Education Policy (NEP) 2020, marks a historic shift in the India’s education system
by emphasizing inclusivity as a core principle. With a focus on equitable access to education,
the NEP 2020 aims to develop an education system that accommodates differently abled
children, ensuring their right to education and promoting their holistic development.
This research paper examines the provisions of the NEP 2020 concerning differently abled
children, assesses its potential to achieve inclusion, and identifies the challenges and strategies
for effective implementation.

2. Review of Literature

The tenet of inclusive education has been widely discussed in academic literature. According to
UNESCO (2009), inclusive education is a fundamental human right that ensures children of all
abilities learn together in a common environment. Studies have shown that inclusive education
benefits both students with disabilities and their peers, fostering a culture of empathy,
collaboration, and mutual respect (Ainscow, 2005).

In Indian context, several policies have aimed to support differently abled children, such as the
Rights of Persons with Disabilities (RPWD) Act, 2016 and the Inclusive Education for
Disabled at Secondary Stage (IEDSS) Scheme. However, several challenges such as poor
infrastructure, teacher preparedness, and cultural stigma continue to impede effective
implementation (Choudhury, 2015). NEP 2020, therefore, presents an opportunity to address
these gaps through systemic reforms.

3. Key Provisions of NEP 2020 for Differently Abled Children

The NEP 2020 outlines several key provisions to promote inclusive education for differently
abled children, which include:

3.1 Early Identification and Intervention

NEP 2020 stresses the importance of identifying disabilities early, ideally in the foundational
stage of education (pre-primary and primary levels). Early intervention is crucial for providing
timely support and resources to children, helping to reduce barriers to learning and development.
The policy proposes the creation of systems that allow for early screening and the involvement
of special educators and psychologists.

3.2 Accessible Infrastructure

The policy emphasizes creating barrier-free physical environments in schools, including ramps,
elevators, accessible toilets, and safe spaces. Additionally, it encourages the use of digital
infrastructure to make educational content accessible to children with visual, hearing, or other
impairments. Resources like wheel chair facility Braille textbooks, Scribes for Examination,
special teaching/learning assistive practices are essential components of the inclusive
environment.

3.3 Adaptation of Curriculum and Pedagogy

The NEP highlights the need for an adaptable curriculum that accommodates the diverse learning
needs of children. It promotes differentiated instruction, where teaching methods are tailored to
the unique abilities of each student. This includes using assistive technologies and multimodal
teaching tools to enhance learning for differently abled students.

3.4 Professional Development of Teacher

The teachers are well equipped to handle diverse classrooms, NEP 2020 mandates the inclusion
of inclusive education in teacher training programs. Teachers will be provided training in
differentiated instruction, inclusive education, and the use of assistive technology to handle
diversity of differently abled learners.

3.5 Involvement of Parents and Communities

The NEP advocates for active parental involvement in the learning process, ensuring that
parents of differently abled children play a central role in decision-making. The policy also calls
for community awareness programs to reduce stigma and ensures social inclusion of
differently abled children.
3.6 Vocational Education and Skill Development

NEP 2020 encourages the integration of vocational education from an early age, with an
emphasis on providing skills training for differently abled children. This vocational focus helps
prepare them for an independent life and enables their participation in the workforce, reducing
dependency.

4. Challenges in Implementing Inclusive Education under NEP 2020

While NEP 2020 lays down a comprehensive framework for inclusive education, several
challenges persist:

4.1 Lack of Adequate Infrastructure

Many schools still lack basic infrastructure, such as accessible buildings, teaching aids, and
specialized resources like Braille books or hearing devices. These gaps in infrastructure hinder
the successful implementation of inclusive education.

4.2 Teacher Shortage and Inadequate Training

Despite the policy's emphasis on specialized teacher training, a significant lack of trained
special educators occurs. Furthermore, most regular teachers may lack the skills required to
effectively support differently abled children, particularly in larger classrooms with diverse
needs.

4.3 Social Stigma and Attitudinal Barriers

Social stigma and discrimination against people with disabilities remain pervasive in Indian
society. These societal attitudes often manifest in schools, where children with disabilities may
face isolation or bullying. Overcoming these deep-rooted biases is crucial for creating truly
inclusive environments.
4.4 Resource Allocation

The successful implementation of NEP 2020’s provisions for differently abled children requires
substantial financial investment. However, the allocation of adequate resources for infrastructure,
teacher training, and assistive technologies remains a challenge, especially in rural and
underfunded schools.

5. Strategies for Effective Implementation

To acknowledge the significant implementation of inclusive education for differently abled

children under NEP 2020, the following strategies can be employed:

5.1 Collaboration of Public-Private organizations

Establishing collaboration between government and private sector organizations can help
mobilize resources, provide expertise, and create innovative solutions for inclusive education.

5.2 Targeted Teacher Training Programs

Establishing specialized teacher training centers that focus on inclusive education can ensure
that educators are well-equipped to support differently abled children.

5.3 Community Engagement

Community-based awareness campaigns and programs aimed at sensitizing the public to the
rights and potential of differently abled children can help reduce stigma and promote social
acceptance.

5.4 Monitoring and Evaluation

A robust system should be developed to evaluate the implementation of inclusive education

policies. Monitoring assessments can ensure that the needs of differently abled children are being
met and provide data to inform further improvements.
6. Conclusion

India’s National Education Policy (NEP) 2020 summarizes agile roadmap for creating an
inclusive education system that ensures equitable access for differently abled children. By
emphasizing early identification, accessible infrastructure, teacher training, and community
involvement, NEP 2020 seeks to foster a barrier-free learning environment. However, effective
implementation will require overcoming challenges related to infrastructure, teacher training, and
social attitudes. With sustained efforts, investments, and a collaborative approach, NEP 2020 can
significantly improve the educational experiences of differently abled children, leading to their
greater participation in society and the workforce.

References:

 Ainscow, M. (2005). Developing Inclusive Education Systems: What Are the Levers
for Change? Journal of Educational Change, 6(4), 109-124.
 Choudhury, S. (2015). Inclusive Education in India: The Current Challenges and
Policy Implications. Journal of Special Education, 34(1), 44-57.
 Ministry of Education, Government of India. (2020). National Education Policy 2020.
New Delhi: Ministry of Education.
 UNESCO. (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO.

This research paper presents an in-depth analysis of the NEP 2020 provisions for inclusive
education and explores the opportunities and challenges in ensuring effective education for
differently abled children in India.