The Perception and Barriers of Inclusive Education for Differently Abled Children: An Analysis of Educational and Constitutional Rights in the Context of the New Education Policy 2020
The New Education Policy (NEP) 2020 represents a significant shift towards inclusivity with a focus on ensuring equal educational rights for all. This abstract delves into an assessment of the perceptions and barriers associated with inclusive education particularly concerning differently abled children. The research explores the diverse perceptions held by stakeholders, educators and parents to policymakers and the general public, regarding the inclusivity measures outlined in the NEP 2020. Positive perceptions are examined in the context of fostering diversity and equality. At the same time, challenges arise from existing misconceptions and a lack of awareness regarding the specific educational rights of differently abled children. This research assesses the integration of technology including assistive technologies and digital platforms in pursuing educational rights for differently abled children. The role of technology in overcoming traditional barriers and enhancing the learning experience is explored, offering recommendations for leveraging technological advancements in the service of inclusive education.
Keywords: NEP 2020, Inclusive education, differently abled, Educational, Constitutional rights