Perspectives of State Functionaries on Inclusive Education with Focus on Children with Disabilities

Abstract

The purpose of this study was to identify state key functionaries’ perspectives and actions taken to implement the recommendations of the National Education Policy 2020 with reference to inclusive education of children with disabilities. A mixed-method research design was employed to understand the awareness of the state functionaries on the educational issues and concerns, activities and practices taken to facilitate inclusive education for children with disabilities. Ten open and closed-ended items of the questionnaire were designed for this study. It was administered to the participants of both states, Kerala (n = 23) and Uttarakhand (n = 19). In addition, a focus group discussion was conducted on the challenges perceived by the selected participants. The results showed that although participants were aware of the educational issues and concerns of children with disabilities, and initiatives had been followed to facilitate inclusive education in their states, gaps were present towards the implementation of inclusive practices. Findings indicate some of the challenges, such as the perception of parents, structural arrangements, and teacher incompetency. The findings highlighted the necessity of extensive training of the state key functionaries for the effective implementation of equitable and inclusive education with a focus on children with disabilities.