A Study on the Status and Perspectives on Inclusivity of CWSN Students

Abstract

The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. This paper critically reviews the education landscape in India, focusing on the status and perspectives on inclusivity of CWSN students, as well as enrolment and drop-out rates across various grades. The research population included students, school administrator staff, teachers, and parents. Data was collected through UDISE+, semi-structured interviews, and questionnaires specifically designed for the target groups. With the NEP 2020 prioritising inclusivity in schools, this study examined the challenges, from both the supply and demand sides, of the teaching-learning process for CWSN. Addressing these challenges is essential for providing the necessary support and resources required, to achieve the NEP objectives. The investigation highlighted the importance of increasing teacher awareness and training to effectively support students in inclusive classrooms. Findings also revealed that many students drop out at different educational transition levels due to supply-side barriers, including inadequate infrastructure and a shortage of specialised educators. Nonetheless, some caregivers and guardians appreciated the recommendations outlined in NEP 2020 and expressed optimism that schools would proactively work to enhance inclusivity and address these pressing concerns.