The presentation is about Inclusive education and aligns completely with NEP-2020 guidelines in India.

1. Inclusive and Equitable Education:
NEP-2020 Policy Perspective

2. “The education system must aim to benefit
India’s children so that no child loses any
opportunity to learn and excel because of
circumstances of birth or background”
(NEP-2020, Chapter 6)

3. Bringing detrimental effect on rates of enrolment and retention
Poverty, social mores & customs, and
language, lack of access to quality schools,
infrastructure, geographical location
• Factor-1
Disability, Gender inequality, Disability specific
infrastructure, Gender specific infrastructure,
Disability specific learning resources,
• Factor-2
School culture and culture of society

4. SEDGs -> SEZs -> GSIs
Geographical
areas contain
significantly
larger
proportions of
SEDGs.
Aspirational
districts which
require special
interventions
Special
Education Zones
(SEZs)
Quality
Education to
girls
(Girl-Specific
Institutions)

5. Constitution of GIF -> To be used by State
GIF
Gender
inclusive
Fund
local context
specific barriers
to female and
transgender
children’s
-Free boarding
facilities
-New JNVs and KVs
-Vocational
Education
-One year ECCE

6. Ensuring the inclusion and equal participation of children with disabilities
This Policy is in complete consonance with the provisions of the RPWD Act 2016
and endorses all its recommendations with regard to school education.
While preparing the National Curriculum Framework, NCERT will ensure that
consultations are held with expert bodies such as National Institutes of
DEPwD
Schools/school complexes will be provided resources
for the integration of children with disabilities,
recruitment of special educators with cross-disability
training, and for the establishment of resource
centres

7. Activity:
Answer the Following questions
1. I Learn Slowly When?
_______________________________
2. I Learn Quickly When?
_______________________________
3. I Learn Well from Someone Who is?
_________________________________
4. Learning From Textbooks is?
_________________________________
5. Learning in Groups is
__________________________________

8. Factors benefiting SEDGs
• One-on-one teachers and tutors,
• Peer tutoring,
• Open schooling,
• Appropriate infrastructure,
• Suitable technological interventions,
• Quality ECCE, and
• Many other

9. The Constitution of India as per Article 21 (A) recognizes
Right to Education as a Fundamental Right.
Every child has a right to elementary education of
satisfactory and equitable quality, in a school satisfying
stipulated norms and standards.
As an auxiliary organ of state, every School (Educator) is
duty-bound to welcome and respect all students and to
support each child to succeed in an environment of high
expectation as per their individual ability.
Constitutional Provisions:

10. International Obligation
United Nations 2030 Agenda for
Sustainable Development:
Sustainable Development Goal-4 aims
to ensure ‘Inclusive and Equitable
Quality Education’ and promote
lifelong learning opportunities for all’.

11. NEP-2020: Inclusive & Equitable Education Chapter-VI
Education is the single greatest tool for achieving social justice and equality.
Inclusive and equitable education - while indeed an essential
goal in its own right - is also critical to achieving an inclusive
and equitable society in which every citizen has the
opportunity to dream, thrive, and contribute to the nation.
The Inclusive & Equitable Education aim to benefit India ’s
children so that no child loses any opportunity to learn and
excel because of circumstances of birth or background.
The Policy reaffirms that bridging the social category gaps in
access, participation, and learning outcomes in school
education will continue to be one of the major goals of all
education sector development programmes.

12. NEP 2020 recognizes that certain groups of
the society are grossly under- represented in
the existing educational system.
To specially addressing their educational
needs, NEP has clubbed them and has
created a social group or umbrella category
called SEDGs ..…. Socio- Economic
Disadvantaged Groups which includes five
main strata’s:
Inclusive and Special Education NEP-2020

13. Activity
Reflect on (or share) one
example of group or
individuals you believe are
marginalized in your
community or work
environment.

14. Geographical identities
03
Students from villages, small towns
and aspirational districts
Socio-Cultural
Identities
02
Scheduled Castes, Scheduled Tribes,
OBC’s and Minorities
Gender Identities
01 Female and transgender individuals
Disabilities
04 21 Recognised in RPWD Act 2016
Socio-Economic
Conditions
05
Migrant communities, Low income, House-
holds, Children in vulnerable situations,
victims of or children of victims of
trafficking, Orphans including child beggars
in urban areas, and the urban poor
Strata's of SEDGs

15. Socio-Economically Disadvantaged Groups (SEDGs)
• Gender identities (particularly female and transgender individuals),
• Socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities),
• Geographical identities (such as students from villages, small towns, and aspirational districts),
• Disabilities (including learning disabilities), and
• Socio-economic conditions (such as migrant communities,
• Low income households,
• Children in vulnerable situations,
• Victims of or children of victims of trafficking,
• Orphans including child beggars in urban areas, and the urban poor

16. Key principles of Nep-2020, NCFS & National
Guidelines on Inclusive Education
Inclusivity: Ensuring that all students have equal opportunities to learn and succeed.
(Curriculum designed to be culturally responsive)
Equity: Providing equitable resources and support to all students, regardless of their
background or abilities. (Use of local context and languages to engage students)
Accessibility: Creating learning environments that are accessible to all students,
including those with disabilities. (Differentiated teaching strategies for diverse learners)
Quality Education: Ensuring that all students receive high-quality education that meets
their individual needs. (Emphasis on social-emotional learning (SEL) to foster inclusivity)
NEP 2020 emphasizes a learner/student-centric approach with focus on critical thinking
and problem-solving.
Both advocate for the use of innovative pedagogies to make learning engaging and
effective.

17. What is Inclusive Education?
Inclusion in education is based on the belief that every child
can learn and realize his/ her full potential if provided:
1. Equal opportunities to participate in school.
2. Supported with resources required as per his/her condition.
3. Taught in a manner appropriate to his/her needs.

18. Inclusive & Equitable Education?
Inclusive Education: Education that values and
accommodates the diverse needs of all learners,
regardless of their background, abilities, or learning
styles. It ensures that every student feels valued,
respected, and has equal opportunities to succeed.
Equitable Education: Education that provides all
students with fair and just access to quality learning
opportunities, resources, and support, regardless of
their socioeconomic status, race, gender, or other
factors.

19. Inclusive Classroom?
• An inclusive classroom is the learning space/place, where children
with disabilities learn alongside children without disabilities:
• It provides a setting in which all children feel welcomed, supported,
and valued.
• Inclusive classroom is a space which depicts the
true diversity of the society
• It is based on the belief that all children have the right to quality
education and promote values of equality, respect, and belonging.

20. Inclusive and Equitable Classroom:
All students learn together in the
same classroom
Inclusive classroom provide equal
learning opportunities to ALL
Inclusion in the
classroom
requires
putting system
in place to
ensure that
every child has
an equal
chance for

21. Why Inclusive Education?
1. Meet the needs of diverse
learners
All children learn in different ways , at different
paces, and in an inclusive classroom, teachers tailor
their teaching approach to meet the unique needs of
each child.
Teachers may introduce strategies specifically
designed to help children who need extra support in
the classroom.

22. Promote Diversity/ Social Cohesion
1. Inclusive classrooms promote Diversity.
2. Children get the opportunity to learn about what they have in
common with one another and celebrate each other’s differences.
3. Exposure to an environment that respects and accepts different
abilities and plural society.
4. Helps to fight bias and stereotypes &
5. Teach children to value what makes us all unique

23. Seven Principles For Inclusive Education

25. THEMES OF INCLUSIVE EDUCATION
From the
learner’s
perspective,
there are three
main themes
of Inclusive
Education
• Presence: All students are
welcome to enroll and be
included at their local
school
• Participation (and
engagement): All students
take part in all aspects of
school life (e.g., both
curricula and extra-
curricular activities)
• Learning (and
achievement): All students’
learning needs
are recognised and met

26. Goals of Inclusive Education
Provide equal educational opportunities for all students
Create a school culture that is barrier-free and
responsive to all learners' needs
Ensure that all students have access to appropriate
learning materials and assistive devices
Provide individualized support and other supportive
measures
Promote research to improve learning

27. Strategies to Addressing Inclusion:
1. Addressed through Physical Access:
Accessibility is not only the proximity of schools for all children,
but access to all the essential facilities required for learning.
2. Addressed through Curriculum.
3. Addressed through Pedagogy.
4. Addressed through Assessment.

28. Strategies
Identify barriers: Identify and remove barriers to education, such as lack of knowledge, financial
constraints, and geographical barriers
Create inclusive school environments: Create a school culture that is inclusive and socially just
Provide individualized support: Provide individualized support and other supportive measures
Provide appropriate learning materials: Provide books, learning materials, and appropriate assistive
devices
Train teachers: Train teachers, teachers with disabilities, and teachers qualified in sign language and
Braille
Provide scholarships: Provide scholarships and other financial assistance
Promote research: Promote research to improve learnig

29. Inclusion and Equity
Nothing About Us, Without Us
Inclusion’ is a fluid concept, understood differently in
different contexts and shaped by complex
interactions between various factors (social class,
economic status, religious and cultural beliefs).
The core message of inclusion and equity is that
‘All Learners Matter and Matter
Equally’
Inclusion and equity are a process by which barriers
(To be present, To participate and To achieve) are
removed for all learners through personalized
educational responses.

30. Steps towards Inclusiveness/ Stages of
Inclusion:
1.
Defense
2.
Minimizing the
Differences
3. Acceptance.
4. Adaptation.
5. Integration.
6. Inclusion

31. 1. Defense.
Teacher perceives threats against his/her confortable world
view.
Uses negative stereotyping.
Assumes own ability/Gender/culture superior.
Considers himself/herself successful if the record is good
and view others as a problem that must be dealt with

33. 2. Minimizing the differences.
Teacher hides or trivializes the identity
differences.
Focuses on similarities among all learners.
This is the stage where unconscious and
subtle bias is most evident because he/she
has moved beyond prejudicial attitude

35. 3. Acceptance.
I. Teacher accepts the differences and underlying
differences in values.
II. Recognizes validity of other ways of living &
perceiving the world.
Here in this stage the leader (teacher) becomes
proactive and acknowledge that recognizing the
disadvantaged sections are important not just for the
less privileged one but also for the privileged too.

36. •

37. 4. Adaptation.
Teacher empathizes with those of learner
identities/abilities.
II. Shifts the perspective from self- centered to
other centered.
Development of a strong commitment for equality
and the rectification of the undervaluation and
underutilization of the disadvantaged sections.

39. 5. Integration.
• Teacher’s multicultural
attitude—Enables learners to
integrate differences and
adopt both cognitively and
behaviorally.

41. Inclusion: The Ultimate Goal:
1. It is this stage when a Teacher/ Facilitator/ Designer
or Teacher Educator creates the Classroom / School
environment which is gender blind, colour blind, status
blind, ability blind or language blind.
2. All the learners are judged as per their capacities and
capabilities hence stereotypes and prejudices are
completely erased.
3. No one feels different, alienated or disadvantaged.

43. Take Away
Being a 21st
Century Inclusive Educator, one must have clear understanding of:
• Who are SEDGs?
• What are the barriers to access, participation and
learning?
• Who is perpetuating the barriers, how, and why?
• Who is experiencing these barriers? (Are some people
more affected by these barriers than others?)
• How can these barriers be minimized?
• What resources (human, financial, material) are
available to support access, participation and learning
of SEDGs?

44. Activity: Scenario Cards
Group-1 (Geographically Diverse)
Language Barrier:
You are a student from different
geographical area/a new immigrant
student who speak little Kashmiri/Urdu/
Dogri / Pahari /English.
You struggle to understand the teacher's
instructions and feel left behind in class.

45. Group-2
Disability (Ability Barrier)
You are a student with physical
disability.
You need accommodation to access
the classroom and participate in
activities, but you are worried
about asking for help.

46. Group -3
Socio-Cultural Diversity
Cultural barrier
You are a student from a
particular cultural background
and value different opinion that
of others.
You struggle to participate in
class discussions and feel
uncomfortable while sharing
your opinion.

47. Group -4.
Socio-economic Challenge
(Economic barrier
You are a student from low-
income background.
You struggle to afford school
supplies and feel embarrassed
about your situation.

48. Group 5.
LGBTQ+ Identity (Gender Barrier)
A student who identifies
him/her self as LGBTQ+
and feel uncomfortable
discussing his/her identity
in class and worry about
being bullied or
ostracized.

49. You have to imagine yourself as a student in the
scenario and discuss the following questions:
1. How would you feel in this situation?
2. What would you need from your teacher to
feel supported and included?
3. What strategies could the teacher use to
create an inclusive learning environment?

50. Role of Teacher

51. Thank You
A Presentation by SCERT-KD