Barriers to Inclusive Education: A Multidimensional Analysis of Policy, Practice and Participation

Abstract

The effective implementation of inclusive education programs constitutes a central priority of the National Education Policy (NEP) 2020, which envisions equitable access, participation, and learning opportunities for all learners, particularly children with disabilities and other socio-economically disadvantaged groups. In this context, the present study was conceptualised to examine the extent of incorporating the facilities for improvising the status of inclusive education for children with disabilities/special needs in schools of Uttar Pradesh (a state with a large number of children with disabilities in India) at foundational stage   with respect to administrative, physical and attitudinal barriers under the provisions of the Sarva Shiksha Abhiyan (SSA) scheme for the years 2005, 2006 and 2007 and later on uder samagra shiksha scheme since 2018 . The study adopted a descriptive survey research method with a multistage random sampling design, selecting 64 government primary schools across rural and urban settings. The final sample comprised 629 participants, including 64 school heads, 213 teachers (145 general and 68 special teachers), 256 children with disabilities, and 96 parents of children with disabilities. Comprehensive observation schedules and checklists were used as the research tools for data collection. The study is a timely scholarly intervention which indicates the non-optimal implementation of inclusive education in Uttar Pradesh due to multiple barriers. It suggests various strategic measures, including recruiting special educators at the school level, raising awareness, and providing suitable, need-based training to all stakeholders. Effective implementation of inclusive education requires collaborative efforts among schools, parents, CwSNs, and related government departments. It should be supported by adequate infrastructure, assistive devices, transportation, and specialised services. Strengthened interdepartmental coordination and effective monitoring mechanisms are essential for identifying and addressing barriers and to ensure equitable access, participation, and learning outcomes for all children.