Mapping Changes in Legislation and Implementation for Special Needs Education in India

Abstract

The legislative progress in India to make education inclusive has shown promise over the past few years. However, the process of implementation does not match up to it. The objective of education is to include students with special needs in regular schools where required preparation and support is not enough. Inclusive practices are seen in physical infrastructure as well as in the curriculum and educational activities. Support means not only financial assistance but also preparing schools, heads of schools, teachers, students, and communities to be inclusive in their minds and actions. In addition, it should be reflected in student outcomes in terms of academic and social participation. To begin with, several positive sparks could be seen in schools in having a special educator, resource rooms, and adaptations in curriculum, teaching methods, evaluations, and an alternative education. Visibility and attendance of students with special needs in schools has increased which is a huge change. However, the question remains about their sustainability and outcomes. This chapter presents insights and practical aspects of inclusive practices, their implementation, and challenges for students with special needs in India.

Citation

Srivastava, M. (2019), "Mapping Changes in Legislation and Implementation for Special Needs Education in India", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2018 (International Perspectives on Education and Society, Vol. 37), Emerald Publishing Limited, Leeds, pp. 271-286. https://doi.org/10.1108/S1479-367920190000037020