There is a significant point of contention due to a lack of coherence between the 2009 Right to Education Act (RTE) and the RPWD. The 2012 RTE Amendment includes provisions for students with disabilities to be enrolled in regular schools, with options for children with more severe disabilities to opt for at-home schooling. However, the RPWD states they can enroll in any regular or special schools of choice, with no guidance for at-home learning options. The NEP says all three are options students can choose from; however, people still question the status of home-based education, the governance of special schools, and the use of school complexes (consolidation of schools into one complex to ensure adequate resources for children with disabilities).

Choice of Special, Regular, or At-Home Schooling (NEP)

The NEP addresses teacher education by emphasizing the need to provide specialized courses for teachers while also giving them autonomy and not requiring them to do non-teaching tasks. Teachers are often unable to fulfill their teaching responsibilities because of shortages and non-teaching responsibilities assigned to them, which also has fueled negative attitudes toward children with disabilities. The policy looks to make special education a specialization for regular teachers as opposed to being just a job for special educators, who are often under paid and experience exploitative working conditions.

Training and Provision of Regular and Special Educators

The NEP aims to increase foundational literacy and numeracy (FLN) levels for all children by grade 3, as the Annual Survey of Education Report (ASER) shows a learning crisis of enrolled children not reaching FLN. Notably, the ASER does not collect data from children with disabilities, and while the National Achievement Survey does, it does not report them. There is a massive challenge in identifying children with disabilities as well, which leads to an under-reporting of disabilities. The policy says collaboration efforts will be made with the Department of Empowerment of Persons with Disabilities. However, there are still notable questions about whether provisions will be made for children with learning disabilities but not those with intellectual or cognitive disabilities or how the National Testing Agency will accommodate these students.

Standardized Assessments and Targeted Reforms

- Choice of Special, Regular, or At-Home Schooling
- Training and Provision of Regular and Special Educators
- Standardized Assessments and Targeted Reforms
- Use of Terminology 

University of Notre Dame

India’s National Education Policy 2020 (NEP) aims for reforms at all levels of education and strives to provide for all students, focusing on the marginalized and underprivileged. The NEP also recognized the 2016 Rights of Persons with Disabilities Act (RPWD). Despite its inclusive aims, it exists within a framework lacking provisions and accommodations, especially for children with disabilities, and as such different students are affected disproportionately. For instance, technology is a focus of NEP, but only 59% of schools have access to electricity. 

India’s National Education Policy 2020 (NEP)

Sarkar, T. (2020, August 26). Examining Disability Inclusion in India's New National Education Policy. The Education and Development Forum (UKFIET). Retrieved March 5, 2023, from https://www.ukfiet.org/2020/examining-disability-inclusion-in-indias-new-national-education-policy/ 

Examining Disability Inclusion in India's New National Education Policy

The 2016 Rights of Persons with Disabilities Act (RPWD) aimed to provide and accommodate inclusive education. This act was instituted by the Indian Parliament after the state ratified the UN Convention on the Rights of Persons with Disabilities in 2007. Its recommendations include non-discrimination, accessible infrastructure, use of Braille and sign language in teaching, provisions for recruitment of special educators and special training, and many more.

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