Alur, M. (2001). Some cultural and moral implications of inclusive education in India—a personal view. Journal of Moral Education, 30(3), 287–292. https://doi.org/10.1080/03057240120077291 

University of Notre Dame

In 50 years since Indian Independence, only 2% of disabled people have received special educational services, with the other 98% deemed “out of reach”. India follows an old colonial charity model, used in Great Britain during the time of the British Raj, in which the government relies on voluntary organizations to implement the necessary education for people with disabilities. Voluntary organizations are encouraged to adopt integrative methods in terms of inclusive education, though many opt for special schools instead. Such agencies also can only do so much with a lack of resources.

Inclusive Education in India

Some Cultural and Moral Implications of Inclusive Education in India - a personal view

Disabilities are seen with guilt, stigma, and fear, as families believed that they were the result of bad karma. Families felt like it was no one else's fault (not the societies and state) but their own - that it could not be helped by others as it was their own burden. Because of these cultural misconceptions, there are wider implications on government policies as implementation strategies partially do not exist. The issue has shifted away from public domain and been made a personal responsibility. While Indian society is accepts diversity in many ways (spiritual, religious, etc.), there seems to be a contradictory injustice toward people with disabilities.

Values and Social Constructs Underlying Inclusive Education and Disabiliy Perception in India

The strongest agency for care of not just people with disabilities, but also of the elderly and in needy, are not the welfare state, but rather one's extended and nuclear family. The family structure in charge, and, as such, society is dependent on the family rather than the government for care services. While this can lead to a loss of privacy and independence for family members, the group becomes very close and gains self-sufficiency.

Agency for Care in India

A "casual integration" has taken place in Indian society as children with disabilities with no choice of which school to attend are placed in regular classroom settings. 40,000 children with disabilities are enrolled in regular schools (often the neighborhood schools) than special schools as their families find the former to be the more cost-effective and practical option. Despite this integration, children with disabilities still find themselves to be at a disadvantage because negative attitudes and systematic bias exclude them from beneficial public policies including health and nutrition programs.

"Casual Integration"

Inclusion is not about funds but ideology. Systematic bias and other misconceptions regarding people with disabilities must be corrected for long-lasting changes to occur. There must be a constructive collaboration with national and international institutions, with a focus on addressing and emphasizing inclusion for ALL children in terms of education and treatment when it comes to public policies and programs.

Main Takeaway for Inclusive Education in India

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

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. 

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