INCLUSIVE EDUCATION: POLICY PERSPECTIVE

Inclusive is receiving children with exceptionalities in the mainstream. There are a variety of aspects such as structural, historical, and religious factors, which shape the course of special education, inclusion, and the development of legislation and policies in India. With the experience of a complicated history and social structure, the emergence efforts of India towards special education, particularly the inclusive policy are fairly significant. Inclusive education programmes do not focus on the accommodation of these children into general school education setting, but are focused on the restructuring of schools to accept and provide for the needs of students. Some education commissions like the Kothari Commission in the year 1964 said that for educational opportunity of children with special needs, educational facilities should be extended to four categories of children with special needs such as the blind, the deaf, the orthopedically handicapped, and the mentally retarded. Few years later, the Ministry of Social Justice and Empowerment, Government of India, initiated the IEDC programme to promote the integration of children with mild and moderate disabilities into regular schools. The programme was intended to include children with disabilities into mainstream classroom with financial support, special equipment, and aids. For the development of inclusive education, there are various policies and constitutional issues drafted in the form of laws or acts. These acts/ laws provide basic guidelines to every teacher on how best way one can treat these individual differences among children..With globalization, policy issues related to inclusive education took a different direction after independence. The present research paper highlights the different policies of Inclusive education and how best a teacher can contribute to the welfare of these children.Itis extremely useful for teacher educators, school teachers, child right activists, and social thinkers