A Study of the Implementation of inclusive settings in kendriya vidyalaya

Abstract

The concept of inclusive education, the index for inclusion, need for inclusion. It also discusses the justification of the present study, statement of the problem, and operational definitions of key terms used in the research. It further more discusses the objectives, research questions, delimitations, and organization of the present study. In the provisions of Section 39 of the Persons with Disabilities Act, 2016 all Government educational institutions and other educational institutions receiving aid from the Government shall reserve not less than 3 per cent seats for persons with disabilities. Now the point is whether our school is ready for this? Ideally, they should be. But how to check that schools are ready for CWSN? How much implementation of inclusive education is there in the school? For this schools can do self-evaluation with the help of The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related legislation that students receive their education in the least restrictive environment. This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of the first choice for all students (Alquraini & Gut, 2012). Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional According to RPWD ACT 2016 "inclusive education" means a system of education wherein students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities