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Inclusive Education as a Pathway to an Equitable and Inclusive Society
Subject area: Arts, Social Sciences and Humanities · Area of research: Inclusive Education
Abstract
For the highest development of a country, it is very necessary that the nature of its society be equitable and inclusive. A society which has both equity and inclusion at its core. Inclusive education has the potential to build an equitable and inclusive society. The basic philosophy of inclusive education is that ?children who learn by living together, learn to live together.? Inclusive education aims to provide equal learning opportunities for all students, regardless of their abilities, backgrounds, or needs. This approach supports the development of a more equitable society by promoting diversity, equity, and inclusion within educational settings. Inclusive education is not a new concept, it is already underway. RPWD Act 2016 is an updated Act for inclusive education, all the provisions of which have been fully accepted in NEP 2020. In the National Education Policy 2020, more emphasis has been laid on making inclusive education equitable so that learning can be ensured for all. In the present study, inclusive education has been seen as a major tool in building an equitable and inclusive society because inclusive education is based on such fundamental beliefs that teach the people of the country things like mutual goodwill, non-discriminatory vision, equality, participation, respect, acceptance, sense of duty and living together. This paper explores the conceptual framework of inclusive education, principles and assumptions of inclusive education, its benefits, challenges, and best practices, and provides recommendations for fostering inclusive environments in schools.
Keywords
Inclusive Education, Equitable and Inclusive Society, Principles and Assumptions, Benefits and Challenges, Practices & Recommendations.
How to cite this paper
@article{1706201,
author = {Dr. Ram Raheesh},
title = {Inclusive Education as a Pathway to an Equitable and Inclusive Society},
journal = {Iconic Research And Engineering Journals},
year = {2024},
volume = {7},
number = {12},
pages = {505-510},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/17062011.pdf},
abstract = {For the highest development of a country, it is very necessary that the nature of its society be equitable and inclusive. A society which has both equity and inclusion at its core. Inclusive education has the potential to build an equitable and inclusive society. The basic philosophy of inclusive education is that ?children who learn by living together, learn to live together.? Inclusive education aims to provide equal learning opportunities for all students, regardless of their abilities, backgrounds, or needs. This approach supports the development of a more equitable society by promoting diversity, equity, and inclusion within educational settings. Inclusive education is not a new concept, it is already underway. RPWD Act 2016 is an updated Act for inclusive education, all the provisions of which have been fully accepted in NEP 2020. In the National Education Policy 2020, more emphasis has been laid on making inclusive education equitable so that learning can be ensured for all. In the present study, inclusive education has been seen as a major tool in building an equitable and inclusive society because inclusive education is based on such fundamental beliefs that teach the people of the country things like mutual goodwill, non-discriminatory vision, equality, participation, respect, acceptance, sense of duty and living together. This paper explores the conceptual framework of inclusive education, principles and assumptions of inclusive education, its benefits, challenges, and best practices, and provides recommendations for fostering inclusive environments in schools.},
keywords = {Inclusive Education, Equitable and Inclusive Society, Principles and Assumptions, Benefits and Challenges, Practices & Recommendations.},
month = {June},
}