INCLUSIVE EDUCATION AND EMOTIONAL COMPETENCE OF DIFFERENTLY ABLED STUDENTS
Devendra Singh1*, Alok Sagar Gautam2**, Priyanka Upadhyay1, Pavan Kumar1, Kiran Verma3, Pushpendra Singh1
1Department of Education, Birla Campus, H.N.B. Garhwal (A Central) University, Srinagar Garhwal, Srinagar, Uttarakhand, India.
2Department of Physics, Birla Campus, H.N.B. Garhwal (A Central) University, Srinagar Garhwal, Srinagar, Uttarakhand, India.
3Department of Naturopathy and Yoga, Chauras Campus, H.N.B.Garhwal University, Srinagar Uttarakhand
Corresponding Author: firstname.lastname@example.org,email@example.com
Education is critical for expanding the life prospects of all children, including children with disabilities (CWDs). Inclusive, equitable, and empowering education systems can help build strong, inclusive, and equitable societies. This organic connection between education and society lies at the heart of creating change and achieving social justice. Inclusive education over the last decade has become a frequently used concept in international literature and has been accorded legitimacy through various international declarations. The concept of ‘inclusive education’ has become an international buzzword and has been adopted in the rhetoric of many countries across the globe. Inclusion is an effort to make sure that diverse learners those with disabilities and normal children get education together under a roof in the same compound and same classroom irrespective of their strengths and weaknesses. India is a diverse country that has traditionally valued differences. However, the country is also highly stratified socio-economically. Disability has been traditionally perceived as a serious handicap, a deviation from normality, resulting in discrimination and disadvantage. For decades, the education system has either disregarded or struggled with the idea of integrating children with disabilities in mainstream schools. Inclusion has therefore remained only a goal on paper. The Government of India has been providing a comprehensive range of services toward the education of children with disabilities over the past five decades. The policy on education in India has gradually placed a greater emphasis on children with special needs, and inclusive education in regular schools has become a primary policy goal.
Keywords: Inclusive Education, Equitable, Empowering Children, Disability, Policy, School, Discrimination.