• Dr. Shazli Hasan Khan

India is the third largest economy of the world in terms of purchasing power. Despite this improvement, more than 460 million people in India live in poverty. The reciprocity of poverty producing disability, and disability resulting in poverty has created new challengers for the implementation of inclusive education in India. The Constitution of India ensures equality, freedom, justice and dignity of all individuals and implicitly mandates an inclusive society for all including persons with disabilities. In the recent years, there has been a vast and positive change in the perception of the society towards persons with disabilities. It has been realized that a majority of persons with disabilities can lead a better quality of life if they have equal opportunities and effective access to rehabilitation measures. In India about 240 million children are disabled and have been denied access to education due to certain barriers outside the institutions and those within. Such barriers include narrowly defined set of eligibility criteria, negative attitude, and inaccessible environments. In India, inclusive education is instrumental in addressing these barriers and in making education accessible to children with disabilities and for those who are denied access on racial, ethnic, health, linguistic and cultural grounds. The range of challenges confronting the school system while including children with diverse backgrounds have to be met by creating child centred pedagogy, through community development and community participation. The RTE Act makes it mandatory to all schools to accept children with learning disabilities and learning differences. The present paper explores that through RTE Act, there is a huge leap in the education system and the Governmental efforts to embrace the educable population in a wider perspective. In purview of these, teachers have to play a crucial and central in promoting inclusive development, participation and reducing underachievement, especially with children who might be perceived as having difficulties in learning. The present research paper also focuses upon that how inclusion is the major challenge facing educational systems and schools around the world. This paper also highlights the concept of inclusive education, legislation act and policy towards the movement of more inclusive education and a number of strategies to address the current challenges that Indian administrators and educators are facing towards inclusive education.

Inclusion, Inclusive Education, Inclusive Schools, Integration. Mainstreaming, Persons with Disabilities

"Effective Implementation of Right to Education Act in Higher Education System of India: with Special Reference Towards its Integration in the Present Scenario of Inclusive Education in India", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.1104-1117, June 2019, Available :http://www.jetir.org/papers/JETIR1907299.pdf

"Effective Implementation of Right to Education Act in Higher Education System of India: with Special Reference Towards its Integration in the Present Scenario of Inclusive Education in India", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp1104-1117, June 2019, Available at : http://www.jetir.org/papers/JETIR1907299.pdf