Vol. 6, Issue 1, Part B (2024)

This research article thoroughly analyzes the inclusivity paradigm within the National Education Policy (NEP) of 2020, with a specific focus on its approach to special education and the holistic development of differently-abled students. By thoroughly examining policy documents, the study seeks to shed light on the strengths, challenges, and potential gaps in the strategies of NEP 2020 to ensure equal access to comprehensive education for all learners. The study delves into the strategies for implementing inclusive education policies at the grassroots level, considering the perspectives of students with disabilities, their parents, and educators. The NEP 2020 emphasizes the importance of providing customized curriculum, training for teachers, assistive technologies, and support services to ensure the comprehensive growth of students with varying learning requirements. The research aims to contribute nuanced perspectives and constructive recommendations for enhancing the inclusivity of special education within the broader framework of holistic education proposed by NEP 2020. By critically evaluating the policy's impact on differently-abled students' academic, social, and emotional development, this research seeks to inform future policy revisions and implementation strategies, fostering a more inclusive and equitable education system in India.