HOW TO MANAGE LD CHILDREN IN

REGULAR CLASSROOMS UNDER

INCLUSION SETTINGS IN LIGHT OF
RPWD ACT 2016 AND NEP, 2020

Disability inclusion is an essential condition to upholding human

rights, sustainable development, and peace and security. It is also
central to the promise of the 2030 Agenda for Sustainable
Development to leave no one behind.
In the year 2015, India adopted the 2030 agenda for sustainable
development. The goal 4 of Sustainable Development Goals (SDG)
reflects “ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all” by 2030.
2020 is in line with the Rights of Persons with Disabilities (RPWD)
Act 2016. The RPWD Act 2016 defines inclusive education as a
“system of education wherein students with and without disabilities
learn together and the system of teaching and learning is suitably
adapted to meet the learning needs of different types of students
with disabilities”
The act also increased the 3% reservation to 5% for the people
with benchmark disabilities in all government institution for higher
education. Any person with at least 40% of the listed 21 disabilities
in the RPWD Act 2016 is known as the person with benchmark
disability. The act also emphasized on the barrier free access to
education as a non-discriminatory measure.
Amendment in examination statues where students with special
needs will have some relaxation in minimum pass percentage( 36%
for physically challenged category and 40% for general category)
particularly at college and university level. Physically Challenged
students should have an option to take classes or sessionals in online
mode where offline classes are mandatory for all.
The RTE Act promotes the creation of a child-friendly
environment, child-centred curriculum and evaluation procedures
for all children, including those belonging to the disadvantaged
groups and weaker sections. The academic provide suggestive
guidelines for promoting child-centred curriculum and evaluation
procedures, with a focus on children with special needs.
(a) Conformity with the values enshrined in the Constitution
(b) All-round development of the child; Major features of child-
friendly and child-centred curriculum and evaluation are also
elaborated in the National Policy on Education (1986/92),
NCF, 2005 and in some inputs for Draft National Education
Policy, 2016.
(c) Building up child’s knowledge, potential and talent;
(d) Developing child’s physical and mental abilities to the fullest
extent;
(e) learning through activities, discovery and exploration, in a
child-friendly and child-centred manner;
(f) Medium of instruction shall, as far as practicable, be in the
child’s mother tongue;
(g) Making the child free of fear, trauma and anxiety, and
helping the child express her/his views freely; and
(h) Comprehensive and continuous evaluation of the child’s
understanding and knowledge, and her or his ability to apply
the same.