A Reflection on the Status of Inclusive Classrooms in MCD Schools of South Delhi

  • Eram Aziz Institute of Vocational Studies, Sheikh Sarai, Phase - II, New Delhi
Keywords: Inclusive Education, Right to Education


The concept of inclusive education is not new in Indian Education system. A number of initiatives have been taken by the government and other bodies in the past to promote inclusion in the classrooms. With the implementation of the RTE Act (2009) special emphasis was laid towards creating inclusive settings in schools. Inclusion in itself is a comprehensive concept which not only means providing and integrating children with impairment and learning disabilities but goes a level higher to accommodate the diverse special educational needs of all the children to accomplish the aims of Education for All. In Indian Education system there exists different forms of exclusion such as gender, caste, region, religion, ethnicity, language socio economic diversities to name a few. To cater to such diverse needs and also to mainstream the education of children with special needs and learning disabilities in regular classroom settings a number of educational provisions and restructuring is required in the school systems. Thus inclusion is not only making extra provisions but also provision of equal opportunities in the teaching learning process so that all have access to quality education without any discrimination and benefit from the education they receive. The present paper is a reflection on the current status of primary schools towards creating inclusive settings, as primary education forms the basis for higher education it is imperative that at this level itself no child is denied education and has equal access to opportunities. The paper focuses on the provisions and access to opportunities created with respect to promoting inclusion within classrooms and provides reflection on the inclusive practices being followed in the light of RTE Act.