Understanding the Development of Inclusive Education in India; Reviewing the Literature 2000- 2024
DOI: https://doi.org/10.59595/ajie.13.1.1
Richard Rosea, Jayanthi Narayanb, Ratika Malkanic
aEmeritus Professor, University of Northampton, UK
bDeputy Director (Retired) National Institute for Persons with Intellectual Disabilities, Secunderbad, India
cIndependent Researcher in Inclusion
(Received 20 February 2025, Final revised version received 30 August 2025)
India, in common with many countries has developed policies that aim to create a more inclusive and equitable education system. As a signatory to international agreements that have seen a commitment to address the marginalisation of individuals from minority groups, including those with disabilities and special educational needs, the Indian Government has considered the ways in which schools can be supported to address a diverse population of learners. A review of literature was conducted using a four cell model which suggests that a relationship between policy, provision, expectations and outcomes is influential in the development of inclusive schools. Following a search of peer reviewed literature, papers were considered in relation to these four cells. The findings from the review indicate that research into inclusive education in India has been narrowly focused, with greater consideration given to the development of policy and provision and less to the experiences of students, parents and teachers or to the outcomes achieved in inclusive schools. Much of the research reported has been small in scale, and it is suggested that larger scale studies may be helpful in providing a more detailed national picture of inclusive practice across the country. It is further recommended that greater attention should be given to understanding the experiences of students and parents and to investigating the social and academic outcomes for students with disabilities who attend regular schools.
Key words: Inclusive education; Policy; Special Education; India