Author(s): Som Prakash

Abstract: Inclusion and equity in education constitute the cornerstone of a just and democratic society. This research article undertakes a doctrinal analysis of legal, constitutional, and policy frameworks governing inclusive education in India, while situating them within global commitments such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD) and Sustainable Development Goal 4 (SDG-4). It critically examines five pivotal dimensions of equity: (i) education of children with hearing and visual impairments, (ii) gender equality in Science, Technology, Engineering, and Mathematics (STEM), (iii) multilingual education and mother-tongue instruction, (iv) the digital divide and its impact on access, and (v) pedagogical adaptations for neurodivergent students including Autism, ADHD, and Dyslexia. The article highlights persistent challenges such as inadequate infrastructure, teacher training gaps, societal stereotypes, and resource disparities. It also maps emerging innovations, including assistive technologies, sign language curricula, gender-sensitive pedagogies, universal design for learning, and policy interventions under the National Education Policy 2020. Through doctrinal scrutiny of statutes, constitutional provisions, and judicial precedents, the study identifies both achievements and systemic lacunae. Ultimately, it argues that bridging the gap between law and practice requires robust policy implementation, judicial vigilance, and transformative pedagogy to realize the constitutional promise of inclusive and equitable education for all.

DOI: 10.22271/27891607.2025.v5.i2d.351

Pages: 346-353 | Views: 133 | Downloads: 53

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