A Review on Special Education in India

Abstract

As per Article 21A, which mandates free and compulsory for all children from the age group of six to fourteen years, education is considered a fundamental right in India (RTE, 2009). The significance of education for Children with Special Needs (CWSN) has equal significance to that of normal counterpart. Even so, CWSN are substantially far prone miss school than Scheduled Castes or Scheduled Tribes children (Singal, 2009). In addition, even in cases where disabled children attend school, they never advance above the primary level, which leads toa reduced likelihood of finding a job and prolonged financial hardship (World Bank, 2007). The journey from Viklang(non-functional body parts) to Divyangjan (divine body parts) and segregation to inclusion was ambiguous, challenging, and full of obstacles. Various programs and policies have been implemented and enacted since post-independence; these programs act in the interest of CWSN. The researcher has collected data from a pool of sources, including but not limited to journal articles, government websites, newspapers, reports and documents, national education plans, etc. This paper analyses and highlights the idea, evolution, guiding principles, application, advantages, challenges, tactics for putting into practice, current laws, and prospects for special education in India. TheIndian government endeavored to support CWSN welfare by offering social, educational, and rehabilitation services.