Paper Details

The National Education Policy (NEP) 2020 introduces a transformative approach to fostering an inclusive educational system that ensures equitable access for students with disabilities. Rooted in the principles of the Rights of Persons with Disabilities Act (2016), the policy aspires to create barrier-free learning environments by focusing on teacher training, infrastructural improvements, and assistive technologies. However, despite its progressive vision, the NEP faces significant challenges in implementation, including inadequate funding, infrastructural deficiencies, and societal perceptions that perpetuate exclusion. This paper critically examines the NEP’s inclusion strategies, highlighting its impact on special education services and the structural barriers hindering its effectiveness. The analysis extends to the intersectional dimensions of gender, disability, and caste, revealing the compounded discrimination faced by marginalized groups. While the NEP 2020 lays a promising foundation for inclusive education, its success ultimately depends on sustained commitment from policymakers, educators, and communities to bridge systemic gaps and ensure meaningful educational participation for all students with disabilities.

NEP 2020, Education Policy, Disability, Women with Disability, Sustainable marginalized groups