{"id":9366,"date":"2026-02-18T23:31:39","date_gmt":"2026-02-18T18:01:39","guid":{"rendered":"https:\/\/bijmrd.com\/?p=9366"},"modified":"2026-02-18T23:31:40","modified_gmt":"2026-02-18T18:01:40","slug":"nep-2020-and-inclusive-education-addressing-diversity-disability-and-social-equity-in-the-indian-education-system","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/nep-2020-and-inclusive-education-addressing-diversity-disability-and-social-equity-in-the-indian-education-system\/","title":{"rendered":"NEP 2020 and Inclusive Education: Addressing Diversity, Disability, and Social Equity in the Indian Education System"},"content":{"rendered":"\n

Author: Dr. Pankaj Kumar Paul<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04010025<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Inclusive education has emerged as a central concern in contemporary educational reforms, particularly in societies characterized by deep social, economic, and cultural diversity. The National Education Policy (NEP) 2020 marks a paradigm shift in India\u2019s approach to inclusion by explicitly foregrounding equity, access, and participation for all learners, including children from socio-economically disadvantaged groups and persons with disabilities. This qualitative study critically examines the inclusive education framework proposed under NEP 2020, focusing on diversity, disability, and social equity in the post-policy context. Drawing upon policy documents, academic literature, and institutional reports, the study analyzes the conceptual foundations, implementation strategies, and systemic challenges associated with inclusive education reforms. The findings reveal that while NEP 2020 offers a comprehensive and progressive vision aligned with global inclusive education principles, its effective realization depends on addressing structural inequalities, strengthening teacher capacity, improving infrastructural accessibility, and ensuring coordinated governance. The paper concludes with policy-oriented recommendations aimed at strengthening inclusive practices across school and higher education systems in India.<\/p>\n\n\n\n

Keywords:<\/strong> NEP 2020, inclusive education, disability, social equity, diversity, educational reform<\/p>\n\n\n\n

Page No: 180-185<\/strong><\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Dr. Pankaj Kumar Paul DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04010025 Abstract: Inclusive education has emerged as a central concern in contemporary educational reforms, particularly in societies characterized by deep social, economic, and cultural diversity. The National Education Policy (NEP) 2020 marks a paradigm shift in India\u2019s approach to inclusion by explicitly foregrounding equity, access, and participation for …<\/p>\n

NEP 2020 and Inclusive Education: Addressing Diversity, Disability, and Social Equity in the Indian Education System<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[43],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume4 Issue1<\/a>","rttpg_excerpt":"Author: Dr. Pankaj Kumar Paul DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04010025 Abstract: Inclusive education has emerged as a central concern in contemporary educational reforms, particularly in societies characterized by deep social, economic, and cultural diversity. The National Education Policy (NEP) 2020 marks a paradigm shift in India\u2019s approach to inclusion by explicitly foregrounding equity, access, and participation for…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/9366"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=9366"}],"version-history":[{"count":1,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/9366\/revisions"}],"predecessor-version":[{"id":9368,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/9366\/revisions\/9368"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=9366"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=9366"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=9366"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}