 Hello. I welcome you all once again to my channel, Explore Education. I am Dr. Rajmasingh, Assistant Practical Department of Education. It is Kanna Girls 2D College, University of Allahabad. And today I'm going to discuss various national initiatives in the field of inclusive education. Okay. And it is a very useful topic and it must be beneficial for your competitive teaching as well as for your regular examinations under BA, BA, and MA. So first of all, inclusive education, right? We have talked about the special education, integrated education and inclusive education difference. And we have talked a lot about inclusive education. So we have learned that the principle of inclusive education was adopted at the World Conference on Special Needs Education Excellence and Quality, Tala Manga, Spain 1994, and was rested at the World Education Forum, Dakar, Senegal 2000. It means that the principle of inclusive education is that of a World Conference on Special Needs Education and its access to it and on its province. In Spain, I thought that the principle of inclusive education came from there and it was also discussed in the Senegal 2000 World Education Forum, Dakar. The idea of inclusion is further supported by the United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities proclaiming participation and equality for all. The idea of inclusion was further supported by the United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities, and the Convention on the Rights of Persons with Disabilities, UNCRPD, and its optional protocol was adopted at the UN headquarters in New Year. This particular Convention had the highest number of signatories in history to a UN Convention on its opening day, that is, it is in the United Nations, it signs, when it signs, it means that a consensus has emerged among Indian intellectuals and pedagogues for adopting inclusive education in the mainstream schooling, which should be adopted in the mainstream schooling. This is its basic background. Now, let's start with the initiative we have taken on inclusive education, that is, the policies of India and the rules and regulations that support the inclusion. So, the preamble that we have taken on inclusive education is to say that everyone has the right to equality of status and opportunity. sh Ohhh Once you read the article, it says that Article 41 says that Indian right to work, education and public assistance in certain cases, including the second one. That we have the right to work, education and public assistance. Further article 45 commits to the provision of free and compulsory education for all children up to the age of 14 years. Article 45 says that free and compulsory education for all children up to the age of 14. Article 45 says that free and compulsory education for all children up to the age of 14. So this is our religious thought that supports inclusion. What else has been done? In 1964, the Plan of Action created by the Kothari Commission included people with disabilities. At that time, it was said that disabled people should also work. But unfortunately, the Government of India never implemented it. But this was never implemented. What was said was that we now turn to the education of handicapped children. That is why it is said that people with disabilities were not included at that time. It is said that we should work for their education. Their education has to be organized, not merely on humanitarian grounds. It is said at that time, the Kothari Commission, that their education should not only be on humanitarian grounds, but also on humanitarian grounds. Proper education generally enables a handicapped child to overcome largely his or her handicap and make them a useful citizen. Rather, such education should be done, which the handicapped person can overcome. They can remove it and make themselves a useful citizen. Social justice also demands it on an overall view of the problem. However, we feel that experimentation with integrated programs is urgently required and that this attempt should be made to bring in as many children in integrated programs. At that time, the Kothari Commission said that integrated programs should be run more and work in this direction. But as it is said that this was not implemented. Then our Integrated Education of Disabled Children, IEDC 1974 came. The Ministry of Welfare created the Integrated Education of Disabled Children Scheme in 1974. It was created in 1974 by Jan Kalyan. What was created in this scheme? The scheme provided children with disabilities. In this scheme, all the children who have any disability will be given financial support. They will be given support. For which things? For books, uniforms, clothes, they also need special equipment and aids for everyone. The intention of using these aids to include children in mainstream classrooms means that these aids can be provided to these children in mainstream classrooms. Then your national policy in 1986, and its program of action in 1982, what does it say in inclusive education? It stresses the need for integrating children with special needs with other goods. We have already talked about this. We have only talked about this in totality. We have talked about NPE, POA, PWD, all these things. But we are only looking at the totality, we are only looking at how much national initiative is being initiated for inclusive education in India. What does this policy say? It said that if you have a small disability, then teach it to a normal child. If you have a little more severity, then give them special education, special schools. Integrate the physically and mentally handicapped with a general community as equal partners to prepare them for normal growth and to enable them to manage it. To face life with courage and confidence. That is to say, to face life with courage and confidence. We have to make them normal growth. Normal children say that if the handicapped are mild. We have also talked about the RCI, Rehabilitation Council of India. What does the IIA Act in 1901 say? It also says that in 1901, it is the year of the POA, Program of Action. The RCI Act provided standards for rehabilitation professionals. Professionals who are working in the arts provide this standard. One type of rehabilitation professional being special education teachers. In a sense, the Council and its Act aims to regulate the quality of training of rehabilitation professionals. And what is the work of this? The rehabilitation professionals are to regulate the quality of training. Then you came to Persons with PWD. Persons with Disabilities Act, Equal Opportunities, Protection of Rights and Full Participation in 1995. You can watch all of this in detail in those videos. It strives to address all major aspects of the education sector that pertains to Persons with Disabilities Act. This act is supposed to provide PWD. Persons with Disabilities Act will provide transport facilities, architectural barriers, school building, free books, study materials and scholarship. Restructure the curriculum and modify the examination system so that children with special needs can benefit from it. Okay? Then you came to a national trust for welfare of persons with autism, cerebral palsy, mental retardation and multiple disabilities. You came to the UN in 1999. What it is saying is that economic rehabilitation of people with disabilities. That is to say, we can overcome all these difficulties. These legislations have been instrumental in bringing about perceptive change in the attitudes of the government in India. Disabilities. These legislations leave their roles and change in the perception of the government and the NGOs. There was a program called DPEB. The Government of India started collaborating with the UN, the United Nations and World Bank to put the People with Disabilities Act into action. The Government of India and the UN do financial help so the Government of India collaborated with them so that we can bring the PWD Act into action. The initiative born from this is also known as DPEB. The District Primary Education Program. Its goal was Education for All by the Year 2000 which has come again to EFA. Education for All. Following the PWD Act during teacher training through the diets, curriculum modifications, resource room, teacher support and integration and inclusion. Then Inclusive Education in Servo-Shikshabian. Servo-Shikshabian was also made as it is called All as it is called Everyone as it is called Servo-Shikshabian. SSA was launched to achieve the goal of universalization of elementary education in UK. That means that we can achieve the goal of universalization. The three important aspects were access to all the children and we can enroll them and support them. All children in India have zero rejection policy. You don't have to reject anyone. The SSA said that your CWSNB and children with special needs are irrespective of the kind category and degree of disability. It is provided meaningful in quality education. In fact, we have to teach them the full meaning and quality of education. What do you get? Government of India to achieve the goal of universalization of secondary education is Rashtriya Madhavi-Shikshabian in improving the standard of secondary education. That is from class 8 to 10. That means that till now you give primary education to the children. We will work in line with revised scheme of inclusive education for the disabled at secondary stage. Now, IEDSS means that only primary will cover secondary stage. It ensures that every child with disability will be identified at secondary level and his or her educational needs such as material aids and appliances, assistive devices, support services as per his or her requirement. That means that the requirement of these children will be identified at the secondary level and all their needs will be fulfilled. This is considered and initiated under the RMSA. Then comes right to education which is coming in 2009. Government of India decided to make amendment 21A of the constitution giving children between the ages of 6 to 14 a free, appropriate and compulsory education. That means that everyone will be taught a free, appropriate and appropriate education. It was drafted in 2005 but it was passed in 2009 and came to the full effect in 2010. So what is this? It is initiated for inclusive education. Then you have the Action Plan for Inclusion in Education of Children and Youth with Disabilities which is known as IECYD. The M.H.R.D. drafted the Action Plan for Inclusion in Education of Children and Youth with Disabilities. This Action Plan envisions all children with a disability that all the children who have a disability should be connected to the education of their parents. In order to facilitate this, they asked how this work would be done and the Government collaborated with the Rehabilitation Council, R.C.I., N.C.T.E. so that adequate number of teachers can be trained in inclusive education through proper physical and ideological infrastructure to facilitate inclusion in schools. They said that they would not include us. You will have to remove the entire architectural barrier. You will have to train your teachers. You will have to modify the curriculum. So I.C.D.S. Anganwadi workers will be trained. Anganwadi workers have been trained in the same way. N.C.F. 2005 I have talked about N.C.F. as a policy of inclusion. There is a repetition. A policy of inclusion needs to be implemented in schools and throughout the Indian education system. The participation of all children needs to be ensured in all spheres of their life in and outside. So that every child can be involved in education or in education. So it needs to be developed in a way that a different level child who has come from the marginalized section can be more beneficial in this way. Similarly, the inclusion education and disability secondary stage, I.E.D.S.S. has been reformed in 2008. Integrated education for disabled children. I.E.D.S.S. will provide resources for the disabled children. What will we do with the secondary stage? Rights of persons with disabilities when we were discussing P.W.D.S. in 2016, as India has signed UNCRPD in 2007, your P.W.D.S. was now a R.P.W.D. Rights of persons with disabilities 7 disabilities are in the R.P.W.D.S. disability stage. It will be used for the betterment of everyone's cure. And last, but not the least, NEP 2020. NEP 2020 is also my video on NEP 2020. Especially for inclusion, but everything is being covered here. The many things that have captured public attention, one theme has been around the idea of inclusion. There are many things that have been learned. Inclusion and equity are one of them. What does it say? What has been done? Interconnectedness and multidimensionality of these types of exclusions. All exclusions can be included. S.E.D.D.S. means socio-economically disadvantaged. All kinds of disabilities are included. We are talking about gender inclusion and fund. We are talking about special education zone. Zone-wise. We are talking about micro-planning. We provide it with flexibility and determination given to school models such as mother, mother, mother, teacher etc. Standardization of Indian Sign Language has been done in NEP 2020. So, this is a direction from the preamble of the constitution to NEP 2020. We have been able to provide inclusive education to all our children. We can include everyone. But we should not exclude anyone. So, this is your National Initiative for Inclusive Education in India. Thank you and don't forget to subscribe and from my side.