Understanding inclusive education challenges in India involves acknowledging the complex linguistic, cultural, religious, and caste-based diversity affecting marginalized groups. Ambiguity surrounds implementing the inclusion concept, necessitating critical evaluation and adaptation to align with India’s unique dynamics. Despite increased enrollment (61%), concerns persist about omitting some children from inclusive education benefits, suggesting exclusivity. The 2020 National Education Policy aims for equitable opportunities, but challenges remain in implementation and access. Interchangeable terms (e.g., inclusion vs. integration) and a lack of differentiation hinder progress. Robust research on classroom practices is vital to establish effective strategies, support families, and address diverse student needs. This multifaceted issue requires consideration of India-specific contexts. India’s interpretation of inclusive education varies based on disability severity, and solutions should account for political, historical, and cultural contexts and the beliefs and experiences of disabled individuals.

中文翻译：

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在全纳教育之路上祈求神圣：印度的现实情况


了解印度的全纳教育挑战需要承认影响边缘群体的复杂的语言、文化、宗教和种姓多样性。包容性概念的实施存在模糊性，需要进行批判性评估和调整，以适应印度独特的动态。尽管入学率有所增加（61%），但人们仍然担心一些儿童无法获得全纳教育福利，这表明排他性。 2020年国家教育政策旨在实现机会公平，但实施和获取方面仍面临挑战。可互换的术语（例如包容与整合）和缺乏差异化阻碍了进步。对课堂实践的深入研究对于制定有效的策略、支持家庭和满足不同学生的需求至关重要。这个多方面的问题需要考虑印度的具体情况。印度对全纳教育的解释因残疾严重程度而异，解决方案应考虑政治、历史和文化背景以及残疾人的信仰和经历。