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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

International Journal of Applied Research

Vol. 1, Issue 7, Part N (2015)

Access to elementary education in India country analytical review

Author(s)
Khobir Uddin Ahmed, Dr. Naresh Chandra Srivastava
Abstract
The Government of India has created numerous policies around special education since the country’s independence in 1947. Although the Government of India has attempted to create policies that are inclusive for people with disabilities, their implementation efforts have not resulted in an inclusive system of education, nor have they reached their goal of “education for all” across the country. The three basic models, segregated, integrated and inclusive special education, have been differentiated between by international and governmental agencies, and overwhelming support is being shown by human rights activists, nonprofits, governmental organizations, governments and international agencies, all in favor of inclusive special education as the most beneficial type of education for people of all ability levels. The Government of India needs to bridge the gaps in their education system to build a strong system of inclusive education in India.
Pages: 822-825  |  654 Views  10 Downloads
How to cite this article:
Khobir Uddin Ahmed, Dr. Naresh Chandra Srivastava. Access to elementary education in India country analytical review. Int J Appl Res 2015;1(7):822-825.
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