Exploring The Role Of Special Educators And The Implementation Challenges Of Inclusive Education Under Nep 2020

Abstract

India's educational landscape has seen a significant shift with the implementation of the National Education Policy (NEP) 2020, which places a strong emphasis on inclusivity and equitable learning opportunities for all students, including those with special needs. This study looks at the practical challenges special educators encounter when implementing NEP 2020 recommendations at the school level, as well as the significance of special educators in fostering an inclusive learning environment. Special educators are essential in bridging the gap between curriculum delivery and the diverse learning demands of children with disabilities and learning problems. Systemic problems include inadequate administrative assistance, a lack of infrastructure, a lack of training, and ignorance of the policy's terms usually limit their effectiveness.
Both qualitative and quantitative methodologies are used in this descriptive study. Information was gathered from 40 special educators and administrators in regular schools that implemented inclusive practices using structured questionnaires. Descriptive statistics were used to examine trends related to the challenges, support systems, and preparedness of special educators. The findings indicate that while most educators concur that NEP 2020 has progressive objectives, its actual execution is hampered by a lack of capacity building, a lack of policy knowledge, and resistance to structural change in schools.
The paper concludes with practical recommendations for enhancing inclusive education, including improved training for teachers, collaborative policymaking, and the establishment of support networks at the institutional and community levels. The information acquired from this study highlights the significance of empowering special educators in line with national reforms and contributes to the growing discussion on inclusive education in India.