Abstract

The progress of Human Society, remains incomplete till the weakest sections of the society both physically as well as socio-economically also, receive the benefit of development and are at par with other members of the society, as far as we are concerned with the disabled children, there are hundreds of disabled children living miserable life, in different parts of the world. These children have traditionally been neglected, isolated, within their families and schools and above all, the society also. The data collection for the study has been mainly done through observing classes and interviewing the principals of M.C.D schools about their own training and preparedness for inclusive education and other facilities provided by the department, data has been collected from primary sources mainly. The resource crunch has been the common problem in all the schools, response of the parents of the disabled children and the society as a whole has not been so encouraging for the teachers. Secondary data from government and other sources has been used for the study The paper deals with the gradual shift in the focus from being completely neglected and isolated in terms of learning and education, to the formation of new stream of special education, which later on worked for the integration of regular schools as special children were allowed admission to the regular schools and now it has become completely Inclusive Education with the clear cut aim of “no one should be left behind”. As the Inclusive Education aims to provide all the facilities in regular schools for Disabled Children. The feeling of doubt, fear, about how to deal with these children, also about their achievement and performance has to be uprooted as early as possible. Delhi being the National Capital is believed to be having all the infrastructural facilities available as compared to the other states of the country, we will also try to look into actual situation in Delhi after the implementation of new education policy 2020, which stresses on providing the infrastructural facilities including specially trained teachers and other staff also.

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