This paper examines the evolution and impact of policies and programs aimed at the education of exceptional children in India, with a focus on inclusive education. Beginning with early initiatives such as the Integrated Education for Disabled Children (IEDC) Scheme (1974) and the National Policy on Education (1986), the study traces the development of legislative and institutional frameworks including the Rehabilitation Council of India Act (1992), the Persons with Disabilities Act (1995), the National Trust Act (1999), and the Rights of Persons with Disabilities Act (2016). It highlights major government programs such as Sarva Shiksha Abhiyan and Samagra Shiksha Abhiyan, which promote universal access to education and equitable learning opportunities. The analysis further explores the transformative role of the National Education Policy (2020) in strengthening inclusive practices and ensuring holistic development for children with disabilities. These policies collectively aim to remove barriers, provide necessary support services, and integrate children with special needs into mainstream education. The study concludes that India’s policy framework reflects a strong commitment to equity, accessibility, and social inclusion, fostering an educational environment where all children can participate fully and reach their potential.
Arpita Mondal (Sat,) studied this question.