AbstractInclusion, a right of Children with Special Needs, has been identified as an appeal to educate students with special educational needs with normal children. In education, inclusion is a process that ensures quality education for all children from diverse groups by providing equal opportunities for them to participate in all aspects of school life. And for effective learning for all, the school’s infrastructure is a key foundation, as the objective of the available infrastructure in secondary school education is to enhance student enrolment and improve academic achievement. Though many government policies and programmes, as well as other NGOs, are making continuous efforts to accelerate the learning of CWSN in mainstream education, numerous challenges hinder their learning; among them, infrastructure is critical. Therefore, in the present paper, efforts have been made to identify the available infrastructure facilities for CWSN in schools to continue their education. For the study, a sample was taken from 35 secondary schools in Rajasthan. The researcher developed a questionnaire to collect data. For the present study, the sample was taken using systematic random sampling. The study’s outcomes revealed that the available infrastructure for CWSN was good in terms of architectural facilities. In contrast, physical facilities for CWSN were not at the expected level, and facilities related to teaching-learning, as well as those related to independent living for CWSN, were at an average level for inclusion in mainstream education.
Goyal et al. (Wed,) studied this question.