Blended and Online Teaching Models for Inclusive Classrooms: A Study in the Context of the RPwD Act, 2016

Blended and online learning models have emerged as pivotal mediums within the modern education system, particularly for fostering inclusive education. By integrating traditional instruction with digital platforms, these models provide flexible, personalized, and accessible learning opportunities for diverse learners—especially children with disabilities. The Rights of Persons with Disabilities Act, 2016, ensures equal opportunities in education, reasonable accommodations, and a non-discriminatory environment. This research paper explores the principles, pedagogical frameworks, and models of blended and online learning, and analyzes their relationship with the provisions of the RPwD Act, 2016. It places particular emphasis on accessibility, assistive technology, teacher preparedness, and institutional capacity. The study identifies challenges related to the digital divide, infrastructural deficiencies, a lack of teacher training, and accessibility. Furthermore, it offers practical recommendations. It is concluded that the effective utilization of digital pedagogy, combined with inclusive policies and technological resources, can enhance the participation, equity, and academic achievements of learners with disabilities.