Awareness, Attitude and Challenges Faced by Teachers and Educational Functionaries in Facilitating Inclusive Education with Special Reference to Marginalized Children: A Study within the Framework of National Education Policy 2020.

Inclusive education has emerged as a global commitment following the Salamanca Statement (1994), advocating equitable access to quality education for all learners, including marginalized and disadvantaged groups. In India, constitutional mandates, the Right of Children to Free and Compulsory Education Act (RTE, 2009), and more recently the National Education Policy 2020 have reinforced inclusive and equitable education as a foundational principle. Despite progressive policies, implementation challenges persist at the school level, particularly concerning teachers’ awareness, attitude, and preparedness. The present study aims to examine awareness, attitude, and challenges faced by teachers and educational functionaries in facilitating inclusive education for marginalized children within the policy framework of NEP-2020. The study adopts a descriptive survey method and seeks to generate policy-relevant recommendations.