Assessing Progress Towards Inclusive Education in India: Access and Participation of Children with Special Educational Needs

Abstract

As of now, few studies have assessed the impact of implementing inclusive education on the achievement of students with disabilities. As of this time, however, there is little evidence that demonstrates that inclusive education improves student outcomes. This chapter reviews the literature on the effects of inclusive education for students with disabilities to provide a framework for future research. There is no empirical evidence that demonstrates a relationship between inclusive education and improved academic or social outcomes for students with disabilities. Although many states in the United States have implemented inclusive education models in their public school systems, few studies have compared their effectiveness. Many researchers have studied the effect of inclusive education on students with disabilities. However, few have examined the comparative effects of different inclusive education models used in the U.S. While there is no empirical evidence supporting the claim that inclusive education improves student outcomes, there is a substantial body of literature discussing the benefits of providing inclusive education to students with disabilities. While inclusive education does offer many potential benefits to students with disabilities, there is currently no empirical evidence that proves it increases the achievement of students with disabilities.
Many researchers argue that the primary goal of inclusive education is to provide students with disabilities an opportunity to participate in the general education curriculum. Although many researchers believe that inclusive education should be designed to meet the individual needs of each student with a disability, few studies have demonstrated that it can achieve its intended goals. Since inclusive education has become increasingly popular over the last 20 years, many researchers have argued that it has the potential to affect the lives of students with disabilities positively. While many researchers agree that inclusive education has the potential to improve the lives of students with disabilities, there is currently no empirical evidence that supports this claim.
Despite growing interest in inclusive education, the current literature base provides little empirical evidence of its effectiveness. Since there is limited research that has systematically evaluated the effects of inclusive education on students with disabilities, further research is needed to determine whether it is an effective way to promote their academic and social development.

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