Ministry of education and policy makers may not have clear idea of the challenges a teacher / leader of school face in the implementation of inclusive education. An idea floated has to be examined in the real context before putting it into policy. There should be some mechanism to try out the policy related reform in a small pocket, collect the opinion of stakeholders, identify the challenges and take measures before considering a reform as policy. As a policy children with disability/diversity should be admitted into the neighbourhood schools without fixing any reservation for admission into elementary schools. When we talk of Right to Education there is no point in fixing reservation under SC, ST and disability sectors into admission. A child from any excluded category seeking admission at any age below 14 /18, at any time of the calendar year should get admitted as per age appropriate placement as stipulated in RTE Act. To see this in reality, bridge course, special provisions, have to be made available in few Government run schools as pilot. The success of inclusion thus piloted can come as a policy which will be followed Nationwide. The ground level workers have to be confidant and the members of the community have to be aware of it for seeing success through the implementation of any policy.
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