“Inclusive Education” authored by Dr. Anuradha Sekhri is a captivating analysis of the profound impact that educational systems, which actively incorporate diversity and accessibility in Education. The book provides a comprehensive overview of the current state of educational inclusivity. It gives a passionate case for the inclusion of all pupils, regardless of their socioeconomic, physical, or cognitive differences. The book’s structure is carefully organised, guiding readers through the conceptual frameworks and then exploring the practical approaches of inclusive education.
Dr. Sekhri skillfully avoids the risks of becoming excessively wordy or overly focused on academic details, ensuring that the plot, which refers to the development of ideas, remains captivating and pertinent. The chapters on the implementation of inclusive practices are very captivating for readers.
Dr.Sekhri effectively discusses the essential sociological and cultural requirements for inclusion. The book provides a lucid examination of the wider storyline concerning fairness and impartiality in the field of education. The author’s effectiveness in communicating lies in the powerful idea that inclusion is not simply an educational tactic, but an essential entitlement.
The book’s virtues are evident in its thorough coverage and compelling argumentation, while a few individuals may consider the lack of opposing opinions to be a small drawback. This book is an essential read for educators, administrators, and policymakers. It is also advisable for individuals who have an interest in the convergence of education and social justice.
Legislative inconsistencies, a lack of data, and a lack of quality evaluations have hindered India’s inclusive education for children with disabilities. This has led to significant gaps in the implementation of inclusive education, causing enormous concern and anxiety. Undoubtedly, readers feel a profound sense of hopelessness upon learning that despite the existence of various laws in India that acknowledge the right to free and mandatory education for individuals with disabilities, such as the Right of Persons with Disabilities Act 2016 and the New Education Policy 2020, there is a lack of a consistent structure for inclusive education in the country. The author further elaborates on the concept of “Inclusive education” by stating that it refers to an educational system in which students with and without disabilities are educated together. It also encompasses a teaching and learning approach that caters to the diverse needs of various students, as outlined in the RPWD Act of 2016.
With particular reference to the situation of inclusive education in Punjab, the findings presented in this book could have a significant impact on policy-making.
This study is grounded in research on the assessment of inclusive education in the state of Punjab.
However, during the evaluation process, certain deficiencies have been identified in the provision of high-quality and purposeful education to children with special needs in an environment that is most suitable for them. It is imperative that head teachers and classroom teachers receive special education training in order to make them aware of the value of inclusive education and how it benefits the CWSN.
