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Good practices


Differences are fluid in nature, not always fixed, respecting individual rights of self-identity, recognizing that no one is superior and based on several socio-cultural-linguistic-plurality in the Indian society, some categorization have been suggested in the NEP 2020 for addressing the diverse needs and paying more attention to education of children belonging to socio-economically disadvantaged groups (SEDGs). SEDGs are broadly categorized into five sub categories, based on gender identities (particularly female and transgender individuals), socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, linguistic and religious minorities), geographical identities (such as students from villages, small towns, and aspirational districts), socio-economic conditions (such as migrant communities, low income households, children in vulnerable situations, victims of or children of victims of trafficking, orphans including child beggars in urban areas, and the urban poor) and disabilities. The Rights of Persons with Disabilities Act 2016 has specified a schedule of disabilities such as locomotor disability, leprosy cured person, cerebral palsy, dwarfism, muscular dystrophy, acid attack victims, blindness, low-vision, deafness, hard of hearing, speech & language disability, intellectual disability, specific learning disabilities, autism spectrum disorder, mental illness, chronic neurological conditions, multiple sclerosis, parkinson’s disease, haemophilia, thalassemia, sickle cell disease, multiple disabilities and deaf-blindness or as further notified disability. The NEP 2020 endorses all recommendations of the RPwD Act 2016 with regard to school education.

The National Education Policy, 2020 has a vision of transforming India by providing high-quality equitable and inclusive education to ensure that all students with diverse learning needs are able to thrive in the education system with equal learning opportunities in an inclusive environment to realize their full potentials. Equitable and Inclusive education is a dynamic process which brings change in the society. Equitable does not mean the equal. Equitable education is more concerned with the learner's specific learning needs. Inclusion aims at bringing all these children with their different abilities and needs together to learn under one roof. The need of the hour is to address the diverse socio-economic, geographic, cultural and idiographic issues through adopting the policy of 'Teaching all children together' and facilitating 'Equitable and outcome based Learning for All'.

In coherence with NEP 2020, a lot of resources have been developed based on the philosophy of equitable and inclusive education and principles of Universal Design to provide educational e-Content to learners across and beyond the country. These resources and e-contents are developed by experts in the field following systematic procedures of evaluation and reviews for delivering the quality end product. The resources and e-contents are available on 'One Nation One Platform' DIKSHA - Equitable and Inclusive Education Vertical, which is evolving in nature.

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