Addressing Disparities: Evaluating the Preparedness of Uttarakhand’s Education System for Inclusive Education

Abstract

This study analyzes the present situation and preparedness of Uttarakhand’s education system for inclusive education, focusing on the integration of Children with Special Needs (CwSN). Even after the enhancement of global and national advocacy for inclusive education, significant challenges remain, particularly in rural and remote regions of developing countries like India. Similarly, Uttarakhand, characterised by its unique geographical terrain and sociocultural dynamics, faces considerable challenges in effectively implementing disability-inclusive education. This study analysed key aspects such as the number of CwSN, enrolment and out-of-school rates, funding, infrastructure, teacher perspectives and training, and sociocultural barriers. The study analyses reports of the Unified District Information System for Education (UDISE) and Census 2011, which show that the state is at the inception stage, especially with the lowest inclusion rate in the country, including a decline in CwSN enrolment and persistent gender disparities. Furthermore, the infrastructure, though improving, still lacks functionality, particularly in the availability of CwSN-friendly facilities like toilets and ramps with handrails. The research highlights that despite policy efforts, the actualisation of inclusive education remains deficient in Uttarakhand, especially in its rural areas. This study underscores the need for targeted interventions that bridge the gap between policy and practice, ensuring that all students, including those with special needs, receive equitable and sustainable educational opportunities.