Name: Neelam Chauhan, Sudhira Mantry
Country: India

Year: 2020
Volume: Volume-10, Issue-2 (July-December)
Page Number: 23-31

Introduction
Inclusive education for children with special needs is the necessity of the day. MHRD (2003)
cited that more than 25 million children out of school in India, many of whom marginalized
by dimensions such as poverty, gender, disability and caste .while many educational
programmes have attempted to reach out to these previously excluded children, those with
disabilities are often forgotten, emphasizing their invisible status in a rigidly categorized
society. A focus on disability global development not only raises questions of divers local
interpretation of the same issue , but also the need to accept the diversity of needs within
this “group” depending on both the nature of impairment and cultural context. Over the
years, although government programmes such as operation black board focused mainly on
infrastructure, girls scheduled caste and scheduled tribe children. Out of all the policy,
programmes of Government, Sarva Sikshya Abhiyan (SSA) is also one of the pro