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@article{181954,
        author = {Shilpa Panday and Dr Renuka Asagi},
        title = {Gaps Beyond Access: Inclusive Education In Rural india},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {2},
        pages = {344-347},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=181954},
        abstract = {This study investigates the persistent barriers experienced by children with disabilities (CWDs) beyond mere school enrollment in rural India. Using primary data from 400 parents across rural talukas of Dharwad district, Karnataka, the research explores infrastructural, attitudinal, social, and rehabilitative service gaps that impede inclusive education. Despite growing policy emphasis through the Rights of Persons with Disabilities Act (RPWD Act, 2016) and National Education Policy (NEP, 2020), children continue to face multiple exclusion layers inside the school system. Findings reveal that only 61.75% of schools had accessible toilets, and 66.5% had ramps, while transportation remained a major concern, accessible to merely 11% of students. Over 78.5% of parents felt that teachers lacked adequate training to handle disability-specific needs. Social exclusion was also rampant, with 73.75% reporting instances of teasing or sidelining. Alarmingly, access to rehabilitation services like physiotherapy (1.75%) and occupational therapy (0.25%) was almost negligible. The study emphasizes the need for a comprehensive approach that goes beyond enrollment figures to address deeper systemic barriers to inclusion. The findings have significant implications for policymakers, educators, and disability advocates seeking to ensure genuine inclusion for CWDs in rural settings.},
        keywords = {Inclusive Education, Children with Disabilities, Rural Schools, Educational Barriers, Social Exclusion, Teacher Preparedness, Rehabilitation Services},
        month = {July},
        }