A Comparative Study Of Global And National Inclusive Education Policies

Abstract

Inclusive education aims to ensure equitable access to quality education for all learners including marginalized groups, economically disadvantaged children, and children with disabilities within a common education system. Guided by international frameworks such as the UNESCO education 2030 framework, the Salamanca statement, and the United Nations convention on the rights of persons with disabilities developed by UNESCO and the United Nations, many countries have adopted policies promoting inclusive practices. Purpose: this study compares global inclusive education frameworks with India’s national policy to examine their alignment and implementation. Method: A qualitative comparative analysis was conducted using secondary sources, including government documents, academic literature, scholarly articles, newspapers, and thesis. Major Findings: the study finds that although inclusive education is legally recognized across many countries, a significant gap remains between policy intensions and actual classroom practices, particularly in developing contexts. Global frameworks strongly influence national policies, yet local challenges hinder effective implementation. Policy implications: strengthening inclusive education requires context-specific strategies, sustained teacher professional development, adequate resource allocation, and robust accountability mechanisms to translate policy into practice. This study contributes to ongoing policy discourse by highlighting the need for stronger alignment between global commitments and national execution to ensure equitable and inclusive learning opportunities for all.