Right, Policy and Practice: Understanding Rpwd Act, 2016 in the Context of Elementary Education

Author(s)	Lalrochami Ralte, Prof. Lalbiakdiki Hnamte
Country	India
Abstract	The Rights of Persons with Disabilities Act, 2016 (RPWD Act) marked a milestone in India’s journey toward inclusive and equitable education. The Act emphasizes the right to education for children with disabilities, advocating for accessibility, reasonable accommodation, and non-discrimination. Despite this progressive framework, implementation gaps remain at the school level. This study aims to explore the understanding and practice of the RPWD Act, 2016, among elementary school teachers in Mizoram. Using a descriptive research design, data were collected from 20 teachers through a structured questionnaire. The findings reveal that while teachers are aware of the concept of inclusion, most lack in-depth knowledge of the RPWD Act and face challenges such as inadequate training, lack of resources, and insufficient administrative support. The study emphasizes the need for teacher capacity-building, infrastructure improvement, and effective policy translation into classroom practice to achieve the goals of inclusive education.
Keywords	RPWD Act 2016, Inclusive Education, Disability Rights, Policy Implementation, Teacher Training
Field	Sociology > Education
Published In	Volume 7, Issue 5, September-October 2025
Published On	2025-10-24
DOI	https://doi.org/10.36948/ijfmr.2025.v07i05.58737

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