International Journal For Multidisciplinary Research

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Comparative Analysis of Inclusive Education Practices in CBSE and Other Schools

Author(s) Mr. NIRANJAN SHEELAVANT, Dr. PATWARDHAN RATHOD
Country India
Abstract Background: Inclusive education ensures equitable learning opportunities for all children, including those with disabilities. Although India’s policy framework such as the RPwD Act (2016), RTE Act (2009), and NEP 2020 strongly supports inclusion, implementation gaps persist across schools.
Method: This cross-sectional descriptive study examined inclusive education practices in 60 schools across 18 Indian states, including 38 CBSE and 22 other schools. Data were collected using a validated semi-structured questionnaire covering four domains: institutional characteristics, school policies, accessibility and safety, and administrative and pedagogical practices.
Results: CBSE schools demonstrated better infrastructure, policy integration, and record management compared to other schools. Significant differences emerged in resource room availability (p = 0.001), inclusion in school plans (p = 0.005), accessible toilets (p = 0.009), teacher training (p = 0.05), and curriculum flexibility (p = 0.02). However, both groups showed limited collaboration with welfare departments and inadequate parental involvement.
Conclusion: CBSE schools exhibit stronger inclusive practices than state board and government schools, though systemic challenges in teacher training, accessibility, and intersectoral coordination remain. Strengthening monitoring mechanisms and enhancing stakeholder engagement are crucial for advancing inclusive education in India.
Keywords Inclusive Education, CBSE Schools, Accessibility, Teacher Training, Disability Inclusion, Educational Policy
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-04
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.65564
Short DOI https://doi.org/hbhsfs
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