Citation :

Zeus Lalani, "Inclusive Education in Gujarat: A Study of Governance and Institutional Practices," International Journal of Humanities and Social Science, vol. 13, no. 4, pp. 107-114, 2026. Crossref, https://doi.org/10.14445/23942703/IJHSS-V13I4P112

Abstract

Zeus Lalani

Keywords

Inclusive Education, Disability, Education Policies, State Interventions, Institutional Practices.

References

1. Gregg D. Beratan, “Institutional Ableism and the Politics of Inclusive Education: An Ethnographic Study of an Inclusive High School,” Doctoral Dissertation, Institute of Education, University of London, 2012.
   [Google Scholar] [Publisher Link]
2. Carmel Conn, and Susan Davis, “Policy Implications of Collective Agency for Inclusion: Evidence from the Welsh Context,” Journal of Education Policy, vol. 39, no. 1, pp. 127-148, 2024.
   [CrossRef] [Google Scholar] [Publisher Link]
3. John W. Creswell, and J. David Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5^th ed., SAGE Publications, 2017.
   [Google Scholar]
4. Lindsey Gale et al., “Overcoming Barriers to Inclusion in Education in India: A Scoping Review,” Social Sciences & Humanities Open, vol. 5, no. 1, pp. 1-11, 2022.
   [CrossRef] [Google Scholar] [Publisher Link]
5. Department of School Education and Literacy, Samagra Shiksha: Framework for Implementation, Ministry of Education, Government of India, 2021. [Online]. Available: https://www.pib.gov.in/Pressreleaseshare.aspx?PRID=1786630&reg=48&lang=2
6. Department of School Education and Literacy, National Guidelines and Implementation Framework on Equitable and Inclusive Education, Ministry of Education, Government of India, 2023. [Online]. Available: https://www.scribd.com/document/778035743/National-Guidelines-Implementation-13271
7. Department of School Education and Literacy, Minutes of the Meeting of the Project Approval Board held on 01.03.2025 to consider the Annual Work Plan and Budget (AWP&B) 2025–26 of Samagra Shiksha for the State of Gujarat, Ministry of Education, Government of India, 2025. [Online]. Available: https://www.pmshri.education.gov.in/pab
8. Department of School Education and Literacy, UDISE+ Report 2024–25: NEP Structure, Ministry of Education, Government of India, 2025. [Online]. Available: https://dashboard.udiseplus.gov.in/
9. Government of India, The Rights of Persons with Disabilities Act, 2016 (Act No. 49 of 2016), India Code, 2016. [Online]. Available: https://www.indiacode.nic.in/bitstream/123456789/15939/1/the_rights_of_persons_with_disabilities_act%2C_2016.pdf
10. Greg Guest, Arwen Bunce, and Laura Johnson, “How Many Interviews are enough? An Experiment with Data Saturation and Variability,” Field Methods, vol. 18, no. 1, pp. 59-82, 2006.
    [CrossRef] [Google Scholar] [Publisher Link]
11. Ahmed Bawa Kuyini, “Educational Accountability in Inclusive Schools: Exploring Perspectives and Proposing a Model for Accountability in Policy and Practice,” Education Sciences, vol. 15, no. 6, pp. 1-15, 2025.
    [CrossRef] [Google Scholar] [Publisher Link]
12. Michael Lipsky, Street-Level Bureaucracy: Dilemmas of the Individual in Public Services, Russell Sage Foundation, 2010.
    [Google Scholar] [Publisher Link]
13. Gunnlaugur Magnúson, Kerstin Göransson, and Gunilla Lindqvist, “Contextualizing Inclusive Education in Educational Policy: The Case of Sweden,” Nordic Journal of Studies in Educational Policy, vol. 5, no. 2, pp. 67-77, 2019.
    [CrossRef] [Google Scholar] [Publisher Link]
14. Ministry of Education, National Education Policy 2020, Government of India, 2020. [Online]. Available:  https://static.pib.gov.in/WriteReadData/userfiles/NEP_Final_English_0.pdf
15. Ministry of Education, Department of School Education and Literacy, Rajya Sabha Unstarred Question No. 510: Students with Special Needs in Government Schools, Parliament of India, 2026. [Online]. Available: https://sansad.in/getFile/annex/270/AU510_BsXnoc.pdf?source=pqars
16. Stella L. Ng et al., “Supporting Children with Disabilities at School: Implications for the Advocate Role in Professional Practice and Education,” Disability and Rehabilitation, vol. 37, no. 24, pp. 2282-2290, 2015.
    [CrossRef] [Google Scholar] [Publisher Link]
17. Chaim Noy, “Sampling Knowledge: The Hermeneutics of Snowball Sampling in Qualitative Research,” International Journal of Social Research Methodology, vol. 11, no. 4, pp. 327-344, 2008.
    [CrossRef] [Google Scholar] [Publisher Link]
18. Breynner Ricardo De Oliveira, and Maria Do Carmo De Lacerda Peixoto, “Street-Level Bureaucracy and Public Policies: Analyzing Educational Policy Implementation from the Perspective of Schools and Teachers,” Education Review, vol. 37, pp. 1-15, 2021.
    [CrossRef] [Google Scholar] [Publisher Link]
19. Lawrence A. Palinkas et al., “Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research,” Administration and Policy in Mental Health and Mental Health Services Research, vol. 42, no. 5, pp. 533-544, 2015.
    [CrossRef] [Google Scholar] [Publisher Link]
20. Laasya Shekhar, Most Urban Schools Violate Law, Exclude Children with Disabilities, Citizen Matters, 2025. [Online]. Available: https://citizenmatters.in/most-urban-schools-violate-law-exclude-children-with-disabilities/
21. Shruti Taneja-Johansson, Nidhi Singal, and Meera Samson, “Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion,” International Journal of Disability, Development and Education, vol. 70, no. 5, pp. 735-750, 2023.
    [CrossRef] [Google Scholar] [Publisher Link]
22. UNESCO, Inclusion in Education, UNESCO, 2020. [Online]. Available: https://www.unesco.org/en/inclusion-education
23. UNICEF, Inclusive Education, UNICEF. [Online]. Available: https://www.unicef.org/education/inclusive-education