RtE Act and Inclusive and Discrimination-Free Schools

This paper explores the RTE Act and its Rules passed by State Governments to analyse them from the perspective of inclusion. It looks question of inclusion in schools from social demography, identification, classification and categorisation of children, representation, participation, content, curriculum and pedagogy, and finance points of views. In the wake of utter lack of uniformity in defining children from weaker sections and children form disadvantaged groups, the paper argues for the need of initiating a discourse for articulation and adoption of broad principles and criteria for identification of C-DG and C-WS as a starting point towards inclusive schools.

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