How “Inclusive” Has the Inclusive Education Been?

Abstract

The main intent of inclusive education is to include diversity in terms of access to education. Hence, inclusive education is of tremendous significance to a country like Nepal, which has so much diversity. However, the strategies formulated by the inclusive education policies in Nepal still follow a narrow definition of inclusive education, though the policies are progressive. Does inclusive education mean only a scheme for disabled learners? Through a desk review of the policies after 2000 related to inclusive education, this paper argues that the smooth transition to inclusion in education has been challenging. The paper argues that despite policy provisions, Nepal has not been able to actualize inclusion in education because its strategies and actions are not directed toward inclusion. This situation is there mainly because of the lack of uniform understanding of inclusive education, and its present practice will lead towards segregation but not towards integration.