Abstract
Disability has three major perspectives; the bio-medical; functional and right-outcome [1]. From this angle, the concern of the study in the form of any perspectives and its results are always the curious part for the people and scholars who are investing their time to contribute to the field of inclusive education and disability in Nepal. Under this context, this study is the review of the available studies on disability perspectives inclusive education happened in Nepal from the period of 2010 to 2020. It is basically the methodological description/ review with major findings on the compiled studies. For the study, the researchers, studies, books, reports and journal articles published and issued in Nepal and carried out in the context of Nepal particularly on disability perspectives inclusive education were compiled and reviewed. The descriptive analysis showed that majority of studies were carried out from subjective analysis domination (qualitative) rather than objective (quantitative) ones by excluding the analysis to know on what extends the atmosphere of schools will hamper the education of disabled children in schools. The problems and challenges to implement inclusive education were not minutely revealed out by the studies through the set quality indicators of inclusive education in Nepal. The study has suggested initiating the researches on mentioned angles in research gaps.
Highlights
Education including all other fundamental rights is the rights of every child/citizen regardless of their gender, caste, ethnicity, race, disability and any forms of vulnerability
The United Nations Convention on the Rights of Persons with Disabilities (CRDP), 2006 has special provision for the persons with disabilities and children. These all provisions and entitlements are focused on ensuring the fundamental rights of persons/children with disabilities [3]
The state functionaries including academic and non- academic/social sectors should work together to ensure the rights of persons/children with disabilities
Summary
Education including all other fundamental rights is the rights of every child/citizen regardless of their gender, caste, ethnicity, race, disability and any forms of vulnerability. How many studies (researchers, investigations, reports, books, journals etc.) were published in Nepal from disability perspectives inclusive education? The intent of this paper was to review basically the methodological approaches of available published/issued ‘disability perspectives inclusive education based studies (researches, reports, books, journals) from the period of 2010 to the date in Nepal. The purpose of this descriptive method was to obtain qualitative and quantitative results of such studies from its methodological approaches thereby reveal out the research gaps in disability perspectives inclusive education in Nepal for further studies in the area of disability and inclusive education. According to the acquired information, the studies were reviewed from the angle of their methodologies and the findings in descriptive analysis
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
