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

In many parts of the world, inclusive infrastructural and techniques are deployed to address the issues of exclusion of students with disabilities in education. Its adoption in the Indian state systems of education, however, is progressively influenced by governmental administration, policy creation, and schools’ individual needs. This research paper examines these inclusionary and access focused practice as the location influenced by state power, policy and execution. The area of study is the domain of public education in the state of Gujarat in India. The design of this study is qualitative-dominant mixed methods. It examines the conceptualization, design and regulation of inclusion-focused projects for physically disabled learners from a government perspective, based on the review of policy frameworks and the research methods of surveys and interviews. The paper discusses the role of eligibility requirements, distribution of funds, and administrative processes in determining access to assistive devices and digital learning instruments. It examines the possibility of discrimination based on class, gender and geographical location, including the voices of those managing the administrative aspects of the state-led technological and policy interventions. These results suggest that while inclusive policies have much potential in enhancing participation in education, inclusion is still dependent on a range of intersecting socio-economic factors. Who is supported, the definition of inclusion in social identity terms of the beneficiary and the significance of certain disabilities in the policy system are all determined by the real-time implementation of government policies. 

Keywords

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

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