The Objectives of the DIET – CRC Linkage is to strengthen the CRCCs academically to undertake the teacher capacity building programmes through school-based support. Bi-yearly Review -cum- reflection workshop for sustaining and strengthening the mission of the DIET-CRC linkage were conducted by this Directorate in the month of June, 2023 and January, 2024. All DIET Principals, DIET-CRC Linkage Coordinators from each DIET, the ADEOs(Academic)and Pedagogy Coordinators from all the districts attended the workshop Program in the conference hall of DTE and SCERT. The best practices of each district was shared along with the six month plan of action was presented. The analysis report on the classroom observation by the DIET faculty from July to December 2023 was shared and insightful discussion was made.

The national education policy is a policy formulated by Govt. of India to promote and regulate education in India. The policy covers elementary education to higher education in both rural and urban India. The first NEP was promulgated by the Govt. of India by Prime Minister Indira Gandhi in 1968, the second by Prime Minister Rajib Gandhi in 1986, and the third by Prime Minister Narendra MOdi in 2020. The NEP 2020 is the first education policy of the 21st century and aim to address the many growing developmental imperatives of our country.

• To update the New Education Policy, 2020 Tracker on every month after receiving the update from the thematic group members
• To develop the School Assurance and Accreditation Framework (SQAAF) during 2024-25 in the light of SHAALA SIDDHI.

Inclusive education in India represents a significant shift towards integrating all students, regardless of their abilities or disabilities, into mainstream educational settings. This approach aims to provide equal learning opportunities to children from diverse backgrounds, ensuring that every child, including those with special needs, receives a quality education alongside their peers. The government has implemented various policies, such as the Right to Education Act and the Samagra Shiksha Abhiyan, to promote inclusivity in schools. These initiatives focus on infrastructure development, teacher training, and curriculum adaptation to accommodate different learning needs. Despite challenges such as inadequate resources and societal attitudes, there is a growing recognition of the importance of inclusive education in fostering a more equitable and just society. This paradigm shift not only benefits children with disabilities but also enriches the learning experience for all students by promoting empathy, cooperation, and understanding.

• Students with Disabilities: They gain access to mainstream education, fostering social integration and providing them with equal opportunities to learn and grow in a supportive environment.
• Non-Disabled Students: Exposure to diverse peers promotes empathy, cooperation, and a broader understanding of different perspectives, enriching their overall educational experience.
• Teachers: Educators develop more effective, diverse teaching strategies and gain a deeper understanding of differentiated instruction, enhancing their professional skills.
• Families: Parents of children with disabilities often feel more supported and engaged in their child’s education. Families of non-disabled students benefit from a more inclusive and accepting community.
• Schools: Educational institutions become more equitable and inclusive, reflecting a commitment to diversity and social justice, which can enhance their reputation and community support.
• Society: Promoting inclusivity in education helps build a more inclusive society, reducing stigma and discrimination, and fostering a culture of acceptance and respect for all individuals.

Overall, inclusive education contributes to the development of a more inclusive, empathetic, and cohesive society, where everyone has the opportunity to succeed and contribute.

Every classroom is an inclusive classroom. Special training, particularly for educators and support staff, is essential to effectively implement inclusive education. The need and purpose of special training can be outlined as follows:

• Understanding Diverse Needs: Teachers and staff need to comprehend the varied educational, emotional, and physical needs of students with disabilities. Special training equips them with the knowledge to identify and support these needs appropriately.
• Effective Teaching Strategies: Educators learn specific teaching methods and strategies that cater to a wide range of learning styles and abilities. This includes differentiated instruction, use of assistive technologies, and individualized education plans (IEPs).
• Classroom Management: Special training helps teachers develop classroom management techniques that foster an inclusive environment. This includes strategies for managing diverse behaviors and creating a positive, supportive atmosphere for all students.
• Collaboration Skills: Inclusive education often requires collaboration among teachers, special educators, therapists, and families. Training provides educators with the skills to work effectively in multidisciplinary teams, ensuring cohesive support for students.
• Legal and Ethical Understanding: Educators are trained on the legal rights of students with disabilities and the ethical considerations in providing equitable education. This ensures compliance with laws and promotes a culture of respect and dignity.
• Attitudinal Shift: Training programs help in shifting attitudes and reducing biases towards students with disabilities. This fosters a more inclusive mindset, encouraging educators to view all students as capable learners.
• Enhanced Student Outcomes: Ultimately, the purpose of special training is to improve educational outcomes for students with disabilities. Well-trained educators can better support these students, leading to higher academic achievement, improved social skills, and greater overall development.