Forging Inclusive Nation Builders: Empowering Teachers for Specific Learning Disabilities Post NEP 2020

Abstract

Education For All, being a subject of policy discussions for a considerable period, real progress in classrooms has been uneven. The National Education Policy (NEP) 2020 emphasizes inclusive education, with the goal of ensuring that every child, regardless of their background or abilities, can access high-quality learning opportunities. This paper, grounded in a comprehensive review, explores inclusive framework of NEP 2020 with focus on teacher preparedness focusing on early identification, individualized instruction, as well as continuous professional development keeping in view the learning disabilities. The review synthesizes international teaching strategies globally designed to support children with Specific Learning Disabilities (SLD), providing teacher training initiatives to prioritize early detection, research-backed interventions, and ongoing professional development to foster equitable learning environments that promote both academic success and long-term achievement for students with Specific Learning Disabilities (SLDs). The review emphasizes the essential role of thorough teacher training in preparing educators with the expertise and assurance to apply these strategies effectively. This may encompass specialized support programs UDL, inclusive teaching strategies as well as the integration of assistive technologies to empower teachers for children with SLD. It thus offers actionable, evidence-based teacher training programs aimed at bridging the persistent gap between policy goals and classroom realities.