Despite the progressive vision of the National Education Policy (NEP) 2020, a persistent disconnect continues to exist between policy intent and classroom realities in the implementation of inclusive education in India. While the policy advocates equitable, flexible, and learner-centered approaches, its translation into classroom practice remains inconsistent and fragmented, particularly within diverse and socio-culturally complex educational settings. Addressing this critical gap, the present conceptual paper proposes a Contextualised Indian Model for Inclusive Pedagogy (C-IMIP), designed to operationalise inclusive education through structured, context-sensitive, and practice-oriented pedagogical strategies. The proposed framework integrates five interrelated dimensions—multilingual pedagogy, socio-emotional inclusion, differentiated instruction, community participation, and assessment flexibility—grounded in Universal Design for Learning (UDL), constructivist learning theory, and social inclusion theory. The model conceptualises inclusive pedagogy as a dynamic and interconnected process rather than a collection of isolated interventions. By contextualising global inclusive education frameworks within Indian educational realities, the study offers a comprehensive pedagogical approach for educators, teacher educators, policymakers, and institutions. The paper contributes to the discourse on inclusive education by bridging the divide between policy aspirations and pedagogical practice while advancing a holistic and contextualised understanding of inclusion in Indian classrooms. The study further highlights the need for practice-oriented teacher education, systemic institutional support, and flexible pedagogical structures for the effective implementation of inclusive education under NEP 2020.
Inclusive Education; National Education Policy 2020; Inclusive Pedagogy; Contextualised Pedagogical Framework; Differentiated Instruction; Multilingual Pedagogy; Socio-Emotional Learning; Assessment Flexibility; Teacher Education; Policy–Practice Gap.
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