Government’s Role In Enforcing Digital Inclusion For Persons With Learning Disabilities, Evolving Education-Technology In India & Indian Education Policy: A Comparative Analysis

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Mrs. Neelam Sanjay Kamthe, LL.M., BCT College of Law, Kamothe, Navi Mumbai

ABSTRACT

The recently, especially after the COVID-19 pandemic, educational technology (Ed-Tech) in India has transformed learning methodologies with the extensive use of technological tools in learning; however, how much it promotes inclusivity for persons who suffer from learning disabilities remains an unexplored challenge. As a general approach, the Indian government has initiated various policies to promote digital inclusion and yet there is definitely an improvement opportunity between policy implementation and on-ground actual accessibility when it concerns the persons with learning disabilities. This paper critically examines India’s Ed- Tech policies and their effectiveness in ensuring equitable access for individuals with learning disabilities. This paper also tries to give a comparative analysis with best practices across other countries, the study evaluates the role of government regulations, technological advancements, and institutional frameworks in implementing and fostering an inclusive digital learning environment for persons with learning disabilities.

The research aims to explore key initiatives such as the National Education Policy (NEP) 2020, the Rights of Persons with Disabilities (RPWD) Act 2016, it also explores the existing and prospective role of AI-driven assistive technologies, personalized learning platforms, and adaptive tools in closing the accessibility gap. This study highlights areas where India can strengthen its policies and overall approach in this regard by a comparative analysis of the policies from countries like the United States and the United Kingdom, that is, countries where the regulatory frameworks ensure mandatory compliance with inclusivity.

India has certainly made considerable progress in promoting Ed-Tech adoption, however huge challenges remain, especially the ones concerning the digital literacy and policy enforcement. It is noteworthy that the limited availability of inclusive content, assistive technologies and the absence of impactful penalties on non-compliance have ultimately hindered absolute digital inclusion of persons with learning disabilities. The paper looks forward to a multi-stakeholder approach involving government agencies, Ed- Tech firms, educators, and disability rights organizations to create a more accessible, sustainable and more inclusive digital learning ecosystem, specially concerning the persons with learning disabilities.

GOVERNMENT’S ROLE IN ENFORCING DIGITAL INCLUSION FOR PERSONS WITH LEARNING DISABILITIES, E.

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