Grassroots Inclusion Policy


  • Every child has a fundamental right to education and must be given the opportunity to achieve and maintain acceptable levels of learning. Every child has unique characteristics, interests, abilities and learning needs.
  • Education systems should be designed and educational programs implemented to take into account the wide diversity of these characteristics and needs.
  • Schools like Grassroots, with this inclusive orientation, are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.

Legislation supporting these policies include:

Year Name of Legislation Brief Information
1944 Sargent’s Report (also referred to the 1936 CABE recommendation) a landmark in the policy on ‘Integration’ of disabled children in general schools, though it continued its recommendation for special schools, but ‘only when the nature and extent of their defect (made) it necessary.
1964 The National Education commission/Kothari commission the first actual education commission to discuss a plan of action for educating individuals with special needs
1968 National Education Policy suggested the expansion of education facilities for physically and mentally handicapped children and the development of ‘Integrated Programme’ enabling handicapped children to study in regular schools.
1987 Project Integrated Education for the Disabled (PIED) launched under NCERT assisted by the United Nations Children's Fund (UNICEF), supports identification and assessment of children with disabilities, establishment of resource rooms, provision of aids and appliances and allowances for children with disabilities
1994 Salamanca Statement (Spain) India committed itself to an ‘inclusive’ education system by being a signatory
1995 Person with Disabilities Act The Act desires the appropriate governments and local authorities to ensure that every child with a disability has access to free education in an appropriate environment until he attains the age of eighteen years.
2001 Sarva Shiksha Abhiyan (SSA) ‘Education for All’ - a historic stride towards achieving the long cherished goal of Universalization of Elementary Education. It makes a provision up to Rs.1200 per child for integration of disabled children as per specific proposal.
2005 Action Plan for Inclusive Education Of Children and Youth with Disabilities (IECYD) To ensure:
  1. 1. that no child is denied admission in mainstream education and
  2. 2. that mainstream and specialist training institutions serving persons with disabilities, in the government or in the nongovernment sector, facilitate the growth of a cadre of teacher trained to work within the principles of Inclusion’.
2009 Right To Education Act While the focus is on providing free and compulsory education to all children of the age of 6 to 14 years, it emphasizes that “children with disabilities should also be educated in the mainstream schools”.

At Grassroots we believe that everyone has a right to equal opportunities. We believe that all children, adults and families should feel welcome and should have an equal chance to benefit from our school and everything it provides.

Our school is open to every child (normal, special and gifted) in the community. We acknowledge and value where each child ‘is at’ and provide opportunities and experiences to help them move on to the next stage in their development. We have the highest expectations of all children. We plan our curriculum to extend our children’s knowledge and experience of our cultures, languages and celebrations. We ensure that our curriculum reflects the diversity of our society, and not just our group. We encourage children to explore in a positive way the differences and diversity of people. We positively challenge, in everyone, stereotypes and assumptions, and actively seek to challenge all forms of discrimination.

Educational inclusion is about equal opportunities, for all children, whatever their age, gender, ethnicity, attainment and background. It ensures particular attention to the provision made for and the achievement of different groups of children within a school.