Journal of Education, Society and Behavioural Science

This paper critically examines the persistent gap between the legislative commitments of the Rights of Persons with Disabilities (RPwD) Act, 2016 and the actual state of disability inclusion in Indian schools. Although the Act aspires to create a rights-based and barrier-free education system aligned with the UNCRPD and SDG 4, national evidence indicates that implementation remains fragmented and largely symbolic. Using a critical policy analysis approach supported by secondary data synthesis, the study reviews key datasets—including UDISE+, NAS, UNESCO, and UNICEF reports—alongside contemporary disability scholarship to assess school readiness across infrastructural, pedagogical, attitudinal, and technological dimensions. Recent data show that less than one-third of schools have basic accessibility features, only about 30% provide accessible toilets for children with disabilities, and fewer than 35% of teachers have received training in inclusive education. These systemic limitations reinforce compliance-oriented practices rather than substantive inclusion. The paper argues that meaningful realization of the RPwD mandate requires a shift toward Universal Design for Learning (UDL), sustained teacher professional development, investment in accessible infrastructure, enhanced availability of assistive technologies, and robust monitoring mechanisms. The study underscores the urgency of moving beyond policy rhetoric toward a genuinely inclusive and equitable school system for all children with disabilities in India.