Status of Implementation of Inclusive Education Schemes for Students with Intellectual Disabilities in the State of Kerala

Inclusive education (IE) advancement in the twenty-first century has given access to top-notch education a given for all students globally. IE has evolved to the point where it can now accommodate all students, offer appropriate education, and satisfy the academic needs of both challenged and non-disabled children. This study briefly examines the development of IE for students with intellectual disabilities (SwIDs) and some of the implementation challenges. Including all SwIDs in regular classrooms is the aim of inclusive education, but several challenges must be overcome for their education to be successful. The inclusion of the SwIDs highlights both the child's right to attend school and the responsibility of the school to accept the student. It urges changing from the current system, which assigns SwIDs depending on their maturity level, to one that promotes experience and maturity that enhances SwIDs learning. Moreover, it provides a structure for a curriculum that can be modified from the current standard curriculum. The proposed model needs to be evaluated in practical use. The study aims to discover how IE is used in Kerala to carry out various initiatives and processes. For children with and without disabilities, the central government has financed various programs in schooling and mobility management. However, the objective of the current study is to ascertain how the Samagra Shiksha Abhiyan (SMSA) and the Assistance to Disabled Persons Scheme (ADIP), two initiatives, are being carried out. A descriptive survey research technique was used, and fourteen districts in Kerala obtained 500 samples. The sample was chosen using the non-probability and purposeful sampling methods. Using a rating scale that the researcher designed, the data was gathered from respondents and then appropriately statistically evaluated and interpreted. The findings of the present research study revealed that it includes the level of awareness, availability, accessibility and advantages among headteachers | headmistresses, general educators, special educators, paraprofessionals and parents under inclusive education schemes for students with intellectual disabilities are average. The present study will contribute to the current research in inclusive education schemes and support to uphold the meaningful reintegration of SwIDs. It also looks forward to future research studies to draw and shape the present study by overwhelming its limitations.