Abstract: The primary aim of this paper targets to study in-depth about the two highly interdependent components but distinguishingly established agendas of 'Education for All' and 'Inclusive Education'. Inclusive education is founded on the context of providing an inclusive education accepting the different layers of society while having faith, respect, and fraternity for the diverse population. On the other hand, the aspirations of 'Education for All' tend to overlook some marginalized groups of children, in general, who fall under the category of having 'special educational needs'. The paper indicates a few factors which provide the need for inclusive education on a national level as well as accomplishing some international demands to deliver quality education for all children. And then, the paper ends in a way where a reconceptualization of building equilibrium between both of the modes is suggested through which education practitioners, policy makers, and trainers to develop a more sustainable education system.

Concept of Inclusive Education :

Throughout the world, the schools have taken 'inclusion' as a procedure to accomplish placement to the students with disabilities in ordinary classrooms along with the normal students. Inclusive education has now turned into a very important component to conglomerate the normal education system with a transformative and improving education system to provide a supportive environment for all the students. According to Ainscow's study in 2000, inclusive education definitely stands out to become a process of increased participation for all the students in school, including those who are challenged or having disabilities. Inclusive education is a re-conceptualized framework for the betterment of the culture, values, policies, and practices in a school which promotes no discrimination on a humanitarian level as well as solidifies their approach of accepting a diversifying population. The furthest meaning of inclusive education can take you up to the point where education is unanxious, and cheerful and accomplishes all the learning needs of children, youth, and adults with the special attention for the vulnerable, marginalized, and differently-abled.

There are three inclusion perspectives in the Indian context. Physical Inclusion, Social Inclusion & Cognitive Inclusion. Physical inclusion is the kind of education which receives constant promotion, support and all kinds of advantages from the government. This is the most basic inclusion process where all the policies and amendments have processed education to be a free and compulsory aspect for all the children. Here no institution can deny the admission of a child on account of having disabilities. This kind of Elementary Education focuses on homogenization of enrollment, retention, and accomplishment of all the children.

Social inclusion happens only in the sections of the society. In this kind of education policy, the persons with disabilities (PWD) from the lower class of the society with low economic ability are invited largely to join the educational institutions with the approach of minimum fee expectations whereas the upper class or economically affluent class face high expectations. These efforts are getting placed into the institutional scenario to have attitudinal reformations in the society.

Cognitive inclusion on the other hand allows specially abled or children with disabilities to study in normal classrooms with non-disabled children. Cognitive inclusion is possible when the subject matter is divided into smaller parts as it becomes easily graspable for the disabled students. Also, a large share of the responsibility to make these students learn the lessons in micro units goes to the teachers. Such efforts are given priority for equal learning and opportunities to be provided among all students. This seeks a solid framework where each lesson is given at an appropriate time in an appropriate manner.

The Agenda of Education for All ( EFA) Is Limited:

EFA is a framework which indicates the international commitment to providing education to every child and adult. This commitment is founded both on the human rights perspective and education as the main component for individual well-being and national development.

According to the Department of International Development in the UK, Education profits children, families, communities, and even the entire country. Education ensures people to live with dignity, develop their full capacities, participate fully in development, and improve the quality of their lives (UNESCO, 1990).

Although the primary agenda of EFA was based on a very broad outlook, it might have overlooked its own entitlement of 'all' for the issue of disability and then became unable to reach the poorest and most neglected children of the society, especially in those countries who haven't been able to achieve their second Millennium Development Goals ( MDG) by 2015. This paper focuses on the evidence of excluding disabled children from the international agenda and planning of providing EFA to all. According to Mittler in 2015, although not a homogenous group, disabled children are identified as a community of children who have been excluded in an imbalanced way from education. They have been often tagged with being the poorest and the most disadvantaged in their communities, and they have always been avoided from the 'mainstream' EFA aspects ( Savolainen, 2006; Rieser, 2005). The 'flagships' of EFA have been set up to accomplish a range of different problems and challenges, such as teacher education, HIV/AIDS, early childhood, etc. But the flagship of disability has been differently taken and more adopted as a responsibility for national EFA policies. This is how disability is taken on a different form and getting distanced from the mainstream agenda and becoming a subject of 'specialists' only.

Frameworks of Inclusive Education:

The characteristics and frameworks of inclusive education follow :

• The acknowledgment for all children to have the advantage of learning.
• The respect and acknowledgment of differences in children's age, gender, language, disability, HIV and TB status, etc.
• Enabling the education structure to be strong and appropriate enough to meet the needs of all children.
• Inclusion of the agenda of building a wider strategy for everyone.
• Establishing a dynamic process to widen the roads of evolved education.

The Essentiality for Inclusion in India:

As per the Indian context, 'inclusion' could be a wonderful thing that should be added. Let's follow the reasons below :

1. Inclusive Education can enhance the disabled children of rural areas who are more than 90% in number and can serve the enrichment to the very less schools and communities who adopted the special integrated education systems.
2. As far as the ideal model is considered, one special teacher is to be allotted with 8 to 10 disabled children but this model is not followed in rural areas. The proportion of disabled children is imbalanced. So, the disabled child has to depend on the general school which is definitely a crisis. Hence, the inclusion model is a must for these rural areas.
3. The disability factor ranges differently from mild to severe and profound cases. The mild cases are more in number than severe and profound cases. Thus, they had to enroll themselves in general educational schools. That's why inclusive education should be introduced into the schools so that they can't get left out.

The above-mentioned points are the reasons for promoting inclusive education in India so that the future trainers are trained in a way where they will be able to teach students with disabilities along with the normal students in a general classroom set up.

A Set of Policies and Legislative Frameworks:

• IEDC ( Integrated Education for Disabled Children): Introduced in 1974, this framework proposes to provide educational opportunities for the disabled children in general classrooms to benefit their retention in the school system.
• The Salamanca Statement and Framework for Action: Introduced in 1994, this policy emerged as a guiding principle through which it was clearly told for schools to accommodate an inclusive approach by adopting all the children, regardless of their physical, social, emotional, intellectual, lingual or other aspects.
• The Standard Rules on the Equalisation of Opportunities for Persons with Disabilities: Introduced in 1993, it was an essential factor in improving the educational conditions for persons with disabilities. This influenced Indian policies to be re-conceptualized with some of the legislative acts like - The Rehabilitation Council of India Act, 1992 (RCI, 1992), The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995, and The National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation, and Multiple Disabilities Act, 1999. They aim to provide special persons to have complete education and other civil rights.
• The Sarva Shiksha Abhiyan: Introduced in 2001-2002, it was a flagship programme under the Government of India to accomplish the target of Universalization of Elementary Education. This policy or framework adopted a zero-rejection policy and covered several schemes under its authorization. Schemes are following:
  1) Early detection and identification
  2) Teacher training
  3) Aids and appliances
  4) Support services
  5) Resources support
  6) Functional and formal assessment
  7) Planning and management
  8) Monitoring and evaluation
  9) Girls with disabilities
  10) Educational placement.

Teaching Procedures in Inclusive Classrooms:

To implement strategies which can benefit students by providing wider access to the regular curriculum, the teaching in inclusive classrooms should have the ability to have a problem-solving approach, to be skilled in examining the skills of a student for their growth, to use the internal motivation of a student for developing the required skills of them and to make appropriate expectations for each student, regardless of their capabilities.

Conclusion:

This paper finds the differences addressed for EFA and IE. Inclusive education is required to be implemented in order to establish cognitive and procedural agendas in order to acquire integral professional development. Re-conceptualizing and implementing an inclusive classroom requires training teachers with the same kind of experience, transforming present training practices, and establishing the motto of this inclusive education. To be more specific, there should be more and wider research that is essential to make inclusive education a reality in practice on a much larger scale. To conclude the paper, including children with disabilities with the non-disabled is a very challenging task and it involves having appropriate responses from both students and teachers in order to amend learning needs in both formal and informal settings.

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References:

• Chanana Karuna, "Globalisation, Higher Education and Gender Changing Subject Choices of Indian Women Students", Economic and Political Weekly, February 17, 2007
• Bindal Shivani, Sharma Sushma, "Inclusive Education in Indian Context", JOURNAL OF INDIAN EDUCATION, Volume XXXV, Number 4, February 2010
• Miles Susie, Singal Nidhi, "The Education for All and Inclusive Education debate: Conflict, contradiction or opportunity? ", International Journal of Inclusive Education, 2008