Inclusive Education in Nepal: Historical Development, National Policies, and Implementation Gaps

Abstract

This article explores the development of inclusive education (IE) from global perspectives to its implementation in Nepal. It first traces the historical evolution of education and special education in Nepal, from restricted access under the Rana regime to the National Education System Plan (1971), the establishment of the Special Education Council (1973), and the Special Education Policy (1996), situating this trajectory within the broader global shift from segregation and the medical model of disability toward a rights-based approach guided by frameworks such as the Salamanca Statement and the UN Convention on the Rights of Persons with Disabilities. Building on this foundation, the study examines Nepal's policy development and progress toward inclusive education, including its constitutional and legal commitments, while identifying persistent implementation challenges such as weak enforcement, limited teacher preparation, inaccessible infrastructure, and systemic barriers linked to caste, gender, and geography. It argues that inclusive education should be understood as a broader commitment to social justice, equity, and diversity rather than only a provision for students with disabilities. The article concludes that achieving inclusive education in Nepal requires systemic reforms in curriculum, pedagogy, teacher development, and community support systems.