Enhancing Holistic Development for Special Needs Students Through Technology: NEP-2020 Insights and Strategies

Abstract

This study explores the integration and effectiveness of Holistic Education for Children with Special Needs within the West Bengal Board of Secondary Education. It aims to evaluate how well the current curriculum accommodates and supports these students, focusing on their cognitive, emotional, social, and physical development. Through a mixed-methods approach, including surveys, interviews, and classroom observations, the research assesses the implementation of inclusive practices, teacher preparedness, resource availability, and the overall impact on student outcomes. The findings highlight the successes and challenges in providing a comprehensive education that addresses the diverse needs of all learners, offering recommendations for policy improvements and best practices to enhance educational equity and inclusivity in West Bengal's secondary schools. The NEP-2020 emphasizes inclusive education, ensuring that children with special needs receive appropriate accommodations and support. This aligns with the holistic approach, which focuses on nurturing all aspects of a child's development, including their cognitive, emotional, social, and physical needs. Implementing these principles in the West Bengal Board of Secondary Education can create a more inclusive and supportive environment for students with special needs. NEP-2020 highlights the importance of teacher training in inclusive education. Educators must be equipped with the knowledge and skills to address the diverse needs of their students. This includes understanding various disabilities, adopting differentiated instruction techniques, and creating individualized education plans (IEPs). Effective teacher training can significantly enhance the delivery of holistic education to children with special needs in West Bengal. Effective implementation of NEP-2020's guidelines requires strong policy support and adequate resources. The West Bengal Board of Secondary Education needs to allocate sufficient funding for special education programs, develop clear policies for inclusion, and ensure that schools have the necessary infrastructure and resources to support holistic education for children with special needs. This analytical study examines the integration and effectiveness of holistic education for children with special needs within the West Bengal Board of Secondary School. The paper aims to explore how holistic knowledge contributes to the overall development of these children and assesses the current practices and policies in place. Key findings highlight the strengths, challenges, and recommendations for enhancing holistic education in this context.