PART 1: Theoretical Knowledge

Right to Education Act 2009 ensures education to all children irrespective of their caste, religion, ability, and so on. It is essential to build an inclusive society through an inclusive approach. In doing so, we have challenged commonly held beliefs and developed a new set of core assumptions. Inclusion is more than a method of educating students with disabilities. It stresses that each child, regardless of the intensity and severity of his or her disabilities, is a valued member of society and is capable of participating in that society.

A good inclusive education is one that allows all the students to participate in all aspects of the classroom equally or close to equal. To meet the challenges, the involvement and cooperation of educators, parents, and community leaders is vital for the creation of better and more inclusive schools. The Government of India is trying to improve its education system focusing on the inclusive approach. The challenges can be overcome by raising awareness of human rights in communities and publicising positive examples of disabled children and adults succeeding in inclusive education and in life beyond school as a result. We need to develop an inclusive design of learning to make the education joyful for all children so that the education for them is welcoming, learner friendly and beneficial and they feel as a part of it not apart from it. Therefore, Inclusion arose as a good solution to the question of how to educate these children more effectively.

This new constantly changing world expects you to constantly produce, more importantly, to produce new things and keep up with this change. Therefore, innovation skills will be indispensable skills that the individuals of the future should have. All these skills that are expected to be acquired in the 21st century is closely related to the concept of lifelong learning. Continuing lifelong learning activities for students to develop their knowledge and competencies in a perspective related to personal, civic, social, and/or employment skills will be an approach appropriate to the requirements of the age.

In conclusion, it is important to develop education focused on the development of 21st century competences and build a common educational environment for children and youth, where schools and cultural institutions have a common mission to fulfill. In schools, teachers know very well the needs, language and aspirations of children and young people, and cultural institutions have resources that can become a field for experiments and creative activities.

Taking into account the changing educational needs and the age of information overload, we are looking for opportunities for personal communication, direct and equal communication. We need to realize that culture and education are vital to human development. Art education and art creation enrich the education system.