Asian Journal of Education and Social Studies

The 2020 National Education Policy (NEP) is a revolutionary vision for inclusive and equitable education, emphasising universal access to superior learning opportunities. It has recommended substantial improvements to the education system, emphasising the comprehensive development of learners from early childhood through higher education. This study analyses the provisions of the National Education Policy 2020 concerning Persons with Disabilities (PwD) to fill a research gap and analyse the policy's mechanisms, financial sustainability, and socio-cultural obstacles to assess the feasibility of achieving equity and access for millions of persons with disabilities in India. This research examines the immediate obstacles encountered by persons with disabilities and also cultivates a culture of inclusiveness, and opportunities that creates advantages for them. By exploring these factors, this study provides a comprehensive insight in a descriptive analytical approach into how the policy influences the educational landscape for individuals with disabilities. The NEP 2020 promotes equitable education for individuals with disabilities, integrating technology and personalized learning. Training and resource centres enhance educational outcomes. However, underprivileged regions lack adequate infrastructure and resources. Collaboration among governments, institutions, and organizations is crucial for implementing NEP 2020, ensuring access to digital and assistive technology. Policy document analysis limits this theoretical critique. It does not collect statistics on NEP 2020 implementation, efficacy, or student and educator experiences. Its findings are analytical rather than evidential in nature.