Study On The Nexus Between The Disabled Persons And Sdg No.4 (Quality Education) Via A Socio-Legal Lens: An Indian Perspective

Abstract

Right to Education has not been a recognised Fundamental Right since the inception of India as an independent country – it had to be initially interpreted from Article 21 of the Indian Constitution with the help of Judicial Activism and eventually subsequent to long years of evolution it resulted in its current form i.e. as the Fundamental Right vide Article 21-A since the year 2002.

The authors of this research paper have curated this paper in such a way to handhold the reader by their expression through its three broad parts – The First Part lays down the evolution of right to education in India and lays down the conceptual framework of SDG No.4 vis-à-vis India. The Second Part is purely India-centric as it analyses the legislative, judicial as well as executive dimensions of the relation of right to education for the disabled persons in India. The Third Part relates to the critical analysis of the current scenario, as well as some suggestions in the form of recommendations.

Social Sustainability and empathy is the key to the true accomplishment of the “inclusive” world for the disabled persons and thus, it has to be assured just as much for them in every aspect as for any other disadvantaged and vulnerable section of the society.