IDENTIFYING KEY BARRIERS TO INCLUSIVE EDUCATION IN INDIA: AN EMPIRICAL FACTOR ANALYSIS OF FINANCIAL, FAMILIAL, SOCIO-CULTURAL, AND GEOGRAPHIC DETERMINANTS

Abstract

Inclusive education represents a cornerstone of equitable development in India, enshrined in constitutional provisions and aligned with global human rights standards. Despite progressive policies such as the Right to Education Act (2009) and the Rights of Persons with Disabilities Act (2016), systemic barriers continue to hinder universal access, particularly for learners with disabilities, socio-economic disadvantages, and geographic marginalization. This empirical study fills a notable research gap by employing factor analysis on teacher survey data to isolate and prioritize the most influential obstacles. Results identify four dominant factors financial constraints (most prominent), family background, socio-cultural influences, and geographic challenges highlighting the interplay of economic, familial, attitudinal, and locational determinants. These insights call for intensified affirmative measures, resource mobilization, and context-sensitive interventions to bridge the gap between policy intent and inclusive practice.