5 extractive question-and-answer pairs built from A Study on the Status and Perspectives on Inclusivity of CWSN Students | INDIAN EDUCATIONAL REVIEW, published by ejournals.ncert.gov.in. Source-evidenced topics include national education policy (nep) 2020, cwsn students, inclusivity, drop-out rates, teacher awareness, specialised educators, inclusive classrooms, udise+. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 3 summary, 1 factual, 1 relationship. 4 of the 5 pairs (80.0%) ask explanatory questions; the remaining 1 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset includes five question-and-answer pairs derived from a study on the inclusivity of Children With Special Needs (CWSN) in Indian schools, as outlined in the National Education Policy (NEP) 2020. The study examines challenges in the teaching-learning process, drop-out rates, and the role of teacher training and infrastructure. It highlights optimism among caregivers regarding NEP 2020's recommendations and the importance of addressing supply-side barriers to enhance inclusivity. Data was collected using UDISE+, interviews, and questionnaires targeting various stakeholders.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("ejournals-ncert-gov-in-6ca70d9c7845bc2e4fe21b7db8018fb6")
df.head()First 5 of 5 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is the goal of addressing challenges in the teaching-learning process for Children With Special Needs? | to achieve the NEP objectives | Published 2026-04-07 The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. This paper critically reviews the education landscape in India, focusing on the status and perspectives on inclusivity of CWSN students, as well as enrolment and drop-out rates across various grades. The research population included students, school administrator staff, teachers, and parents. Data was collected through UDISE+, semi-structured interviews, and questionnaires specifically designed for the target groups. With the NEP 2020 prioritising inclusivity in schools, this study examined the challenges, from both the supply and demand sides, of the teaching-learning process for CWSN. Addressing these challenges is essential for providing the necessary support and resources required, to achieve the NEP objectives. | 852 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5100 | Addressing these challenges is essential for providing the necessary support and resources required, to achieve the NEP objectives. | p[0] | 0.700 | valid | |
| What did the investigation identify as crucial for supporting students in inclusive classrooms? | increasing teacher awareness and training | The investigation highlighted the importance of increasing teacher awareness and training to effectively support students in inclusive classrooms. Findings also revealed that many students drop out at different educational transition levels due to supply-side barriers, including inadequate infrastructure and a shortage of specialised educators. some caregivers and guardians appreciated the recommendations outlined in NEP 2020 and expressed optimism that schools would proactively work to enhance inclusivity and address these pressing concerns. | 48 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5100 | The investigation highlighted the importance of increasing teacher awareness and training to effectively support students in inclusive classrooms. | p[0] | 0.700 | valid | |
| What focus does the National Education Policy 2020 place on Children With Special Needs students? | inclusivity and addresses the needs of Children With Special Needs (CWSN) students. | Published 2026-04-07 The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. This paper critically reviews the education landscape in India, focusing on the status and perspectives on inclusivity of CWSN students, as well as enrolment and drop-out rates across various grades. The research population included students, school administrator staff, teachers, and parents. Data was collected through UDISE+, semi-structured interviews, and questionnaires specifically designed for the target groups. With the NEP 2020 prioritising inclusivity in schools, this study examined the challenges, from both the supply and demand sides, of the teaching-learning process for CWSN. Addressing these challenges is essential for providing the necessary support and resources required, to achieve the NEP objectives. | 73 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5100 | Published 2026-04-07 The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. This paper critically reviews the education landscape in India, focusing on the status and perspectives on inclusivity of CWSN students, as well as enrolment and drop-out rates across various grades. | ||||
| What sentiment did some caregivers and guardians share about the recommendations in NEP 2020? | optimism that schools would proactively work to enhance inclusivity | The investigation highlighted the importance of increasing teacher awareness and training to effectively support students in inclusive classrooms. Findings also revealed that many students drop out at different educational transition levels due to supply-side barriers, including inadequate infrastructure and a shortage of specialised educators. some caregivers and guardians appreciated the recommendations outlined in NEP 2020 and expressed optimism that schools would proactively work to enhance inclusivity and address these pressing concerns. | 444 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5100 | some caregivers and guardians appreciated the recommendations outlined in NEP 2020 and expressed optimism that schools would proactively work to enhance inclusivity and address these pressing concerns. | p[0] | 0.700 | valid | |
| What is the main focus of the National Education Policy 2020 in schools? | inclusivity | Published 2026-04-07 The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. This paper critically reviews the education landscape in India, focusing on the status and perspectives on inclusivity of CWSN students, as well as enrolment and drop-out rates across various grades. The research population included students, school administrator staff, teachers, and parents. Data was collected through UDISE+, semi-structured interviews, and questionnaires specifically designed for the target groups. With the NEP 2020 prioritising inclusivity in schools, this study examined the challenges, from both the supply and demand sides, of the teaching-learning process for CWSN. Addressing these challenges is essential for providing the necessary support and resources required, to achieve the NEP objectives. | 73 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5100 | Published 2026-04-07 The National Education Policy (NEP) 2020 emphasises inclusivity and addresses the needs of Children With Special Needs (CWSN) students. | p[0] |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| 0.700 |
| valid |