From Rights to Reality: Bridging the Gap in Inclusive Examination Policies for Students with Disabilities in Nepal

Abstract

This study navigates the complex landscape of examination policy and its daily impacts for Students with disabilities (SWDs) in Nepal. Despite Nepal's ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and the route of inclusive national policies, significant barriers to promoting equitable access to assessment persist. The research draws on a qualitative document analysis to contrast policy demands, institutional practices and implementation challenges against the context of high-stakes testing. It examines gaps between national legislative assurances and the experiences of students with disabilities. The findings highlight critical gaps in infrastructure, teacher preparation and administrative consistency that hinder inclusive practices in examination settings. Based on comparative learnings from India and the United Kingdom, the study outlines a roadmap for reforms consisting of standardization of infrastructure, capacity development and investment in enabling infrastructure. By tracing the analysis within a broader discussion of inclusive education and disability rights the article raises the question of how to close the implementation gap.