The concept of 'Inclusive Education' as advocated in the Right to Education Act, 2009 is based on

The RTE Act, 2009 is grounded in a rights-based humanistic perspective that views education as a fundamental right of every child, including those with disabilities. This approach emphasizes equality, dignity, and full participation of all children in regular classrooms rather than offering sympathy or segregated education. The behavioristic approach treats learners mechanically, while a purely sympathetic or vocational-only approach for disabled children would be discriminatory and contrary to inclusive principles.