EXPERIENTIAL AND EMBODIED LEARNING IN SPECIAL EDUCATION UNDER NEP 2020: CONFERENCE PROCEEDINGS
DOI:
https://doi.org/10.59415/mjacs.398Keywords:
inclusive education; experiential learning; embodied learning; special education; theatre pedagogy; yogic pedagogy; science education; National Education Policy 2020; learners with disabilities.Abstract
These proceedings bring together 51 conference abstracts presented in connection with the Two-Day Symposium on “Experiential and Embodied Learning in Special Education under NEP 2020: Conference Proceedings,” scheduled for 22–23 October 2026 at the Regional Institute of Education (NCERT), Mysuru. The collection explores inclusive education and experiential learning through themes including theatre and art-based pedagogy, yogic and embodied learning, inclusive science and mathematics education, teacher education, multilingual learning, digital technologies, artificial intelligence, accessibility, and learner well-being. In the context of the National Education Policy (NEP) 2020, the proceedings provide a forum for academic exchange on approaches intended to make teaching and learning more participatory, accessible, and responsive to diverse learners, including learners with disabilities. The contributions reflect a range of topics and proposed approaches; the present abstract summarises the scope of the collection and does not claim that the proceedings establish a single set of empirical findings.
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J. Sivanantha; S. Manimaran; R. Raman; K. Suseendran; Y. Anbuselvam. (2026). Integrating AI-driven smart irrigation into science education: A simulation framework for sustainable rice water management. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 12). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Posa Akhilesh. (2026). ActInvolve: Bridging theatre pedagogy and computer vision for experiential learning in neurodivergent science classrooms. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 13). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Deepak B. M; Bhuvanesh S. (2026). Integrating theatre into science education for children with special needs (CWSN): Opportunities and challenges. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 14). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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Binayak Kishore Mohanta; Dr. Saumya Chandra. (2026). Embodied and experiential approaches to science education for learners with disabilities in India: A preliminary evidence map of emerging evidence and research gaps. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 20). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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Subashini V; Venkataraman S. (2026). Tracing design thinking mindsets in school science: A content analysis of NCERT science textbook activities. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 22). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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M Velaravind; Dr. N. Devaki; Dr. P Kalaivani. (2026). NEP-ARISE: An augmented reality-mediated experiential framework for social-emotional resilience among learners with disabilities under NEP 2020. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 24). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Thamarai Selvan R; Dr. N. Devaki; Dr. S. Janaki. (2026). Nature as a living science: Exploring mindful engagement in nature among prospective teachers. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 25). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Dr. S. Logesh Kumar; Ms. R. V. Vaishnavi. (2026). Effectiveness of activity-oriented remedial instruction in enhancing learning readiness and academic engagement among students with mild intellectual disability in inclusive settings. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 26). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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Dr. Nagashree Datta M R. (2026). From Panchakosha to positive education: A Panchakosha–positive education integrative framework (PPEIF) for student well-being. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 31). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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G. Chandiraleka. (2026). Enhancing science learning among emerging learners at the middle level through activity-based teaching, mindfulness and positive reinforcement. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 33). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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Subham Pradhan; Kismod Mahananda; Akshyatt Mohapatra; Radhakrushna Parida; Tarak Halder; Dr. Shri Bhagwan. (2026). Integrating gamification as a tool of assessment. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 37). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Ayush Patel; Gandharvini S; Tarak Halder; Dr. Shri Bhagwan. (2026). Exploring creative mathematics and science learning through media technology and AI tools for middle-stage learners. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 38). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Rehana Barhath S; VVR Chandra Mouli; N. Hruday; Tarak Halder; Dr Shri Bhagwan. (2026). Music and art pedagogy for enhancing classroom interaction among diverse learners. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 39). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Aswin K Nambiar; Alex Chacko; Tarak Halder; Dr. Shri Bhagwan. (2026). Artificial intelligence as a catalyst for promoting inclusive science education at secondary level. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 40). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Chaitanya Nallala; Durga Prasad Dakoju; Tarak Haldar; Adithya Nallala. (2026). Perception of teachers about barriers in implementation of inclusive education for children with disabilities in states of Andhra Pradesh and Telangana – A comparative study. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 41). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
V Rithik; Shraddesh N Jain; Tarak Halder; Dr. Shri Bhagwan. (2026). Level enhancing science education through art and media based learning resources at the middle stage. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 42). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Pranab Kishore Mahanta; Tamizh Anath; Tarak Halder; Dr. Shri Bhagwan. (2026). Fostering social well-being via physical education: Its role in building peer relationships and reducing isolation among students at RIE Mysuru. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 43). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Ganeshbabu A. S.; Tarak Halder. (2026). A critical review of physics chapters in NCERT’s Exploration (Grade 9) in the light of NEP 2020 and NCF-SE 2023. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 44). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Aswanandhaj C; Mohammed Ismail; Tarak Halder; Dr. Shri Bhagwan. (2026). Integrating sports pedagogy to enhance classroom attention among college students. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 45). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Priyabrat Nath. (2026). Reimagining chemistry education in the light of NEP 2020 and NCF 2023: Towards experiential, competency-based and transformative learning. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 46). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Sushma Yadav. (2026). Role of art and art-integrated classrooms for school students. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 47). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Sarun Mathew Saji; Aswin K Nambiar; Aakanksha Singh. (2026). Inclusive on paper, exclusive in practice? A school-level survey of disability accessibility in science laboratories under NEP 2020. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 48). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Niharika Singh; Santosh D. Yadav. (2026). Enhancing family professional partnerships through communication, trust and respect in preschool special education. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 49). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Nandan Kumar H. (2026). From rote learning to competency-based assessment in chemistry education: Implementing the vision of NEP 2020 and NCF-SE 2023. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 50). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
Dr Santosh Yadav; Ms. Prerana Yadav; Yuktha Poorna Deepika. (2026). Parental satisfaction towards yoga and physical exercise on the attention of pre-school children with disabilities. In D. Kumar, S. Bhagwan, & T. Halder (Eds.), Experiential and Embodied Learning Approaches in Special Education under NEP 2020: Integrating Theatre and Yogic Pedagogy in Science Education for Learners with Disabilities (p. 51). mLAC Journal for Arts, Commerce and Sciences (m-JACS).
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