In the context of inclusive education, in which year was the 'RPWD Act' (Rights of Persons with Disabilities Act) enacted?

→ In the neuro-cognitive context of J.P. Guilford's 'Structure of Intellect Model', regarding the neuro-biological nature of the three-dimensional classification of 'Operations', 'Contents', and 'Products', the activation dynamics of information processing, multidimensional cognitive integration, and mental transformation between the brain's 'Frontoparietal Network', 'Temporal Lobe', and 'Occipitoparietal Junction', and their interrelationships with Louis Thurstone's 'Primary Mental Abilities' theory and their implications for modern primary inclusive classroom teaching, 'Multi-Dimensional Cognitive Pedagogy', and the enhancement of analytical thinking, multi-perspective problem-solving, and holistic intellectual flexibility in students, which of the following statements is most appropriate and true? → Under Inclusive Education, for the effective teaching and inclusion of 'Children with Special Needs', analyzing the theoretical and educational strategies of 'Universal Design for Learning' (UDL) and 'Differentiated Instruction', which of the following statements is most authentic? → What is the main philosophy of 'Inclusive Education' in the classroom? → In the context of 'Inclusive Education', referring to UNESCO's Salamanca Statement (1994) and the provisions of the 'Right of Children to Free and Compulsory Education Act, 2009' (RTE Act, 2009) in India, which of the following statements is most appropriate and true regarding the philosophical and practical differences between 'Mainstreaming' and 'Inclusion'? → Consider the following statements regarding inclusive education and the National Education Policy (NEP 2020): 1. The National Education Policy 2020 (NEP 2020) places the highest emphasis on the establishment of 'special schools' for 'Children with Special Needs' (CWSN) and discourages their mainstream participation in regular schools. 2. The main objective of inclusive education is to provide quality learning opportunities to every child along with children of the same age group in a regular classroom despite their physical, intellectual, social, or linguistic differences. 3. The 'Accessible India Campaign' and the Rehabilitation Council of India (RCI) are major statutory and administrative efforts for a barrier-free environment and training of special educators for persons with disabilities and children with special needs in the country. 4. Under the Right to Education Act (RTE Act, 2009), there is a provision of 25% reservation of seats in private schools for children with disabilities along with economically weaker sections (EWS) and disadvantaged groups. Which of the above statements are correct? → With reference to the effective implementation of Inclusive Education and the provisions of the Indian Constitution, consider the following statements: 1. Article 21A of the Indian Constitution provides the fundamental right to free and compulsory education for all children aged 6 to 14 years, which also includes Children with Special Needs (CWSN). 2. According to the 'Rights of Persons with Disabilities Act, 2016' (RPwD Act 2016), the types of disabilities have been increased from 7 to 21, and a provision of at least 5% reservation in higher education for disabled students in government and aided educational institutions has been made. 3. The National Education Policy (NEP 2020) places special emphasis on resource rooms, appointment of special educators, and 'group learning' under the 'Samagra Shiksha' campaign for children with special needs, so that they can be fully included in mainstream education. 4. The main objective of inclusive education is to admit only physically disabled children to general schools, while it is considered mandatory to have only special schools for children with severe mental disabilities. Which of the above statements are correct?