Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Volume 7 Issue 2
March-April 2026

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Study of Teacher’s Attitude and Awareness of Inclusive Education in Indian Schools

Author(s) Komal Varu
Country India
Abstract This research examines teachers’ perceptions, attitudes, and level of awareness regarding the implementation of inclusive education in mainstream Indian schools. Inclusive education aims to provide equitable learning opportunities to all students, including those with diverse learning needs and disabilities, in alignment with national and international mandates. The study adopts a descriptive survey method, collecting data from teachers working in government and private schools through structured questionnaires and interviews. It explores key dimensions such as conceptual understanding of inclusive education, preparedness to teach students with special needs, classroom practices, perceived challenges, and the influence of professional training on teachers’ attitudes. Findings indicate that while a majority of teachers express a positive attitude toward the philosophy of inclusive education, significant gaps exist in practical awareness, specialized training, availability of teaching-learning materials, and institutional support systems. Teachers who received formal training in special or inclusive education demonstrated greater confidence and more adaptive classroom strategies. The research provides valuable insights for policymakers, teacher educators, and educational administrators aiming to promote equitable and inclusive schooling practices.
Keywords Inclusive Education, Teacher Attitude; Teacher Awareness, Special Needs Education, Disability Inclusion, Indian Schools, Classroom Practices.
Published In Volume 7, Issue 2, March-April 2026
Published On 2026-04-07
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E-ISSN 3048-7641
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