Published Paper Details:

Education is at the core of equality and empowerment in a society. Though the right to education and equality of educational opportunities is guaranteed by the constitution of India, it is disturbing to find that more than half of the population of children and youth with disability and varying competencies are denied these rights and do not receive adequate schooling in an appropriate environment. There is a need for high quality education for all children and it can be possible only if teachers are well trained and sensitized towards special needs and inclusive modes of effective teaching. We firmly believe that all children can learn and most of them can be included in regular/mainstream education, for this we need to create a regular class environment that nurtures acceptance of diversity and promotes co-operation based on reciprocity and mutual respect (Julka Anita, 2007). Inclusion of children with special needs in mainstream education demands the preparation of teachers to suit their needs. The need for teachers who have both the knowledge and the ability to teach in an inclusive classroom is more critical today than ever before. This paper aims at making contributions to the ongoing debates in the challenges and quality of teacher education. It focusses on the status of in-service and pre-service teacher training programmes preparing teachers for teaching in inclusive classrooms. It also highlights the important role teacher plays to bridge the gap between inclusive policies and practice.