Published Paper Details:

Education is a powerful instrument of social change and often initiates upward movement in the social structure & helping to bridge the gap between the different sections of society. Thereby, Inclusion is an effort to make sure that diverse learners those with disabilities and normal children get education together under a roof in the same compound and same class room irrespective of their strengths and weaknesses. It is clear that education policy in India has gradually increased the focus on children with special needs, and that inclusive education in regular schools has become a primary policy objective. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. Inclusive education provides the places and the catalyst through which general and special teachers, students and parents come together to create quality democratic schools. Inclusion is an educational approach and philosophy that provides all students with community membership and greater opportunities for academic and social achievement. Inclusion is about making sure that each and every student feels welcome and that their unique needs and learning styles are attended and valued .In this research paper researchers pointed out some barriers in meaningful inclusive education system and suggested some measurers to overcome from these challenges. These barriers are such as positive involvement of parents, lack of well- educated teachers, curriculum, resources, good infrastructural facilities, awareness, positive attitude, plans; policies are creating hurdles for extending the concept of inclusive education in India. Though there lie several obstacles and challenges to promote inclusive education it is not impossible to attain success in inclusive education in country through effective strategies and policies. To make inclusion appropriate teacher preparation for inclusive education must be made compulsory in all teacher education programmes irrespective of elementary or secondary level. Further quality resources, faculties and facilities must be supplied to each teacher education institution to make inclusive education programme successful.