Published Paper Details:

Inclusion is the hallmark of the 21st Century. Inclusive education explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning problems. The chief purport of the current article is to delineate level of the awareness of teachers using various strategies for children under inclusion with special reference to gender, qualifications and management. A sample of 199 Regular Teachers as well as Resource Teachers were selected under Inclusive settings in Rangareddy and Hyderabad districts of the State of Telangana, employing simple random sampling technique. A self-developed tool which consists of 15 statements reflecting on peer-tutoring; Self-instruction; co-teaching and Direct instruction strategies was used to elicit the required information. No significant difference was found between awareness of teachers in using various strategies with special reference to their gender and management, while, a significant difference was indicated with reference to qualifications. Educational implications were drawn based on the findings and recommendations for further research was also depicted.