Published Paper Details:

Despite significant strides in promoting inclusive education globally, India has faced persistent hurdles in integrating groups of students who face multiple marginalization on the basis of their identities, into mainstream classrooms. The study explores the historical context, legislative frameworks, and the evolution of inclusive education in India, highlighting the need to shift towards an intersectional approach. Emphasizing the importance of intersectionality, the paper contends that inclusive education should extend beyond disability-centric perspectives to address the diverse needs of all marginalized groups. The research employs a quantitative survey model to gather insights from in-service teachers, assessing their familiarity with intersectionality, beliefs in its significance, comfort in addressing identity issues, and the incorporation of inclusive practices. Findings reveal a positive correlation between teachers' familiarity with intersectionality and their comfort in addressing identity issues in the classroom. It also discusses the challenges in implementing intersectionality which include limited awareness, resistance from communities with entrenched biases, and a lack of resources. The study underscores the need for comprehensive teacher training, curriculum adjustments, and practical experiences in inclusive settings. It advocates for a transformative approach to teacher preparation, infusing intersectionality into the core of inclusive education training.