Published Paper Details:

Expanding educational opportunities is a global priority, underscored by the United Nations' Education for All (EFA) initiative, a crucial component of the Millennium Development Goals. Recognized globally as a means to achieve fairness, justice, and high-quality education for all children, inclusive education seeks to ensure that historically marginalized groups, whether due to disability, ethnicity, gender, or other factors, have equal access to mainstream educational opportunities. While many countries have made significant strides in implementing inclusive education, others are still working towards this objective. The evolving role of teachers and the importance of their preparedness are pivotal in this context. Over the past few decades, significant changes in educational sectors, including curricular reforms and legislative shifts, have impacted the definition and approach to learning challenges, shifting the focus from diagnosing deficits to identifying support needs. This paper emphasizes the critical role of teacher training and professional development in fostering inclusive classrooms. By exploring various components of teacher preparedness and the impact of educational programs, this study underscores the necessity of equipping educators with the knowledge and skills to support diverse learners effectively. Additionally, the paper highlights the recommendations of the National Education Policy (NEP) 2020 in India and the provisions of the Rights of Persons with Disabilities (RPWD) Act 2016, emphasizing their role in promoting inclusive education. A global perspective is also presented, with a focus on the Salamanca Statement and its impact on inclusive education policies worldwide.