Published Paper Details:

ABSTRACT: "If a country is to be corruption free and become a nation of beautiful minds, I strongly feel there are three key societal members who can make a difference They are the father, The mother and the teacher"------ A.P.J.Abdul Kalam. (https://www.brainyquote.com/quotes/a_p_j_abdul_kalam_178502 ) Student diversity is an issue worth addressing in education practices across countries. The concept of inclusion is based on the principle of providing equitable access to education and supporting tolerance to all. It embraces student diversity. Inclusive education and related practices are currently crucial for all policy makers, school boards, administrators, teachers, parents and students. The term inclusion refers to a wide range of human diversity with respects to ability, language, age, gender and other forms of human differences. In an inclusive classroom teachers should be aware of the diversity of students and work with students to create a collaborative learning environment. But there are some concerns that the policy of inclusion is difficult to be implemented because teachers are not sufficiently well-trained and prepared to maintain student diversity in inclusive ways. Inclusion involves the ways in which teachers respond to individual differences during teaching, the choices they make regarding delivery of specialist knowledge in the classroom. It is therefore important to understand the factors associated with teachers' ability and willingness to accommodate with students diversity in the classroom as to facilitate inclusion. The present article concerns the factors associated with successful implementation of inclusive practices. More specifically, this article considers teachers' competencies concerning the accommodation with students diversity.