Published Paper Details:

Inclusive education in India is frequently addressed through policy directives, yet there is limited empirical research on pedagogical practices that facilitate inclusion in everyday classroom settings (Rakshit & Yadav, 2025). This study examines inclusive pedagogical practices in special education classrooms through the lens of Indian Knowledge Systems (IKS). Utilizing a qualitative research method, the research focuses on three classrooms and six teachers within a special education context in Vadodara, Gujarat. The classrooms and teachers were selected through purposive sampling according to criteria such as experience in special education and familiarity with inclusive teaching practices, ensuring a comprehensive understanding of how these methods are applied. Data from classroom interaction transcripts and teacher narratives were subjected to thematic analysis, which entailed coding, pattern identification, and theme development to capture the core aspects of inclusive pedagogy. The analysis shows that inclusive pedagogy is enacted through individualized instruction, experiential and multi-sensory learning, relational care, peer-supported interaction, and adaptable assessment strategies. These methods emphasize learner readiness, participation, and emotional well-being over standardized academic outcomes. When interpreted through the IKS framework, the findings align substantially with indigenous pedagogical principles, such as learner readiness (adhik?ra), experiential learning (anubhava and abhy?sa), and ethical commitment in the teacher-learner relationship. This study delivers empirical evidence to the discussion of inclusive education by demonstrating how Indian Knowledge Systems can inform a culturally rooted, practice-oriented model of inclusive pedagogy.