Published Paper Details:

Inclusive Education Has Emerged As A Pivotal Approach To Addressing The Diverse Learning Needs Of Neurodiverse Students, Including Those With Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), And Dyslexia. In This Context, Teacher's Socio-Emotional Intelligence (SEI) Is Increasingly Recognized As A Critical Competency For Fostering Supportive And Adaptive Learning Environments. SEI Encompasses Self-Awareness, Emotional Regulation, Empathy, And Interpersonal Skills, Which Enable Educators To Effectively Manage Challenges And Create Inclusive Classrooms. This Paper Systematically Reviews Existing Literature To Explore The Relationship Between Teacher's SEI And Their Ability To Implement Neurodiverse-Inclusive Teaching Practices. The Findings Underscore The Significance Of SEI In Enhancing Teacher-Student Relationships, Mitigating Behavioral Challenges, And Promoting Equitable Learning Opportunities. Despite Its Importance, Limited Research Specifically Examines The Intersection Of SEI And Neurodiverse Pedagogy, Particularly In The Indian Context, Where The National Education Policy (NEP) 2020 Emphasizes Inclusive Education. The Implications For Future Research Are Discussed, Emphasizing The Alignment With NEP 2020's Vision Of Holistic Education.