Teachers’ perceptions of their needs in managing inclusive classes in India

Abstract

India, in common with many countries has made a commitment to the development of an education system that is more equitable and inclusive. Policies within India have emphasised the need to ensure that all children, including those with special educational needs have access to education that addresses their collective and individual needs.
Many teachers in India have expressed apprehensions about an increased diversity of students entering their classrooms. This research was undertaken in four major metro cities of India (Delhi NCR, Mumbai, Bangalore and Kolkata) to understand the challenges faced by teachers in addressing the diverse needs of learners, investigate their professional development needs in relation to inclusion and propose the framework of a professional development programme. The reported investigation generated data, which has been used to discuss with teachers their perceptions of their professional needs to work effectively in inclusive classrooms. Issues of professional development curriculum challenges and the need to support teacher well-being were amongst those that emerged from the data.