The objective of this study is to understanding learn the prevailing teaching process implemented by the inclusive schools in Delhi. To collect the data for analysis, one to one in-depth interview was done with key stakeholders such as teachers and students in 2 inclusive schools of Delhi- KendriyaVidalaya and private school. Most of the teachers find it challenging to teach children with special needs. However, they leverage the flexibility provided by the schools in the classroom techniques, curriculum and assessment to implement the inclusive education. The output of these substantial efforts by teacher is quite positive on children-learning, growth and interaction among peer group. Teachers also felt that implementing inclusive education has helped them grow as teachers
Volume 11 | 08-Special Issue
Pages: 1302-1309