Barriers And Classroom Practices In Implementing Inclusive Education

Abstract

Inclusive education has emerged as a global movement advocating for equitable and quality education for 8.3 all 
learners, including children with disabilities (CwD). In India, legislative frameworks such as the Right to 
Education Act 2009 and the Rights of Persons with Disabilities Act 2016 mandate inclusive practices, yet ground
level implementation remains challenging and largely dependent on teachers. This empirical study investigated 
250 primary and secondary school teachers' experiences, challenges, and strategies in implementing inclusive 
education across government, private, and aided schools in Madhya Pradesh. Using a mixed-method approach 
with a structured questionnaire and semi-structured interviews, data were analyzed through descriptive statistics, 
correlation, ANOVA, and multiple regression. Findings reveal that while 68.4% of teachers reported a positive 
attitude toward inclusion, only 34.4% had received substantive training, resulting in low self-efficacy 
(Mean=2.85). Major challenges identified include lack of specialized training (Mean=4.52), large class size 
(Mean=4.31), and inadequate resources (Mean=4.25). Teachers predominantly employed peer tutoring (72%), 
visual aids (78%), and differentiated instruction (68%) as coping strategies. Regression analysis indicated that 
training (β=0.48, p<0.001), stakeholder support (β=0.31, p<0.001), and teaching experience (β=0.18, p<0.05) 
significantly predict successful implementation. The study concludes that systemic investment in teacher capacity 
building, infrastructural modifications, and collaborative support models is essential to bridge policy-practice 
gaps. Implications for teacher education and policy reforms are discussed.