چکیده (انگلیسی):

This paper is focused on inclusive education in school education system. Students in an inclusive classroom
are generally placed with their chronological age-mates, regardless of whether the students are working
above or below the typical academic level for their age. Also, to encourage a sense of belonging, emphasis is
placed on the value of friendships. Teachers often nurture a relationship between a student with special needs
and a same-age student without a special educational need. Inclusion settings allow children with and without
disabilities to play and interact every day, even when they are receiving therapeutic services. When a child
displays fine motor difficulty, his ability to fully participate in common classroom activit ies, such as cutting,
coloring, and zipping a jacket may be hindered. Most students with special needs do not fall into these extreme
categories, as most students do attend school, are not violent, do not have severe sensory processing
disorders, etc. In developing contexts with large numbers of out-of-school children, inclusive education tends
to be more broadly concerned with school access and education deprivations for marginalized groups such as
girls, ethnic minorities, poor families and disabled children who have never attended or dropped out of school.
The author tried to describe the major barriers to inclusive education for transforming school education
system concerned with teachers, parents, education system and society. The Govt. is contributing in inclusive
education at elementary level through Sarva Shiksha Abhiyan. The benefits of inclusive education also being
highlighted in the paper based on experience and research.