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VOL. 8, ISSUE 1 (2023)
Preparing teachers to support students with special needs in everyday classrooms
Authors
Soma Biswas
Abstract
The Indian education landscape has transformed dramatically with policy
shifts mandating inclusive classrooms. The Right to Education Act (2009)
emphasised access for all children, while the Rights of Persons with
Disabilities Act (2016) expanded legal protections from seven to twenty-one
disability categories. India's ratification of the UNCRPD in 2007 further
reinforced the commitment to inclusive education. These developments have
placed significant demands on regular classroom teachers, who now teach alongside
students with special needs in ordinary schools. However, the preparation of
teachers for this reality remains questionable. Empirical research up to 2022
reveals significant gaps in teacher readiness. Studies indicate that many
teachers lack special education training and experience with students with
disabilities, resulting in limited competence in individualised instruction,
behaviour management, assessment adaptations, and collaboration. Pre-service
teacher education programs often prioritise theoretical knowledge over
practical application, with insufficient opportunities for hands-on experience
and feedback. In-service professional development is predominantly short-term
workshops that do not lead to sustained changes in classroom practice. Psychological
dimensions, such as self-efficacy and attitudes toward inclusion, play a
crucial role in effective teaching, as outlined in Bandura's social cognitive
theory and validated scales. Classroom realities in India, characterised by
large class sizes (often exceeding 40 students), limited resources, and
inadequate infrastructure, exacerbate these challenges. Policy frameworks have
evolved, but implementation gaps persist across states due to uneven resource
allocation and weak monitoring. This review analyses the historical context,
current preparedness, curriculum issues, professional development challenges,
and barriers to implementation. It proposes recommendations for strengthening
teacher preparation through competency frameworks, extended programs,
school-based training, and enhanced support systems. The goal is to align
teacher development with the needs of inclusive classrooms, ultimately
improving outcomes for students with special needs in everyday Indian schools.
Pages:42-45
How to cite this article:
Soma Biswas "Preparing teachers to support students with special needs in everyday classrooms". International Journal of Advanced Educational Research, Vol 8, Issue 1, 2023, Pages 42-45
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