Teachers’ Views Towards Including Children Who are Differently Abled in India: A Case Study of Segregated and Mainstream Schools in Mangalore

This study investigates the opinions of educators regarding the inclusion of students with disabilities in Indian schools. It looks into Mangalore's mainstream and segregated schools. The study points out discrepancies between inclusive education policies and how they are actually put into practice. Teachers frequently lack special education needs (SEN) knowledge and training. Teachers in the mainstream indicated a lack of knowledge and readiness. The attitudes of special school instructors toward inclusion were more positive. The severity of the handicap affected the views of the teachers. Systemic problems with awareness and training were identified using narrative analysis. The results point to the necessity of more robust teacher preparation programs and legislative changes. According to the report, cooperative policymaking is necessary to guarantee genuine inclusion.