An investigation into the Barriers in Implementation of Inclusive Practices in Government Schools of Nalbari Districts in Assam

Inclusive education is a crucial component of providing quality education for all students, including those with disabilities and from marginalized backgrounds. However, implementing inclusive practices in government schools in the Nalbari district of Assam, India, faces significant challenges. This study examines the barriers in implementing inclusive practices in these schools, drawing from data collected from teachers (N=30) working in Six different Government schools of Ghograpar cluster 1 under Nalbari district. The study highlights the importance of the need for a systematic and comprehensive approach addressing the challenges which includes the lack of infrastructure, lack of knowledge and attitude of teachers, Physical and Educational resources available in school also to have orientation programmes for students as well as parents and fostering a more inclusive and supportive environment for students with diverse needs. Addressing these barriers is essential to ensure equitable and high-quality education for all children in the region. Even to fulfil the National Curriculum Framework for School Education, 2023, National Education Policy 2020 and the Goal 4 (SDG4) of 2030 global agenda for sustainable development, which was adopted by India in 2015, and it seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. And it is a crucial need of the teachers as well as administrators to be professionally sound enough to have awareness and sensitivity towards inclusive practices and have an environment which can foster supportive quality learning environment for all.