Pre-Service Teachers’ Perception, Knowledge and Understanding of Inclusive Education in light of NEP 2020

Abstract This study highlights the growing awareness and preparedness of pre-service teacher trainees and stakeholders regarding inclusive education light of NEP 2020. Emphasizing principles of social justice and equal opportunity, inclusive education fosters mutual respect among students and enhances overall educational outcomes. A qualitative approach was adopted for the study. The sample consisted of 150 pre-service teachers studying in the Birla Campus of H.N.B. Garhwal University, Srinagar Garhwal. This study explores perception, knowledge and understanding of inclusive education. A discussion and statement schedule tool were used for data collection. Research findings indicate that teacher education programs successfully cultivate an understanding of inclusive practices, with particular emphasis on experiential learning and ICT integration. Pre-service teachers are increasingly capable of developing inclusive lesson plans and adapting teaching strategies to accommodate diverse learners. The study’s key finding the pre-service teachers training programs are laying a strong foundation for inclusive education, though ongoing professional development. 87% of pre-service teachers have gained insights into inclusive practices through their teaching internships. Pre service teaching practice experience helps to understand an inclusive classroom. Practical experiences during internships significantly enhance their readiness. 91% pre-service teachers feel that their curriculum effectively combines theory and practice regarding inclusive education and NEP 2020, showcasing the curriculum’s comprehensiveness, and a significant majority recognize that inclusive education promotes equal opportunities for all students. Keywords: Pre-Service Teacher, Internships, Professional Development and Experiential Learning.