An Empirical Assessment of Classroom Inclusiveness Practices Among Secondary School Teachers in Haridwar District of Uttarakhand

Inclusive education has emerged as a central concern in contemporary educational discourse, emphasizing equitable learning opportunities for all learners regardless of their diverse needs and backgrounds. The present quantitative study aims to empirically assess the classroom inclusiveness practices adopted by secondary school teachers in Haridwar District of Uttarakhand. A descriptive survey method was employed and data were collected from a sample of 100 secondary school teachers selected through stratified random sampling. A standardized Classroom Inclusiveness Practices Scale was used to measure dimensions such as inclusive pedagogy, classroom management, learner engagement, instructional adaptation and assessment practices. Statistical techniques including mean, standard deviation, t-test and one-way ANOVA were applied for data analysis. The findings revealed a moderate level of inclusive practices among teachers, with significant differences observed based on teaching experience and professional training in inclusive education. The study highlights the need for systematic teacher training, policy support and institutional initiatives to strengthen inclusive classroom practices at the secondary level. The results contribute to the growing empirical literature on inclusive education in the Indian context and offer practical implications for educators, administrators, and policymakers.