This study explores elementary teachers' perceptions of inclusive education for children with special needs (CWSN) in the Cuttack district's 20 regular primary schools. The research aligns with UNICEF’s human rights approach to education, emphasizing that every child deserves high-quality, inclusive education to fully realize their potential. This commitment is reflected in key international frameworks, such as the Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD), which stress the importance of providing equitable education for all, including the most disadvantaged. Children with special needs often face significant barriers to education due to widespread discrimination and inadequate learning environments. Effective inclusion requires not only the provision of necessary resources but also a positive attitude from educators. Teachers' commitment and attitude play a crucial role in the successful integration of CWSN into general education settings. Support from special education professionals, school counselors, psychologists, and administrators is also essential for fostering an inclusive atmosphere. This study investigates these dynamics in the context of a diverse urban and rural school district, focusing on how teacher perceptions influence the implementation of inclusive education. By analyzing teacher attitudes and the level of support they receive, the research aims to identify key factors that contribute to or hinder the successful inclusion of CWSN. Additionally, it compares current findings with previous research to evaluate any progress or changes in attitudes and practices over time. The results of this study aim to provide valuable insights into the practical challenges and successes associated with inclusive education, contributing to the broader discourse on improving educational equity and inclusivity for all students.
Inclusive Education, Teacher Perceptions, Educational Barriers, Professional Development, Discrimination
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