A STUDY ON THE STATUS OF INCLUSIVE PRACTICES FOR CHILDREN WITH SPECIAL NEEDS IN SECONDARY SCHOOLS OF LUCKNOW

Abstract

Inclusive education and practices of inclusion hold a very important place in the life of children with special needs. It has been defined in various ways to address the learning needs of special children. In almost every country, inclusive education and its practices have emerged as one of the dominant issues in education. Many initiatives and efforts have been taken at International and National forums to support inclusive education and its practices. The present research was conducted to study the status of Inclusive Practices for Children with Special Needs in government and private schools of Lucknow, India. The data was collected from the five government and five private secondary schools of Lucknow through self prepared questionnaire on inclusive practices. Simple percentage method was used to analyse the data. The results of the study revealed that Inclusive practices were more or less available in all the government and private schools of Lucknow which were part of the study. No school was found which had all the four categories of inclusive practices available in all. From the comparison among government and private schools, it can be concluded that private schools were more prepared and equipped in providing inclusive practices to CWSN whereas government schools were not so prepared and equipped. It can be concluded that inclusiveness can’t not be successful alone. To make inclusive practices more successful schools should work with all the stakeholders like teachers, parents, peers and community. School administration should work in the direction of making schools more inclusive for children with special needs.