Evaluation of methodology and strategies used by inclusive education resource teachers to teach children with special needs.

The right to live with dignity and self-respect as a human being leads to a continuous analysis of policies and services aimed at marginalized sections. The development of a nation is contingent upon education that contributes to the holistic development of a person irrespective of its gender, caste, religion, and socio-economic background, with or without any disability or challenges. The inclusion of CWSN is seen in terms of physical access, social access, and quality of access as the key interventions suggested under SSA. To achieve the goal of inclusion, SSA in different states has adopted different approaches for preparing children with special needs (CWSN) for schools. The objective of this paper is to examine the methodology and strategies used by inclusive education resource teachers to teach and evaluate the progress made by special need children and the number of such children made competent to study in the regular class room. The evaluation of inclusive education was done in 12 out of 22 districts of Punjab. A total of 66 primary schools and 59 CD blocks were covered. To seek answers to the queries made in the stated objective interview schedules-cum-questionnaires were administered to the concerned personnel during the field study. The data collected from 60 inclusive education resource teachers using numerous sources required simple statistical treatment such as, frequencies and percentage.