Inclusive Education Practices for Children with Special Needs: A Study of Government School Teachers’ Perceptions in Uttarakhand

Inclusive education aims to ensure equal learning opportunities for all children, including those with special needs (CWSN). Despite national policy commitments, actual classroom-level inclusion remains a challenge, especially in hilly states like Uttarakhand. This study explores the perceptions of government school teachers in Uttarakhand regarding inclusive education practices, the challenges they face, and the available support mechanisms. A mixed-methods approach was used involving 50 government school teachers across Almora and Dehradun districts. Findings reveal that while most teachers show a positive attitude towards inclusive education, significant gaps remain in training, resource availability, and infrastructure, especially in remote and mountainous regions. The study emphasizes the need for localized professional development programs, mobile resource support, and stronger community-school partnerships for effective inclusion.