"Empowering Inclusion: The Crucial Role of Special Education
Teachers in Supporting Children with Special Needs"
Ganesh Das, PhD Scholar, Senior Professor Dr. Sangeeta,
Assistant Professor Dr. Rajvir Singh, Kurukshetra University,
Kurukshetra
Abstract
Inclusive education aims to create an environment where children with
special needs can learn alongside their peers, promoting diversity, equity,
and social integration. Special education teachers are integral to this
approach, as they provide specialized support to ensure that students with
diverse learning needs succeed in general education settings. This paper
examines the vital role of special education teachers in inclusive
classrooms, focusing on their responsibilities in developing individualized
learning plans, collaborating with general educators, and adapting
instructional methods to meet students' unique needs. Additionally, the
paper explores how these teachers modify the curriculum, implement
behavioural and emotional support strategies, and monitor academic
progress. By fostering an inclusive atmosphere, special education
teachers not only facilitate the academic development of students with
special needs but also advocate for their rights and social inclusion. The
study highlights the importance of continuous professional development
for special education teachers to enhance their skills and effectively
support the diverse needs of students. Through a comprehensive analysis
of these roles, the paper underscores the critical contribution of special
education teachers to the success of inclusive education.
"Awareness and Attitudes of Special Education Teachers, General
Teachers, and Educational Administrators Toward Inclusive
Education: A Study of the IEDSS Scheme in Haryana"
Ganesh Das, PhD Student, Senior Professor Dr. Sangeeta,
Assistant Professor Dr. Rajvir Singh, Kurukshetra University,
Kurukshetra
Abstract
Inclusive education is an essential approach to integrating children with
special needs into mainstream educational environments, promoting
diversity, equity, and social integration. However, the successful
implementation of inclusive education largely depends on the awareness
and attitudes of various educational stakeholders, including special
education teachers, general teachers, and educational administrators.
This paper investigates the awareness and attitudes of these stakeholders
—special education teachers, general teachers, and key educational
leaders (DEO, BEO, and principals)—toward inclusive education, with a
specific focus on the IEDSS (Inclusive Education for Disabled at
Secondary Stage) scheme in Haryana. The study explores how these
groups perceive the objectives of the IEDSS scheme, its effectiveness in
promoting inclusive practices, and the challenges they face in its
implementation. By analyzing the perceptions and awareness levels of
these stakeholders, the research highlights the importance of professional
development and training to improve their understanding of inclusive
education practices. The findings emphasize that positive attitudes and
comprehensive awareness among educators and administrators are
critical to the success of the IEDSS scheme, ensuring better educational
opportunities for students with disabilities. Ultimately, this study
underscores the need for targeted awareness programs to enhance the
inclusive education framework in Haryana, facilitating greater inclusion for
children with special needs in secondary education.
