TEACHER’S PERSPECTIVES ON THE CHALLENGES OF INCLUSIVE CLASSROOMS

Inclusive education has become one of the major educational policy of the government and measures have been adopted for providing high quality education to the differently abled children in a normal classroom setting in almost all levels of education. The revised B. Ed curriculum in tune with NCTE guidelines also emphasise inclusive education and a major thrust is given to equip prospective teachers in dealing the differently abled learners in an inclusive classroom. Here arise a challenge for the teachers on the pedagogical issues that are likely to occur while practicing inclusive education and the present study is to find out those challenges. A survey has been conducted among the teacher educators of Kerala University and the results indicate that teacher educators are not confident in inclusive education practices and opined that they need first-hand experience in this aspect and also are willing to seek assistance from trained personnel in transacting the curriculum. Some teachers expressed their doubt regarding the overemphasis on a minority group at the expense of major. The study implies the need for better awareness for teachers for achieving quality education for the diverse learne