INCLUSION OF CHILDREN WITH INTELLECTUAL DISABILITIES IN GENERAL SCHOOLS- A REVIEW

In education perspective each child must be treated as a learner and he or she must be provided opportunity to learn in nearby schools irrespective of their diversity. Indian government support and promote inclusion of children with disabilities but still it is in its infancy stage. Most of the teachers and community member are not aware about it, whereas considerable studies are in support and indicate that it is beneficial for all children with disabilities, children with no disabilities, teachers and community also. Teachers are not prepared and competent to implement inclusive practices in their classroom due to insufficient training and lack of knowledge of inclusive teaching practices, skills and strategies, instead they know the benefit of inclusive education and are willing to welcome and celebrates diversity in their class. While the aim of Inclusive Education is to include all children with SEN (Special education needs) in mainstream schools and there are ample challenges that have to be overcome for their education to be meaningful. This paper stressed on, to understand intellectual disabilities, challenges and constraints in inclusion of children with moderate to severe intellectual disabilities in general classrooms and is trying to cover and outlined inclusive and teaching strategies by review of related literature, so that intellectual disabled children could bring to the general schools for the supportive and quality education to meet their educational needs and opportunities.