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Research Paper | Education Management | Volume 15 Issue 6, June 2026 | Pages: 1443 - 1449 | India
Inclusive Education Science Class: Exploration of Practices at Upper Primary Level in Schools of Delhi
Abstract: India's educational system has grown tremendously in terms of the number of schools, students enrolled, and teachers. The purpose of this article is to investigate the extent of inclusion of children with special needs (CWSN) in science classrooms. The policy perspective is discussed initially, followed by an analysis of relevant literature and statistics on school practices. Furthermore, the study identified several strategies for promoting inclusion in science education, including activity-based learning, individual questioning of students, effective behavior management, utilization of ICT resources, and engaging in discussions with parents. It found that a total 86.4 per cent of teachers have not received any training for teaching children with special needs (CWSN). Those who claim to have received training for this purpose have typically done so through online training modules like 'Diksha app' that focus on material and content adoption tailored to the needs of children with special needs. It suggests in order to foster an inclusive environment, teachers take various initiatives, such as providing individualized attention, interacting with all students, treating every student equally, and addressing their doubts. In addition, each student was given the opportunity to engage in classroom discussions. Moreover, captivating subjects were taught initially to cultivate the students' interest.
Keywords: Inclusion, Science classroom, Upper Primary Level
How to Cite?: Dr. Sandip Kumar, Dr. Anjul Sharma, "Inclusive Education Science Class: Exploration of Practices at Upper Primary Level in Schools of Delhi", Volume 15 Issue 6, June 2026, International Journal of Science and Research (IJSR), Pages: 1443-1449, https://www.ijsr.net/getabstract.php?paperid=SR26625140030, DOI: https://dx.doi.org/10.21275/SR26625140030