INCLUSIVE EDUCATION IN PRACTICE: A CASE STUDY OF CHILDREN WITH SPECIAL NEEDS
Keywords:
Inclusive Education, Children with Special Needs (CWSN), Peer Sensitisation, Teacher Sensitivity, Social Integration, Self-perception, School ExperiencesAbstract
The present paper focuses upon Children with Special Needs (CWSN) and their school experiences in an inclusive set up. Adopting a qualitative approach, this study investigated both classroom and out-of-classroom experiences of CWSN and their perceptions about their teachers, peers, school environment. Self-identity of CWSN was an important aspect of the study. The research highlights how inclusive practices are being implemented within classrooms through supportive teacher behaviour, flexible teaching methods, and adapted instructional strategies that help students participate actively in learning. Many students reported feeling encouraged and valued by their teachers, which positively influenced their confidence and academic engagement. While academic inclusion has shown progress, challenges continue in peer interaction, participation in co-curricular activities, and access to infrastructure outside the classroom. Some children experienced difficulties in forming friendships or felt excluded during games and social activities. Limited accessibility and lack of awareness among peers were identified as important barriers to full participation. It suggests that regular peer sensitization programmes, collaborative learning opportunities, and stronger support systems involving teachers, parents, and school authorities are essential for building a truly inclusive and child-friendly educational set up where each of learner can sense of belongingness, respected, and empowered.
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