• Dr. Tarundeep Kaur

Inclusion as we know it today has its origins in Special Education. The development of the field of special education has involved a series of stages during which education systems have explored different ways of responding to children with disabilities, and to students who experience difficulties in learning. Competence and Attitudes of special educators and teachers affect the extent to which teachers are willing and able to implement inclusive practice. One of the greatest challenges in teacher’s preparation for inclusive practice, apart from providing teachers with skills, knowledge and understanding, is to ensure the development of positive attitudes toward students with Special education needs and their inclusion in regular classrooms This research paper focuses on the factors associated with the successful implementation of inclusive education. It considers teacher characteristics that may facilitate or hinder the inclusion of students with special education needs. Recently, including and instructing students with disabilities in the general education classroom, has been a topic of heightened interest and provides powerful implications for rethinking education for all students.

Inclusion, Special education needs, Teachers

"Orientation of Special Educators and Teachers Promoting Inclusion", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 4, page no.124-129, April-2019, Available :http://www.jetir.org/papers/JETIR1904T17.pdf

"Orientation of Special Educators and Teachers Promoting Inclusion", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 4, page no. pp124-129, April-2019, Available at : http://www.jetir.org/papers/JETIR1904T17.pdf