Inclusive Education: Bridging Gaps for Special Needs Students" is a comprehensive study aimed at evaluating the effectiveness of inclusive education practices in catering to the diverse needs of students with disabilities. The study delves into the multifaceted aspects of inclusive education, examining its impact on academic achievement, social integration, and emotional well-being of special needs students

1. A STUDY OF EFFECTIVENESS
OF INCLUSIVE EDUCATION FOR SPECIAL
NEED STUDENTS
ASTER COLLEGE OF EDUCATION,
DELTA-II, GREATER NOIDA
Supervisor
Prof. (Dr.) AMITA
Researcher
NEELAM
Roll No. : 228876018

2. Introduction

4. Introduction
"Inclusive Education: Bridging Gaps for Special Needs Students" is a comprehensive study aimed at evaluating the
effectiveness of inclusive education practices in catering to the diverse needs of students with disabilities. The study delves
into the multifaceted aspects of inclusive education, examining its impact on academic achievement, social integration, and
emotional well-being of special needs students.
Inclusive education has emerged as a cornerstone of modern educational frameworks, aiming to provide equitable
opportunities for all students, including those with special needs. This paradigm shift in educational practices reflects a
commitment to diversity, equality, and social inclusion within learning environments. However, the effectiveness of
inclusive education for students with special needs remains a subject of ongoing debate and scrutiny.

5. Historically, students with special needs were often segregated into separate educational settings, leading to social exclusion and
limited access to educational resources. The emergence of inclusive education represents a departure from this approach,
advocating for the integration of students with diverse abilities into mainstream classrooms. Proponents argue that inclusive
education fosters a supportive learning environment, promotes social interaction, and enhances academic outcomes for students
with special needs.
Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of
normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths
or weaknesses in any area, and seeks to maximize the potential of all students. It is one of the most effective ways in which to
promote an inclusive and tolerant society. It is known that 73 million children of primary school age were out of school in 2010,
down from a high of over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO
Institute for Statistics (UIS). About Eighty percent of Indian population lives in rural areas without provision for special
schools. It means, there are an estimated 8 million children out of school in India (MHRD 2009 statistics), many of whom are
marginalised by dimensions such as poverty, gender, disability, and caste. Today, what are the needs and challenges for achieving
the goal of inclusive education? How will an inclusive environment meet the needs of children with disabilities?

7. Review of Literature

8. Review of the Literature
The review of related literature is of paramount importance for the researcher. A researcher needs to be aware of the
related researches conducted in the field of study in the past. It is through the review of related studies that the
researcher knows the researches that have already been carried out in the past and the gaps that have to be bridged up
through conducting new researches. To quote Good (1972), without a critical study of the related literature, the
investigator will be groping in the dark and perhaps uselessly, repeat the work already done. Therefore, to save time,
energy and resources, it is necessary to undertake a detailed review of all available literature. This Chapter is devoted to
review of available literature relevant to the present study. An effort has been made to present a review of related
literature which has a direct or an indirect bearing on this study. Keeping in mind the objectives of the present study,
the present Chapter has been divided into three parts :

9. (i) Studies related to implementation of various aspects of inclusive education practices.
(ii) Studies related to inclusive education practices adopted by teachers.
(iii) Studies related to opinions of parents of children with and without special needs about inclusion.
2.1 NEED OF THE REVIEW OF LITERATURE :
1. Establishing a Theoretical Framework
A literature review helps to ground the study within existing theories and frameworks. Understanding key theories such as
Vygotsky's social development theory and Bandura's social learning theory provides a solid foundation for analyzing the
dynamics of inclusive education.
2. Identifying Research Gaps
Reviewing current literature allows researchers to identify gaps in existing studies. This helps to pinpoint areas that need
further investigation and ensures that the study contributes new insights to the field of inclusive education.

10. 3. Contextualizing the Study
A literature review places the current research within the broader context of ongoing academic discourse. It helps to
understand how the topic has evolved over time and the various perspectives and findings that have emerged, offering a
comprehensive background against which the study's findings can be compared and contrasted.
4. Informing Research Design and Methodology
Reviewing existing studies provides insights into effective research methodologies and data collection techniques. It
highlights best practices and potential pitfalls, guiding the design of the current study to ensure robust and reliable data
collection and analysis.
5. Supporting Hypothesis Formulation
The literature review helps in formulating hypotheses by highlighting consistent findings and theoretical assertions from
previous research. It provides a basis for predicting potential outcomes and relationships between variables, thus
informing the development of testable hypotheses.
6. Enhancing Validity and Reliability
By understanding the methodologies and findings of previous studies, researchers can adopt and adapt validated tools
and instruments for their own research. This enhances the validity and reliability of the current study, as it builds upon
established research practices.

11. 7. Avoiding Redundancy
A thorough literature review ensures that the current study does not duplicate existing research unnecessarily. Instead,
it builds on and extends the knowledge base, ensuring that the research adds value to the field rather than repeating
previous work.
8. Providing a Basis for Comparison
The literature review offers benchmarks against which the results of the current study can be compared. It helps to
interpret findings in light of existing research, providing a clearer understanding of where the current study stands in
relation to the broader body of knowledge.
9. Identifying Best Practices and Challenges
Reviewing literature helps to identify best practices in inclusive education and the common challenges faced by
educators, students, and parents. This information can guide the development of recommendations and interventions
aimed at improving inclusive education practices.

13. Objectives

14. Objectives
• Establish Theoretical Foundations:
• To identify and explain the key theories and conceptual frameworks that underpin inclusive
education for special needs students, such as Vygotsky's social development theory and
Bandura's social learning theory.
• Identify Research Gaps:
• To identify gaps and inconsistencies in the current body of research on inclusive education,
highlighting areas that require further investigation and which the current study aims to
address.

15. • Contextualize the Study:
• To situate the current research within the broader context of existing studies, showing how it
relates to and builds upon previous work in the field of inclusive education.
• Inform Research Design and Methodology:
• To gain insights into effective research methodologies and data collection techniques used in
previous studies, guiding the design and execution of the current study.
• Support Hypothesis Development:
• To provide a basis for developing the study's hypotheses by summarizing key findings and
theoretical assertions from existing research.

16. • Enhance Validity and Reliability:
• To identify validated tools, instruments, and methodologies from previous studies that can be
adopted or adapted to ensure the validity and reliability of the current research.
• Avoid Redundancy:
• To ensure that the current study does not duplicate existing research unnecessarily, but rather builds
on and extends the existing knowledge base.
• Provide Comparative Benchmarks:
• To offer benchmarks against which the findings of the current study can be compared, helping to
interpret and contextualize the results.

17. • Identify Best Practices and Challenges:
• To identify best practices in inclusive education as well as common challenges faced by educators,
students, and parents, informing the development of recommendations for the current study.
• Support Policy and Practice Recommendations:
• To gather evidence-based insights from existing literature that can inform policy-making and
practical interventions aimed at enhancing the effectiveness of inclusive education.
• Highlight Successful Strategies:
• To identify and analyze strategies and interventions that have been successful in previous studies,
providing a foundation for proposing new or improved strategies in the current research.

19. Hypothesis

20. Hypothesis :
1. Academic Performance Hypothesis :
H1: Special needs students in inclusive education settings show significant improvement in their academic performance
compared to those in segregated settings.
H0: There is no significant difference in the academic performance of special needs students in inclusive education
settings compared to those in segregated settings.
2. Social Integration Hypothesis :
H1: Special needs students in inclusive classrooms exhibit higher levels of social interaction and peer relationships than
those in segregated settings.
H0: There is no significant difference in the levels of social interaction and peer relationships of special needs students
in inclusive classrooms compared to those in segregated settings.

21. 3. Teacher Preparedness Hypothesis :
H1: Teachers with specialized training in inclusive education are more effective in managing inclusive classrooms and
supporting special needs students.
H0: There is no significant difference in the effectiveness of teachers in managing inclusive classrooms, regardless of
specialized training in inclusive education.
4. Parental Perspectives Hypothesis :
H1: Parents of special needs students in inclusive settings report higher satisfaction with their children's educational
experience compared to parents of students in segregated settings.
H0: There is no significant difference in parental satisfaction with their children's educational experience between
inclusive and segregated settings.
5. Challenges and Solutions Hypothesis:
H1: Implementing targeted solutions such as increased teacher training, resource allocation, and smaller class sizes
leads to more effective inclusive education for special needs students.
H0: Implementing targeted solutions does not lead to a significant improvement in the effectiveness of inclusive
education for special needs students.

22. Methodology

23. Methodology :
The plans and procedures of the present study are discussed in this Chapter. “Research design is the plan, structure
and strategy of investigation conceived so as to obtain answers to the research questions. The plan is an overall
scheme or programme of research. It includes an outline of what the investigator will do from writing the hypotheses
and their operational implications to the final analysis of data. The structure of research is more specific. It is the
outline, the scheme, the paradigm (diagrams, graphs and verbal outline) of the operation of variables. Strategy is also
more specific than the plan. It includes the methods to be used to gather and analyze the data. In other words,
strategy implies how the research objectives will be reached and how the problems encounter in the research will be
tackled” (Kerlinger, 1973).Therefore, research design is crucial for achieving the objectives of research. Research
studies must be planned and designed carefully.

24. DESIGN OF THE STUDY :
The present study has been undertaken in 7 districts, which have been purposively selected for the purpose of
convenience. These districts are located in four different zones of the state such as Eastern Zone, Western Zone,
Northern Zone and Southern Zone. The districts, which are located in the Eastern Zone, are Cuttack, Puri, and
Khurda. The district, which is located in the Northern Zone, is Baleshwar. The district, selected from Southern Zone is
Ganjam. The districts selected from the Western Zones are Sundargarh and Jharsuguda. These 7 districts are from the
four parts of Orissa. Fig.3.1 (Please refer to page No. 84) represents the political map of Orissa makes clear the
location of these 7 districts.

25. SAMPLING PROCESS :
In most research study, it is just not feasible to collect data from every individual or organization in a setting or
population. The analysis of large quantity of data from population may involve a number of errors which would
make the study unscientific. Such study may take such a long time that the importance of the study would be
diminished when completed. Therefore, sampling makes it possible to draw valid generalizations by studying a
relatively small proportion of the population selected for observation and analysis. Sampling generally refers to the
process of selecting a small part or specimen of something in order to determine some quality or characteristics of
the whole (Deighton, 1971). It is useful in many ways to select a smaller unit of population representative of the
larger universe under study. It is not only to save time, energy and money of the investigator but it also helps him to
study the problem in hand intensively.

26. POPULATION :
The sample of the study has been taken from seven districts viz; Cuttack, Puri, Khurda, Baleshwar, Ganjam,
Sundargarh and Jharsuguda, since these districts are well accessible to the investigator. These districts were selected
purposively. Keeping in view the willingness of the headmasters to co-operate with the investigator in conducting the
research project, 40 inclusive schools (20 urban and 20 rural), their headmasters and all the teachers (187 teachers and
23 resource teachers) were selected as the sample of the study. Hence, purposive sampling method was used. These 7
districts were selected from Eastern Orissa, Western Orissa, Southern Orissa, and Northern Orissa. Nine administrators
were also selected as respondents for the present study. Apart from this 100 parents of the children with and without
special needs from sample schools were selected purposively.

27. SAMPLE :
At first, the investigator met the District Project co-ordinators/ Inclusive Education Coordinators of 30 districts in a
review meeting on inclusive education organized by the Dy. Director, Orissa Primary Education Programme
Authority (OPEPA), Orissa at Bhubaneswar with permission from Dy. Director. At the meeting, the Dy. Director,
Inclusive Education (I.E) introduced the investigator to the District Project Coordinators (D.P.C.)/ I.E.Coordinators,
appraised them of the purpose of the research study undertaken by the investigator and requested them to extend
necessary cooperation and assistance to the investigator during the course of collection of data. Then the investigator
discussed with them about the objectives of the research study and sought their cooperation and assistance. The
investigator conducted the pilot study of the questionnaire and interview schedule meant for administrators, who are
not the part of sample districts. The Dy. Director (I.E) issued a letter to the D.P.Cs. of 7 sample districts (based on
their willingness) to extend necessary cooperation to the investigator. The investigator also met the D.P.Cs., Sarva
Shiksha Abhiyan (SSA) of 7 sample districts and also sought their cooperation and assistance for conducting the
research study and collection of data. The D.P.Cs. issued letters to Block Resource Centre Coordinator
(BRCC)/Block Resource Teacher (BRT)/Headmasters of their respective districts to extend necessary cooperation
and assistance to the investigator for the research study. The investigator met headmasters and teachers of various
districts (except sample districts) to conduct pilot study of the questionnaire and interview schedule meant for them.
He also met other headmasters and teachers of sample districts and discussed with them the objectives and purpose
of the study and requested them for their support.

28. Result

29. Result :
Education is a fundamental human right which provides children, youth and adults with the power to grow, reflect,
make choices and enjoy a better life. It breaks the cycle of poverty and is considered the key ingredient in economic
and social development (Jonsson & Wilman, 2021; Peters, 2024; UNESCO, 2020). The World Education Encyclopedia
(2004) identifies three functions that education is designed to fulfill. First, education is a basic human right which
means that people require education not only for structured information but also as a tool for gaining skills, attitudes
and values, which they can build upon later. Second, education is used as a means of meeting other basic needs such as
employability and quality of life. The third factor is that education is an activity that sustains and accelerates economic
development of countries. Education is a means of investment as it trains and prepares skilled workers at all service
levels and affects every sector of the economy (UNESCO, 2021). “Education enables individuals to make the
transition to new social orders by providing self understanding, better knowledge of the choices available, and a
critical appreciation of the nature of change itself” (World Education Encyclopedia, 2024, p.18). Both empirical
evidence as well as theories suggest that primary education and the early years of secondary education are recognized
as being the most vital to economic growth (Abblet & Sengleson, 2021).

30.  The teacher-student ratio in primary schools in Orissa ranges from 1:30 to 1:60.
 Majority of children with special needs were assessed by Doctors and Psychologists except children with learning
disability during the period 2000-2009
 Majority of teachers reported that the basis of identification was day to day observation of children’s progress and
difficulties.
 All Schools maintained the Philosophy that “Every child belongs to school”.
 Majority of schools have removed infrastructural barriers, made proper seating arrangement of children with special
needs in the classroom and have book cases and cup boards.
 The steps taken by administrators for professional development of teachers were not sufficient, particularly the Gana
Shikshaks and Shikshya Sahayaks were deprived of such professional development.
 All administrators responded that monitoring the programme was being done by quarterly reviews, they received self
evaluation reports by headmasters, all administrators participated in internal evaluation conducted by the
Directorate/Department of School and Mass Education, Government of Orissa/State Council of Educational
Research and Training (SCERT), visited to the schools and monitored the practices through State Resource Group
(SRG), District Resource Group ( DRG) and Block Resource Group (BRG). Local schools located around inclusive
schools were not benefited by the resource room facilities.

31. Thanks !