DOI: 10.70650/rvimj.2025v2i70001

  DOI URL: https://doi.org/10.70650/rvimj.2025v2i70001

Abstract: Inclusive education is the phenomenon through which individuals with disabilities are integrated into a regular classroom and it helps to reflect the commitment of the world to provide educational opportunities as highlighted in UNCRPD. It stresses the significance of enfolding diversity and promoting the feeling of acceptance among the students who are impaired. This paper analysis the importance of including learners with disabilities into the mainstream classes and the appropriate attitude of teachers, students and administrators towards inclusive education. Through this paper an attempt has been made to highlight some barriers like lack of professional development of the teachers, difficulty of bond creation among the class-fellows, insufficient learning facilities, absence of participation of parents and lack of policies and laws that are associated with its practice. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students’ overall development.

Keywords:Inclusive Education, Social acceptance, Empathy, Humanistic Approach, UDL.