Inclusive Education and Classroom Management Practices among Primary School Teachers of Punjab
Author(s): Balbir Kaur, Dr. Pargat Singh
Authors Affiliations:
1Research Scholar, Department of Education, Desh Bhagat University, Mandi Gobindgarh, Fatehgarh Sahib, Punjab, India.
2Supervisor, Department of Education, Desh Bhagat University, Mandi Gobindgarh, Fatehgarh Sahib, Punjab, India
DOIs:10.2015/IJIRMF/202606006 | Paper ID: IJIRMF202606006Abstract: The present study examines how primary school teachers understand inclusive education and how they manage classrooms that include children with diverse learning needs. Inclusive education means providing learning opportunities to all children in the same classroom, including children with disabilities, learning difficulties, social disadvantages, and different educational needs. It promotes equal participation, non-discrimination, peer interaction, and child-centred teaching. International and national educational frameworks emphasize that inclusive classrooms require access, participation, support, and meaningful learning for all children rather than simple physical placement in regular schools (UNICEF, 2024; Ministry of Education, 2020).
Balbir Kaur, Dr. Pargat Singh (2026); Inclusive Education and Classroom Management Practices among Primary School Teachers of Punjab, International Journal for Innovative Research in Multidisciplinary Field, ISSN(O): 2455-0620, Vol-12, Issue-6, Available on – https://www.ijirmf.com/