INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Abstract: The concept of inclusive education is quite policy-affirmative in India, classrooms practice has been uneven. This is a review paper that looks at the teacher preparedness as one of the key factors determining inclusive practice. It contends that the primary challenge is not policy intent, but the limited ability to transform inclusion into daily teaching. The paper is based on the available literature and policy reports, as it discusses the role of teachers, the challenges encountered by the professionals and how to facilitate meaningful inclusion. The review poses five significant issues, including a lack of professional preparation, less institutional support, adverse attitudes, strict curriculum practices, and broader social inequality. It demonstrates that inclusion is frequently perceived as physical access but not active participation and learning. It is concluded in the paper that inclusive education in India would be enhanced through stronger teacher preparation, ongoing professional support, and context-sensitive pedagogy.