INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Abstract:    Inclusive education aims to ensure that students with and without disabilities learn together in mainstream classrooms, with necessary accommodations and supports. This study examines the effectiveness of selected strategies (teacher training, differentiated instruction, peer support, use of assistive technologies) in enhancing academic outcomes and social inclusion of learners with disabilities in mainstream secondary schools. Using a quasi-experimental design, 120 students (60 with disabilities, 60 peers without disabilities) and 40 teachers from 8 schools in Mumbai were sampled. Data were collected using pre- and post-tests in academic achievement, observational checklists, and questionnaires measuring social inclusion. The data were analyzed using paired t-tests, ANOVA, and correlation. Results indicate significant improvement in both academic scores and social inclusion indices for students with disabilities in the intervention group. Teacher attitudes and practices also showed positive change. The study concludes with recommendations for scalable strategies in inclusive settings in India.