In this paper the authors are analyses inclusive education practices for children with special need learners at pre-school stage in Puri district. The study was conducted with the objectives like (i) To study the infrastructural facilities and material resources available for CWSN learners at preschool stage; (ii) To study the curricular and co-curricular provisions for CWSN learners at preschool stage; (iii) To study the perception of preschool teachers and students towards inclusive education practices. School information schedule, classroom observation schedule, interview schedule for teachers, focus group discussion for students, were used. The data obtained through the above tools were analyzed through content analysis and percentage analysis techniques. In this study it was found that: (i) Most preschools are donot have essential infrastructural and resource facilities for CWSN learners i.e ramps, accessible toilets, and specialized resource; and they have limited staff support with only one anganwadi worker and no special educators or therapists; (ii) Teachers in preschools are unable to create inclusive and supportive learning environments for all children including CWSN learners due to lack of access to proper teaching aids and training. They offer personalized support like extra time and diverse learning strategies to help CWSN students engage and succeed; (iii) Pre-school teachers are facing challenges in teaching CWSN due to lack of training, insufficient resources, and excessive workload, while only a few receive financial assistance for disabled children. Despite these difficulties, most students feel supported and confident in their classrooms, although a few experience feelings of neglect or boredom.
Rout et al. (Thu,) studied this question.
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