International Science Community Association Research Journal of Recent Sciences 2277-2502 9 1 2020 01 2 Teacher education program for enhancing inclusive education in India: an overview 42 45 EN Bozabe Renonet Karka1 1 National Superior School of Public Works (ENSTP) of N\'Djamena, Chad Kinet Ouinra2 2 Civil Engineering Laboratory of the National Superior School of Public Works (ENSTP), N′Djamena, Chad Tomtebaye Ngakoutou fulbert2 3 Civil Engineering Laboratory of the National Superior School of Public Works (ENSTP), N′Djamena, Chad Lee H. 1 North Gwinnett High School, Suwanee, GA USA Om J. 2 Dept. of Civil and Urban Engineering, Tandon School of Engineering, New York University, New York, USA Shilpa N.C. 1 B.N. Bahadur Institute of Management Sciences, University of Mysore, Manasagangothri, Mysore, Karnataka, India Amulya M. 2 B.N. Bahadur Institute of Management Sciences, University of Mysore, Manasagangothri, Mysore, Karnataka, India Sumita Singh 1 Post Graduate Department of Physics, Patna University, Patna, Bihar, India Shristi 2 Post Graduate Department of Physics, Patna University, Patna, Bihar, India Rounak Gautam 1 Mithila Pushpa Chs, Behind Ram Mandir Rd. M. B Estate, Virar (W) – 401303, India Sayli Aras 2 A-Wing, 701, Rose Building No.-3, Yashwant Nagar, Virar (W)-401303, India Neha Joshi 1 Dept. of Human Development and Family Studies, PAU, Ludhiana, India > Short Review Paper 2019 9 6 2020 01 2 Inclusive education is globally recognised philosophy of attaining justice, equity and quality education for all children including the children with disability who are traditionally excluded from mainstreaming education. Numerous policies have been formulated for promoting education in India and as fundamental rights, inclusive education is considered and affirmed in Indian constitution, Part IX, Article 45. Teachers are essential component to ensure quality environment for inclusive classroom. National Curriculum Framework for Teacher Education (2009) emphasized on equality and learners′ achievements are determined by teacher competence, skills and knowledge. With increased complexity in educational environment, teachers are facing various challenges which require theoretical and practical knowledge of teachers to shape potential behaviour of learners. Teachers with experience of teacher training program should be skilled in teaching learner with or without disability in same classroom environment. But still, inclusive education is not a compulsory component of teachers′ education curriculum due to which they lack in opportunity of dealing with multiple disabilities. As inclusive education is inadequately addressed in teachers′ educational program, the pre- service training also provide only theoretical knowledge of inclusive education but not the practical skills related to handling special needs children within inclusive set up. The recent trend of special education is integrated as well as inclusive education which indicated a need to reorient the common teacher training programme. The New Education Policy (2016) also focused on reviewing the B.Ed. regular programs related to inclusive education in order to have quality education. So in order to have effective inclusive classroom, there is a need to change the current approaches in theoretical educational curriculum for teachers and more focus should be given to practical part of inclusive education. Copyright@ International Science Community Association