Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices.

This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion. Key PointsPrivate schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs.Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs.Professional development sessions are crucial in enhancing teachers' awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion.Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators. [ABSTRACT FROM AUTHOR]