Inclusive Education through Teachers’ Eyes: Barriers and Opportunities at Mana Bhavitha Centers

Social Sciences

Introduction: Inclusive education (IE) is a central policy priority in India (NEP 2020), emphasizing equitable access for children with disabilities. However, effective on-ground implementation relies heavily on frontline educators. This study addresses the persistent gap between national policy ideals and local operational realities in state-level initiatives such as Mana Bhavitha Centers (MBCs). To investigate the pedagogical, infrastructural, and attitudinal challenges faced by teachers, and to analyze how policies like Samagra Shiksha Abhiyan translate into effective classroom practices at Mana Bhavitha Centers (MBCs) in Telangana. A descriptive study was conducted among 52 teachers across MBCs in Siddipet District, Telangana. Primary data was collected using a mixed-methods approach involving semi-structured interviews, focus group discussions (FGDs), and case studies, with data analyzed through descriptive statistics and thematic coding, ensuring triangulation of evidence. Findings reveal a paradox: while teachers show high professional commitment, with 45.8% holding specialized qualifications and 89.6% formally trained, systemic barriers undermine sustainability. Key constraints include pervasive job insecurity (54.2% contractual), low income (54.2% earning < ₹19,500/month), insufficient infrastructure (54.2% lacking adequate facilities), and tokenistic training (68.8% received only 1–2 days). The data underscores the critical need for policy intervention prioritizing sustained training, fair compensation, and targeted resource investment to bridge the policy–practice gap.

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