Unlocking Hidden Potential: Teachers Strategies in D.El.Ed that can enhance inclusive learning with children with Special Needs (CWSN) in Indian primary schools

Inclusive education is a radical practice that guarantees all children despite their physical, cognitive, and socioeconomic abilities are given equal chances to learn and succeed in mainstream schools.India has policies and frameworks helping children with special needs (CWSN) to be incorporated into mainstream classrooms, including the Right to Education Act (2009), the National Education Policy (2020), and the Samagra Shiksha Abhiyan.Nevertheless, the achievement of inclusive practice is highly reliant on the knowledge and attitude of teachers of primary schools, especially teachers who are trained according to Diploma in Elementary Education (D.El.Ed) programme.The various approaches that help encourage inclusion by D.El.Ed teachers are discussed in this paper, including differentiated instruction, assistive technologies, and collaborative learning, as well as the ideas of creating an Individualised Education Plan (IEP) and partnering with communities.The discussion based on national policy recommendations, pedagogical theories, and empirical evidence points on how educators can develop learning settings that embraced diversity and supported participation, equity, and respect.It also looks into such challenges like insufficient training, congested classes and insufficient resources, which tend to cripple successful inclusion.The paper concludes that inclusion is not a policy requirement, but a moral and pedagogical dedication that must be reflected on, innovative, and continuously professionally developed.As the agents of the primary school learning, teachers of D.El.Ed are very instrumental in changing the Indian primary school learning environment to a learning environment where every learner, irrespective of their capabilities, is able to succeed and experience a feeling of belonging.