Vol. 5, Issue 8, Part B (2019)

Abstract
Inclusive education is defined as a learning environment that promotes full personal, academic and professional development of all learners irrespective race, class, colour, gender, disability, learning style and language. The curriculum represents a crucial tool for fostering a broadened concept of inclusive education. Therefore inclusive curriculum development should be seen as a continuous process and closely intertwined with social inclusion. The main objective of this study is to investigate group of good practices in the adaptation of the curriculum for the inclusive education. In the written document of NCF 2005, it is clearly mentioned that the school should welcome differently able children, girls, minorities, children from poor socio economic culture, children from marginalised section as well as children from different circumstances who need to be benefited by education. This also represents bridging the gap between demanding curriculum and existing curriculum. Descriptive research methodology was used for the current study. Data are collected from various secondary sources. Then the article is going to be presented through meta-analysis studies. The study provides various suggestions like universal design learning (UDL) which is an approach to designing curriculum and different instructional strategies such as internet based communication, group work etc.