Vol. 8, Issue 2, Part B (2022)

Abstract
Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. It means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally being excluded not only children with disabilities but speakers of minority languages too. From the year 2018-19, Samagra Shiksha lays emphasis on improving quality of education for all students including CWSN. The component provide support for various student oriented activities which include identification and assessment of CWSN, provision of aids, appliances, corrective surgeries, Braille books, large print book, therapeutic services, development of teaching-learning material and orientation programme to create positive attitude and awareness about nature and needs of CWSN. This study tried to determine the challenges faced by educators in implementing inclusive education in elementary level of Odisha. The sample consisted of 50 Elementary Level teachers 10 from each block i.e. Balimela, Kalimela, Khairput, Korukonda, Malkangiri, and 10 Head Masters (two from each block) of Malkangiri District. The results revealed that educators do not show an understanding of inclusive education and are uncertain of their roles. The findings revealed that there is a relationship between the teacher's qualifications, attitudes, stress, gender, large class size and challenges associated with the implementation of inclusive education. The findings also revealed that the teacher’s understanding of the extent of inclusive education is limited.