Teacher Training on Inclusive Education

On 15 November 2025, Discipleship Centre (DC) organised a Disability Awareness Program at Seth Vidyalaya School, Madanpur Khadar, as part of its ongoing efforts to strengthen inclusive education in community schools. The session was designed to deepen teachers’ understanding of childhood disabilities, improve their ability to recognise learning and behavioural challenges, and provide them with practical inclusive classroom strategies that support children with special needs.

Many schools in urban settlements face barriers when it comes to school inclusion—from limited teacher training to the lack of specialised support. This program aimed to bridge that gap and reaffirm the crucial role teachers play in creating a learning environment where every child can thrive.

Why the Program Was Needed

Teachers work with children who have diverse learning patterns, different levels of development, and varying emotional needs. Some children may show signs of learning difficulties, slow comprehension, speech delays, or behavioural challenges such as restlessness, withdrawal, or stubbornness. Without exposure to disability awareness, these behaviours can be confusing or difficult to manage.

Additionally, many families in Madanpur Khadar have limited access to assessment, therapy, or early intervention support. As a result, teachers often become the first to notice developmental concerns—but may not feel equipped to respond. The need for practical, simple and actionable inclusive teaching methods is high.

This program was created to help teachers build confidence in identifying early signs of disability, communicating with parents effectively, and making small but impactful adjustments that create inclusive classrooms for all learners.

What the Session Covered

The training provided foundational knowledge on disability-inclusive education, focusing on how teachers can support children with special needs in everyday classroom routines. The session broke down complex topics into simple insights that teachers could apply immediately.

The program covered four core areas:

1. Understanding different types of disabilities

Teachers were introduced to broad categories of disabilities, including developmental, intellectual, physical, and behavioural conditions. The goal was not to diagnose but to help teachers recognise patterns and respond thoughtfully.

2. Practical support strategies for inclusive classrooms

The training offered easy-to-use classroom strategies, such as:

• Breaking tasks into smaller steps
• Using visual cues and repetition
• Offering structured routines
• Adjusting pace for children who need more time
• Encouraging peer support when appropriate

These approaches help teachers manage diverse learners without disrupting the rhythm of the classroom.

3. Guiding and collaborating with parents

Teachers often interact with parents who may be unsure about the child’s needs or unaware of available support. The session discussed compassionate ways to share observations, encourage assessment when needed, and partner with families to strengthen the child’s development at home.

4. Importance of continuous learning in inclusive education

The program emphasised that teacher capacity-building is an ongoing process. By staying curious, asking questions, and seeking guidance, teachers can improve their ability to support children with disabilities and create more inclusive learning environments.

Throughout the session, teachers engaged actively, sharing stories from their classrooms and discussing situations where they felt challenged or uncertain.

What Teachers Shared

The teachers spoke openly about the difficulties they face when managing children who require extra attention due to developmental delays, behavioural issues, or learning challenges. Many expressed that while they try to support each child, the classroom environment can become demanding without additional help.

A recurring concern was the absence of specialised staff, such as a special educator or counsellor, who could guide children needing focused intervention. Their reflections highlighted the importance of building both knowledge and structural support within schools to strengthen special needs education.

Key Outcomes

The session strengthened teachers’ understanding of inclusive education practices and helped them view disability through a lens of empathy rather than limitation. Teachers left with:

• Clearer knowledge of common childhood disabilities
• Practical strategies for supporting diverse learners
• Greater confidence in handling behavioural challenges
• Awareness of how to communicate with parents more effectively
• Recognition of the need for continued training and school-based support

Most importantly, the program created a safe space for honest conversation—something essential for meaningful, sustainable change in school inclusion.

Way Forward

The training strengthened collaboration between DC and Seth Vidyalaya School. Moving forward, DC plans to explore opportunities for follow-up teacher training, develop resource materials that support inclusive teaching, and provide guidance on establishing better support systems within the school.

The long-term vision is clear: to ensure that every teacher feels empowered, every child feels understood, and every classroom moves one step closer to meaningful disability-inclusive education.