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Abstract


The meaning of ‘Inclusion’ is to take in, or consider as part or Member of or to embraces. Inclusion is about membership and belonging to a community. In the context of education, it is restructuring schools as communities where all children can learn. Teachers provide for more options for children as ways to learn. Children learning together in the same classroom, using materials appropriate to their various needs, and participating in the same lessons and recreation: that is inclusive education. In an inclusive school, children with disabilities do not study in separate classes; instead teaching methods, textbooks, materials, and the school environment are designed so that girls and boys with a range of abilities and disabilities including physical, sensory, intellectual and mobility impairments can be included in the same class. In the present study, it begins from the statement of the problem, objectives of the inquiry and now a satisfactory culmination is to be achieved its practicability. The quality of good research is judged by degree of accuracy on the level of relevant evidence sought. It is a plan of action.  After this an intervention programme of five days was delivered to enhance the awareness level of parents and members of school committee towards disability and inclusive education. After an intervention programme post- test was administrated to check the awareness level on same group of parents and members of school management committee towards disability and inclusive education. Pre-test, post- test control group quasi experimental design was used for this study. The present study is of greater importance in present times as there is growing realization of focusing attention on the awareness level towards disability and inclusive education of the parents and members of school management committee. Hence in many ways the present study is beneficial for parents and members of school management committee also related to the effectiveness of intervention program.


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