Main Article Content
Abstract
Learning is the process of acquiring knowledge and encourages the development of critical thinking. Typically, students acquire knowledge through either traditional in-person methods or through digital platforms, often in a collaborative setting. Inclusive education refers to a collaborative learning environment where individuals engage with one another, both as teachers and learners. This article analyses the necessary conditions for inclusive education to increase the knowledge and understanding of English language teachers in India on how to cater to the specific needs of students with disabilities in English language teaching (ELT) classes. To address pedagogical and theoretical concerns, a range of materials are utilised, including experiential studies and UNESCO texts as inputs. The essay proposes practical and feasible techniques to make inclusive teaching a valuable tool in English Language Teaching (ELT) programs for students with disabilities. The study also examines other approaches based on the extent and progress of inclusive education. In India, numerous mainstream schools and universities have not yet embraced inclusive education.