Quality Enhancement in B.Ed. Special Education Programs: A Systematic Review of Curriculum Gaps, Inclusive Education Frameworks, and Teacher Preparation Challenges in India
admin Author Name :- Jyoti Godara,Maheep Kumar Mishra,
Journal type:- NJRIP-National Journal of Research and Innovative Practices
Research Field Area :- Department of Education ; Volume 11, Issue 3, No. of Pages: 12
Your Research Paper Id :- 2026021603
Download Published File :- Click here
Abstraction :-
The preparation of competent special educators remains a critical yet insufficiently addressed challenge within India’s teacher education ecosystem. Despite progressive legislative mandates including the Rights of Persons with Disabilities (RPWD) Act 2016 and the National Education Policy (NEP) 2020 systemic deficiencies persist in B.Ed. Special Education programs, particularly in the state of Delhi. This review synthesizes empirical evidence drawn from national and international literature to critically examine three interrelated dimensions: (i) the structural and curricular adequacy of B.Ed. Special Education courses, (ii) the awareness, attitudes, and preparedness of pre-service and in-service teachers toward inclusive education, and (iii) the effectiveness of school internship programs as a mechanism of practical skill development. Evidence from multiple studies conducted across South Asia, Sub-Saharan Africa, Turkey, and Western nations reveals that teacher preparedness for inclusive classrooms remains persistently moderate to low, often hampered by inadequate field exposure, theoretical overcrowding of curricula, and insufficient mentoring structures. Indian-specific data further confirms that B.Ed. trainees demonstrate partial fulfilment of internship expectations and only moderate awareness of inclusive education principles. The paper argues for evidence-based reform of B.Ed. Special Education curricula, extended practicum frameworks, and a restructured mentoring continuum aligned with the disability rights paradigm. Implications for policymakers, curriculum designers, and teacher education institutions are discussed.
Keywords :-
B.Ed. Special Education, inclusive education, teacher preparation, school internship, RPWD Act 2016, NEP 2020, curriculum reform, children with special needs
References :-
Abu-Heran, N., Abukhayran, A., Domingo, J., & Perez-Garcia, M. P. (2014). Perceptions and expectations of Palestinian teachers towards inclusive education in Bethlehem district. Electronic Journal of Research in Educational Psychology, 12(2), 461–482. https://doi.org/10.14204/ejrep.33.14010
Adams, D., Mohamed, A., Moosa, V., & Shareefa, M. (2021). Teachers’ readiness for inclusive education in a developing country: Fantasy or possibility? Educational Studies, 1–18. https://doi.org/10.1080/03055698.2021.1908882
Adams, T., Koster, B., & Brok, P. D. (2020). Student teachers’ classroom management during the school internship. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2020.1860011
Ahmad Malik, F., Farooq, N., Kumar, R., Zafar Iqbal, M., & Singh, K. (2019). How inclusive is inclusive education in India? Awareness of in-service teachers about inclusive education: A case study of District Doda. International Journal of Research in Engineering, IT and Social Sciences, 9(5), 382–394.
Ahsan, M. T., Deppeler, J. M., & Sharma, U. (2013). Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy. Cambridge Journal of Education, 43(4), 517–535. https://doi.org/10.1080/0305764x.2013.834036
Butler, B. M., & Cuenca, A. (2012). Conceptualizing the roles of mentors during student teaching. Action in Teacher Education, 34(2), 296–308.
Chukwurah, C., & Chukwurah, M. U. (2021). Challenges of teaching practice programme as perceived by student teachers of Nigerian universities. Journal of Business and Social Science Review, 2(1), 83–90. https://doi.org/10.48150/jbssr.v2no1.2021.a6
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173.
Filiz, B., & Durnali, M. (2019). The views of pre-service teachers at an internship high school on pedagogical formation program in Turkey. European Journal of Educational Research, 8(2), 395–407. https://doi.org/10.12973/eu-jer.8.2.395
Florian, L. (2021). Teacher education for the changing demographics of schooling: Inclusive education for each and every learner. In L. Florian & N. Pantic (Eds.), Teacher education for the changing demographics of schooling: Issues for research and practice (pp. 9–25). Springer.
Gupta, A., & Rakwal, R. (2020). A study of the perceptions of teacher trainees towards the two-year teacher education programme being run in India. Social Education Research, 79–86. https://doi.org/10.37256/ser.122020137
Hamenoo, E. S., & Dayan, V. (2021). Inclusive education and disabilities: Narratives from Ghana. Disability, CBR & Inclusive Development, 32(1), 37. https://doi.org/10.47985/dcidj.385
Hora, M. T., Parrott, E., & Her, P. (2020). How do students conceptualize the college internship experience? Towards a student-centred approach to designing and implementing internships. Journal of Education and Work, 33(1), 48–66. https://doi.org/10.1080/13639080.2019.1708869
Islam Amjad, A., Iqbal, H., & Syed Manzar-Abbas, S. (2020). Teachers’ awareness about inclusive education. International Journal of Special Education, 35(2), 102–119.
Jain, M. (2015). A study of attitudes of B.Ed. trainees prior to and following school internships. Indian Journal of Educational Research, 4(2), 45–58.
Julka, A. (2001). Meeting special needs in schools: A manual for teachers. NCERT.
Katitaş, S., & Coşkun, Y. K. (2020). Examination of teachers’ opinions about inclusive education through metaphors. Educational Research and Reviews, 15(6), 312–325.
Khaleel, N., Alhosani, M., & Duyar, I. (2021). The role of school principals in promoting inclusive schools: A teacher’s perspective. Frontiers in Education, 6, 617428. https://doi.org/10.3389/feduc.2021.617428
Mensah, M., Opoku, M. P., & Agyei-Okyere, E. (2021). Classroom behavioural management and teachers’ experiences with students with visual impairments in Ghana. Journal of Visual Impairment & Blindness, 115(4), 301–312.
Ministry of Human Resource Development. (2011). Statistics of school education 2010–11. MHRD, Government of India.
National Council for Teacher Education. (2009). National Curriculum Framework for Teacher Education. NCTE, New Delhi.
National Education Policy. (2020). National Education Policy 2020. Ministry of Education, Government of India. https://www.education.gov.in
Ní Bhroin, R., & King, F. (2020). Teacher education for inclusive education: A framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), 38–63. https://doi.org/10.1080/02619768.2019.1691993
Nida, S., Pratiwi, N., & Eilks, I. (2021). A case study on the use of contexts and socio-scientific issues-based science education by pre-service junior high school science teachers in Indonesia during their final year teaching internship. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.592870
Opoku, M. P., Cuskelly, M., Pedersen, S. J., & Rayner, C. S. (2020). Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana. European Journal of Psychology of Education, 36(3), 673–691. https://doi.org/10.1007/s10212-020-00490-5
Opoku, M. P., Nketsia, W., Fianyi, I., & Laryea, P. (2020). Inclusive education for students with sensory disabilities in Ghana: Views of students with disabilities about availability of resources in regular schools. Disability and Rehabilitation: Assistive Technology. https://doi.org/10.1080/17483107.2020.1807623
Opoku, M. P., Nketsia, W., Agyei-Okyere, E., Oginni, O. S., & Torgbenu, E. L. (2022). Inclusive education in West Africa: Predictors of parental attitudes, knowledge and perceived social norms. International Journal of Inclusive Education, 26(2), 124–142. https://doi.org/10.1080/13603116.2019.1642397
Pasha, S., Yousaf, F., & Ijaz, M. (2021). Preparedness of prospective teachers for inclusive education: Pre-service teachers’ knowledge and skills. Review of Education, Administration & Law, 4(2), 355–363. https://doi.org/10.47067/real.v4i2.148
Patel, R. R. (2019). Perceptions and experiences of B.Ed. students about internship and sessional work. International Journal of Science and Research, 8(9), 1441–1443.
Pingle, S. S. (2015). Effect of inclusive education awareness programme on preservice teachers. IAFOR Journal of Education, 3(2), 113–128.
Rehabilitation Council of India. (1992). RCI Act 1992. Ministry of Social Justice and Empowerment, Government of India.
Rights of Persons with Disabilities Act. (2016). RPWD Act 2016. Ministry of Social Justice and Empowerment, Government of India.
Sirem, O., & Çatal, D. (2022). Classroom teachers’ awareness of inclusive education. International Journal of Progressive Education, 18(1), 220–234.
Thomas, G. (1997). Inclusive schools for an inclusive society. British Journal of Special Education, 24(3), 103–107.
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J. A. (2019). Twenty-first-century skills of alternative learning system learners. SAGE Open. https://doi.org/10.1177/2158244019845702
Tiwari, A., Das, A., & Sharma, M. (2015). Inclusive education a “false promise”? Investigating teachers’ responses and support needs. Teaching and Teacher Education, 52, 105–117.
UNESCO. (1994). The Salamanca Statement and framework for action on special needs education. UNESCO.
Waber, A., Brandenberg, K., & Rothen, N. (2020). Student teachers’ trust during their school internship. Teaching and Teacher Education, 96, 103190.
Xu, L., & Cooper, P. (2020). Chinese general school teachers’ perceptions of individual differences among pupils in inclusive classes. European Journal of Special Needs Education, 35(3), 381–395.
Yawson, E. A., Armah, G., & Essien, I. O. (2021). Efficacy and challenges of student teachers’ reflective practices throughout their school internship. International Journal of Research in Education and Science, 7(3), 873–886.
Zabeli, N., & Gjelaj, M. (2020). Preschool teacher’s awareness, attitudes and challenges towards inclusive early childhood education: A qualitative study. Cogent Education, 7(1), 1791560.
