THE EFFECT OF INCLUSIVE EDUCATION ON SCHOOL CHILDREN WHO ARE NOT DIFFERENTLY ABLE: ACADEMIC AND SOCIO-EMOTIONAL EFFECTS

Abstract

Background: The discussion surrounding inclusive education in India emphasizes the importance of students without
special educational needs (SEN). However, there is still a limited understanding of the differences between these students
who are not differently able in inclusive versus non-inclusive classrooms within the Indian educational framework.
Purpose: This study aimed to investigate the relationship between inclusive education and the academic achievement and
socio-emotional functioning of students who are not differently able in Indian schools. It specifically examined whether
inclusive education affects the performance and socio-emotional well-being of students who are not differently able
students. Sample: A representative sample of 100 students without SEN from Indian primary education was taken. Design
and Methods: Academic achievement was assessed through language and arithmetic tests aligned with the Indian
curriculum, while socio-emotional functioning was evaluated using questionnaires completed by both teachers and
students. Students without SEN were categorized into groups based on the number of classmates with diagnosed SEN:
those with none, a few, or several students with specific types of SEN. Results: The study found significant differences in
academic achievement between students without SEN in inclusive and non-inclusive classrooms, While some differences
in socio-emotional functioning were also observed, Conclusions: The findings of this study provide valuable insights into
the ongoing debate on inclusion in India. Concerns regarding the potential negative impact of inclusive education on
students who are not differentlyabled students are challenged by the minimal differences observed between those in
inclusive and non-inclusive primary school settings. This research strengthens the scientific evidence supporting inclusive
education in the Indian context.