A principal of an alternative school writes about the challenges she faces especially in special education and her interaction with families and parents.


How comfortable are children with special needs in a ‘regular’ school? Do they feel left out or are they accepted? Read to see why inclusive education will benefit not just the ‘special’ children but all the stakeholders in the system.

Rajika, from Greenwood School Hyderabad,  talks with Teachers of India on inclusive education and the approach taken to make the school more inclusive.

Rajika, from Greenwood School Hyderabad, talks with Teachers of India on inclusive education and the need to sensitize parents and teachers.  

In spite of the term “Inclusive Education” being more or less accepted globally, there seem to be some differences in the way the term “inclusion” is interpreted and practiced. Pramila Balasundaram, the Founder of SAMADHAN, an NGO with a focus on children with intellectual disability, has written about inclusive education and how we should go about implementing the inclusion aspect into our present educational system.

What steps can teachers take to have a truly inclusive classroom? Saravanan P., an Inclusive Education Coordinator, gives us the answers, in this article published in Thisaimani (Journey 2) - an APF-Puducherry District Institute publication.

The third issue of LLT, brought out in January 2013, deals with multilingual classrooms and the bringing together of language and culture - 'Do Language Codes Affect Multilingualism'?, 'Designing Second Language Curriculum' and 'The Way Forward for English Language Teachers', among others. Also find book reviews, classroom activities and reports on language workshops.

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