Barriers And Facilitators To Implementing Inclusive Education In Rural Primary Schools Of Nainital, Uttarakhand: Perspectives Of Teachers, Parents, And Students

Abstract

Inclusive education has become a central theme in India’s educational discourse, yet its effective implementation in rural and hilly regions remains uneven. This study explores the barriers and facilitators influencing inclusive education in rural primary schools of Nainital district, Uttarakhand, through the perspectives of teachers, parents, and students. Employing a mixed-method explanatory design, data were collected from 20 government primary schools across five rural blocks: Bhimtal, Kotabag, Dhari, Ramgarh, and Okhalkanda. The sample comprised 60 teachers, 80 parents, and student focus groups representing approximately 150 learners. Quantitative data were gathered through structured questionnaires, while qualitative insights were derived from student focus group discussions and structured school observations. Quantitative data were analysed using descriptive and inferential statistics to identify key determinants of inclusion, whereas qualitative data underwent thematic coding to capture delicate experiences and contextual realities. Findings reveal that inadequate teacher training, limited teaching resources, and infrastructural constraints persist as primary barriers. Conversely, supportive school leadership, positive peer interaction, and community involvement emerged as strong facilitators. The study emphasizes the need for localized teacher capacity-building programs, infrastructural adaptation, and parent–school collaboration to strengthen inclusive education in rural settings. Insights from this research contribute to policy-level strategies aimed at realizing Sustainable Development Goal 4: Quality and Inclusive education for all.