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Abstract

This study explored how inclusive education is interpreted and practiced within a micro-context in India, shaped by its socio-cultural, socio-political, and educational contexts. With a review of the global and national discourses and policy rhetoric on inclusive education through a critical lens, the research examined: (1) how a school develops its understanding of inclusive education within its specific context, and (2) how this understanding informs the design of learning environments and instruction to support diversity in learners. Using a qualitative approach with purposive sampling, the study was conducted in a rural school with an intentional goal of inclusive education. Participants included teachers, the principal, and the school administrator. The research was conducted in two phases, guided by symbolic interactionism and critical participatory action research, respectively. Data were collected through participant observations and semi-structured interviews. Findings indicate that teachers initially lacked awareness of the concept of inclusive education and developed their understanding through interactions with the school leaders and through their teaching practice. The founders initially conceptualized inclusive education as children with and without disabilities studying in the same classroom, but their understanding evolved as they encountered contextual and practical challenges, leading to a more critical and nuanced perspective on its practicability. The evolution in the participants’ understanding was also influenced by their experiences of diversity in learning needs not just in children with disabilities but children in general. The study further reveals commitment to inclusive education alone is not sufficient for building the capacity to design curriculum and pedagogy to meet diverse learner needs. Effective inclusive practice would require a more profound and learned understanding of diverse learning needs and access to appropriate design frameworks, highlighting the need for contextually relevant, learner-centered professional development for teachers. The study highlights the importance of viewing inclusive education not as a fixed policy mandate but as a collectively constructed, evolving practice shaped by contextual realities.