1. RTE Initiatives for Social Engineering: Impediments in Realising the Ideal Dr. Talmeez Fatma Naqvi Asst. Prof. College of Teacher Education, Bhopal Maulana Azad National Urdu University, Hyderabad

2. Schooling is expected to act as a means of social cohesion and inclusion. Schooling is expected to act as a means of social cohesion and inclusion. There persists in our country a division in the provision of schools: the “ordinary” and the “exclusive” which have been catering to the needs of two exclusive segments of society. The two schooling systems have been sustaining and widening inequality and social exclusion, putting the goal of social cohesion off the track. There persists in our country a division in the provision of schools: the “ordinary” and the “exclusive” which have been catering to the needs of two exclusive segments of society. The two schooling systems have been sustaining and widening inequality and social exclusion, putting the goal of social cohesion off the track.

3. The privately schooled children may attain a higher standard of learning. But learning has to be understood in more than purely academic terms. It includes inculcation of values and attitudes consistent with the Constitution’s egalitarian framework. The privately schooled children may attain a higher standard of learning. But learning has to be understood in more than purely academic terms. It includes inculcation of values and attitudes consistent with the Constitution’s egalitarian framework. This necessitates heterogeneous school population. Apart from promoting social cohesion, it provides and enriches learning environment. This necessitates heterogeneous school population. Apart from promoting social cohesion, it provides and enriches learning environment.

4. The “common school” concept of the Kothari Commission did not materialize. The RTE Act attempts to effect social cohesion through the inclusion of 25 per cent children from disadvantaged groups and weaker sections to rectify the social evil. The “common school” concept of the Kothari Commission did not materialize. The RTE Act attempts to effect social cohesion through the inclusion of 25 per cent children from disadvantaged groups and weaker sections to rectify the social evil. The larger objective is to provide a common place where children sit, eat and live together for at least eight years of their lives across caste, class and gender divides in order that it narrows down such divisions in our society The larger objective is to provide a common place where children sit, eat and live together for at least eight years of their lives across caste, class and gender divides in order that it narrows down such divisions in our society

5. Research Questions What is the perception and understanding of inclusive education in teachers and in-school professional staff? What is the perception and understanding of inclusive education in teachers and in-school professional staff? What is their perception in regard to the possession of competencies needed for inclusive education? What is their perception in regard to the possession of competencies needed for inclusive education? What is their perception in regard to their roles and responsibilities in a related context? What type of problems they face in the inclusive classroom. What is their perception in regard to their roles and responsibilities in a related context? What type of problems they face in the inclusive classroom.

6. Methodology Qualitative methodology is implemented in the study, using semi-structured interviews and focus groups. In the preparation phase of desk research, the number of relevant documents related to the legislation of education was analyzed. Qualitative methodology is implemented in the study, using semi-structured interviews and focus groups. In the preparation phase of desk research, the number of relevant documents related to the legislation of education was analyzed. Fifteen Private schools were contacted. Of these seven schools were found following the mandate. Fifteen Private schools were contacted. Of these seven schools were found following the mandate. In those school focus groups discussions was conducted with teachers from elementary schools, and six to eight participants were in each group, making a total of 50 participants. In those school focus groups discussions was conducted with teachers from elementary schools, and six to eight participants were in each group, making a total of 50 participants. Semi-structured interviews and focus group discussions were conducted by keeping the research questions in mind. Semi-structured interviews and focus group discussions were conducted by keeping the research questions in mind.

7. Findings The prevalent understanding of inclusive education among most participants is a narrow one, namely, imposition by Government The prevalent understanding of inclusive education among most participants is a narrow one, namely, imposition by Government The philosophy of inclusiveness is not well disseminated through the process of teachers' preparation for educational practice and consequently is not adequately understood. The philosophy of inclusiveness is not well disseminated through the process of teachers' preparation for educational practice and consequently is not adequately understood. Considering the poor understanding of the philosophy of inclusive education, misunderstanding of relevant competencies can be expected. Considering the poor understanding of the philosophy of inclusive education, misunderstanding of relevant competencies can be expected.

8. Responses from the participants show incongruence between the philosophy and demands of inclusive education and the way teachers and in-school professional staff perceive and understand their role and responsibilities. Responses from the participants show incongruence between the philosophy and demands of inclusive education and the way teachers and in-school professional staff perceive and understand their role and responsibilities. The teachers have a problem with the students and as well as parents. Predominant majority of the teachers (80 per cent) viewed the children hailing from poor background they do not know even the basics of hygiene and social behaviour. So half of teaching time is allegedly consumed in their attempts to teach children the art of behaving well. The teachers have a problem with the students and as well as parents. Predominant majority of the teachers (80 per cent) viewed the children hailing from poor background they do not know even the basics of hygiene and social behaviour. So half of teaching time is allegedly consumed in their attempts to teach children the art of behaving well. Teachers spoke of the frequent occurrence of thefts in school premises they felt that we can provide the same teaching instructions to them but we can not provide same type of pencil eraser. Teachers spoke of the frequent occurrence of thefts in school premises they felt that we can provide the same teaching instructions to them but we can not provide same type of pencil eraser.

9. The teachers assert that what the children do in school is a reflection of what they learnt at home. Teachers found the use of native expressions ‘frustrating’. The teachers assert that what the children do in school is a reflection of what they learnt at home. Teachers found the use of native expressions ‘frustrating’. The teachers observed that students’ home environment was not at all conducive for learning; their parents were illiterate and, therefore, unable to assist in teaching. One of the teacher, who is teaching computers, complaints that in her class all the students having computers in their homes except those students who got admission under RTE mandate now “ I have to think twice before giving any home assignment”. The teachers observed that students’ home environment was not at all conducive for learning; their parents were illiterate and, therefore, unable to assist in teaching. One of the teacher, who is teaching computers, complaints that in her class all the students having computers in their homes except those students who got admission under RTE mandate now “ I have to think twice before giving any home assignment”. Homework is a source of frustration in many schools, and in many households. Children whose parents help them with their homework do better than other children of similar family background and academic aptitude. Homework is a source of frustration in many schools, and in many households. Children whose parents help them with their homework do better than other children of similar family background and academic aptitude.

10. Conclusion The empirical findings are not very encouraging. School and teachers embraced the idea half heartedly and they are not at all aware of the very concept of inclusion. They are visualising the problems more than they are facing. The empirical findings are not very encouraging. School and teachers embraced the idea half heartedly and they are not at all aware of the very concept of inclusion. They are visualising the problems more than they are facing. Almost two year after the Right to Education Act came into effect, one of the biggest hurdles faced is that of committed and competent human resource. Almost two year after the Right to Education Act came into effect, one of the biggest hurdles faced is that of committed and competent human resource. Many of the teachers are still grappling with it, while ill others have a negative or indifferent approach towards it. The only stakeholders of the scheme who are in favour of it are the students. Many of the teachers are still grappling with it, while ill others have a negative or indifferent approach towards it. The only stakeholders of the scheme who are in favour of it are the students. It is a great time to be a teacher in India. Inclusiveness demands far more. It is a great time to be a teacher in India. Inclusiveness demands far more.

11. Thank You.