INTERNATIONAL JOURNAL OF ADVANCE RESEARCH
IN MULTIDISCIPLINARY

In today’s dynamic educational landscape, collaboration among teachers has emerged as a vital component in enhancing teaching practices and promoting student achievement. When educators unite with a shared purpose, engage in reflective dialogue, and collectively strive to improve classroom practices, they create a more supportive and effective learning environment. Such collaboration often centres on common goals, including improving student performance and implementing school-wide reforms.

As classrooms grow increasingly diverse, there is a rising demand from policymakers and education experts for inclusive teaching strategies that address varied learning needs. Differentiated Instruction (DI) is one such approach, widely endorsed by global educational bodies like UNESCO (2017) teacher collaboration not only enhances professional practice but also plays a pivotal role in fostering inclusive and equitable educational experiences.

Inclusive education is a transformative approach that aims to accommodate all learners, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. In India, this approach is strongly supported by key policy frameworks. Central to successful inclusive education is effective collaboration between general and special educators. Such collaboration allows for joint planning, co-teaching, shared assessment, and coordinated support, ensuring that students with diverse needs can thrive in a unified classroom setting. In regions like Tripura. West Tripura, in particular, presents an important case for studying teacher collaboration in inclusive classrooms. Despite gradual progress in inclusive practices, there remains a lack of comprehensive research documenting how general and special educators collaborate in this context. Understanding the nature, effectiveness, and barriers to such collaboration is essential for strengthening inclusive education at the grassroots level.

This study, therefore, aims to investigate the nature, frequency, and impact of collaborative practices between general and special educators in schools across West Tripura. The research seeks to offer valuable insights into how collaborative teaching can support inclusive education and improve learning outcomes in this region.