Abstract

This research study has been conducted with the objective of knowing the impact of traditional Indian education system and university educational system on the educational achievement of children with special needs in inclusive class. Quasi-experimental research design has been used in this study. For the purpose of sample selection, two groups (experimental and controlled) of 20-20 children of class seven were selected using random method. Before and after the experiment, the educational achievement of the children of both the groups was measured by the 'achievement test' prepared by the researcher. Analysis of the obtained data was done inferential analysis at 0.05 and 0.01 level of significance of difference of statistical means. Based on the results, it was found that the educational achievement of children with special needs in inclusive classes following the 'traditional Indian' education system was significantly higher than that of children with special needs taught through the 'university' educational system. The results also found that the educational achievement of children with special needs in the experimental group had increased significantly following the 'Traditional Indian' education system. Whereas there was no impact on the educational achievement of children with special needs in the control group through traditional instruction.

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