Inclusivity in education/ mainstreaming is a key policy objective for children with special educational needs, specifically those with learning difficulties. Students with special educational needs often demonstrate delays in development that parallel delays in their academic performance and achievement. Peers and teachers often ignore or actively reject the overtures of such students, praise them less, and often lack the resources to help them equitably in a mainstream classroom.

Sri Aurobindo Society believes that the first step to provide equal and quality education begins with addressing the diverse needs of all learners, therefore integrating an aura of inclusivity in education, especially for students with learning difficulties.

Identifying learning difficulties at Project Inclusion is an amalgamation of 3 phases. Through Project Inclusion, regular school teachers are sensitised and trained to identify students with learning difficulties within the precincts of their classrooms using simple checklists based on behavioural observation. By the end of the training, teachers are able to submit case studies of students with probable learning difficulties.

Teachers can bring inclusivity into lesson planning by following the mentioned 3 phases of Project Inclusion, which promotes equity and empathy among peers in the classroom. The screening checklists are domain-specific, which leads to interventions tailored to each child's needs.

Phase 1: Sensitisation and Training of Teachers
Phase 2: Screening
Phase 3: Remedial training, Interventions.