The current study aims at comparing and contrasting the provision of inclusive primary education for the Differently-abled children in Delhi, India and Tashkent, Uzbekistan. The research explores the perceptions of teachers and administrators regarding the implementation of inclusive education for children with disabilities, with a focus on three specializations: Some of the special education programs include the Blind Education, Deaf Education, and Speech-Impaired Education. Parental involvement, community awareness, school support, and educators’ attitudes are the components that the study uses to evaluate the efficacy of inclusive practices in the two cities. Inclusive education has shown to have made progress according to the study but there are still challenges that exist in terms of resource, infrastructure and trainers particularly in Tashkent. The findings also support the need for more efforts in increasing community awareness, increasing resources in schools, and professional development for educators in order to support inclusive education for children with disabilities. This work can enhance the existing literature on inclusive education and provides policy and practical implication for India and Uzbekistan.

Inclusive education, Children with disabilities, Comparative analysis, Delhi, Tashkent, Blind Education, Deaf Education, Speech-Impaired Education, Community awareness, School support