The general viewpoint of inclusive education is to provide for good teaching practices, healthy connection between teacher and the students, to improve the quality of education for “all children” in a regular classroom and help in the development of “All children” in different ways. The concept of inclusion places emphasis on changing the system rather than the child. The present study was taken up as NEP 2020 deploys focus on gender parity and, constitution of Special Education Zones, standardization of Indian Sign Language. The need to look into the present teacher education programs, theextent to which it prepares Pre service teachers with a focus of achieving the goal of NEP in context of inclusion. The curriculum of teacher training programs of few courses in Delhi were studied and compared. The results indicated that the teachers teaching in an inclusive school studied the paper on inclusion .The paper with this nomenclature was taught during their training but intense hands on pre-service training regarding needs to be addressed. The students are only taught theory regarding inclusive education rarely do they get an opportunity to visit a school or an NGO. The stakeholders should understand these gaps as a major barrier to the actualization of inclusion at the Pre service teacher education level. To ensure parity between teacher preparation and the realities of inclusive classrooms, changes to the current approaches are essential and indispensable. Given the present situation, without proper attention being given at the pre service teacher education program, a policy on inclusion is hollow.

Teacher Education Programme, Inclusive Education, NEP