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Abstract
The Indian society is known for the exclusion of the vast majority of masses from access to formal education due to caste based division and hierarchy. Access to formal education in the past was determined by birth. The situation at the end of 18th century-“The Indian society was then highly stratified, hierarchical and in egalitarian. The educational picture broadly reflected this socio-economic background of inequality, the access to formal education was a scriptive mostly based on birth and restricted to the literary and priestly castes or classes, well-to-do landlords, moneylenders and traders”. Inclusive education refers to a philosophical position as well as an arrangement of institutional facilities and processes. This is to insure access to and conditions of success in education for everybody, including those in the margins, either with learning difficulties because of physical or mental disabilities or because of their social position. Analysis of inclusion reveals that it is both a term and a process that is relative in its interpretations and applications in respect to the various historical cultural and pedagogical traditions, social structures, medical services and resource availability, political, legal and policy frameworks, economic priorities that a country embodies or that an education system or school operates within at any point of time. The Present paper highlights the teaching for diverse, inclusive needs with special reference to RTE 2009; also paper reveals the challenges of inclusive education and their scope. When we talk about the Indian society and culture then it is very difficult to handle those students who differ from the normal students but they play very important role for family, society and schools.