Teachers play a central role in implementing inclusive education practises. Awareness helps teachers recognise and appreciate the diverse abilities, backgrounds, learning styles, and needs of their students. It enables them to acknowledge and respect individual differences, fostering an inclusive and accepting classroom environment. Positive attitudes towards inclusive education are associated with improved academic performance, increased social interactions, enhanced self-esteem, and better overall well-being for all students, including those with disabilities or special educational needs. Conversely, negative attitudes or a lack of awareness may lead to exclusion, marginalisation, and limited opportunities for certain students.

Methodology: The area selected for the study was Ernakulam and Neyyattinkara educational districts. The technique utilized for sampling was stratified random sampling. 180 sample were collected from teachers of 24 schools. The study employed the survey method, utilizing a questionnaire as the primary tool. The study was conducted in two phases. The investigator prepared a questionnaire and used two standardised questionnaires and the survey was conducted. The questionnaire was, one self-prepared questionnaire to collect socio-demographic details and 2 standardized questionnaires, “Awareness of Inclusive Education Questionnaire” by Dr. Indu Garg and Smt. Sudha. Samir Pingle, Department of Education University of Mumbai and “Attitude towards Inclusive Education Rating Scale” by Dr. Indu Garg and Smt. Sudha. Samir Pingle, Department of Education University of Mumbai. The investigator conducted an awareness programme through Google meet with the help of an expert, Ms Rose Mary, a Special educator. The investigator developed a video to reach more beneficiaries for successful inclusive education, which was evaluated by experts. Correlation, t-test and ANOVA were used for analysis of data. Data analysis was done using IBM SPSS statistics version 23.

Results: The age group 46-55 shows high awareness and 56-65 and 26-35 age group shows less awareness and is statistically significant. Awareness and attitude didn’t vary based on educational district and there is no difference in awareness and attitude towards inclusive education between capital city and cosmopolitan city. The mean score of awareness in urban area (35.99) is greater than the mean score of awareness in rural area (30.16). Teachers in urban area have more awareness towards inclusive education than teachers in rural area. The correlation between awareness and attitude towards inclusive education was found to be significant at 0.05 level of significance. Therefore, it can be statistically concluded that there is a significant relationship between awareness and attitude towards inclusive education

Conclusion: The scores obtained from the “Awareness of inclusive education questionnaire and attitude towards inclusive education rating scale” reveals that most of the teachers need an opportunity to learn the concept, legal aspects, basic information, skills and competencies on inclusive education. This shows that there is a need to educate teachers to develop awareness on inclusive education. Microsoft PowerPoint presentation and a video were developed for creating awareness and attitude among teachers on inclusive education.