Perspective of Teachers on the Cross-Curricular Pedagogical Approach for Children with Developmental Disabilities


  • Shaina Mary Paul Research Scholar, Amity Institute Of Rehabilitation Sciences, Amity University Uttar Pradesh, Noida, India
  • Naveen Singh Assistant Professor, Amity Institute of Rehabilitation Sciences, Amity University, Noida, India.



National Education Policy 2020, Cross-Curricular Pedagogical Approach, Sports Integration, Children with Developmental Disabilities


The National Education Policy 2020 has voiced its interest and need for an evolved pedagogy attuned to the importance of quality education for all. The policy stresses the importance of one such creative pedagogical approach called the cross-curricular pedagogical approach. This study aims to assess the level of awareness and perspective of primary teachers, on the cross-curricular approach for children with developmental disabilities. The sample includes 100 teachers (50 general teachers and 50 special educators) in inclusive schools of Delhi-NCR. The data was collected using the survey method. Results indicate that 56% of general teachers and 80% of special educators are aware of the term ‘cross-curricular pedagogical approach. However, only 22% of general teachers and 34% of special educators have attended workshops and training sessions on cross-curricular pedagogical approaches. Many of the general teachers and special educators expressed a positive perception towards forging linkages between subject disciplines for teaching children with developmental disabilities in inclusive classrooms.


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How to Cite

Paul, S. M. ., & Singh, N. (2021). Perspective of Teachers on the Cross-Curricular Pedagogical Approach for Children with Developmental Disabilities. MIER Journal of Educational Studies Trends and Practices, 11(2), 281–292.


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