CONTEXTUALIZING MENTORING IN INCLUSIVE EDUCATION: INSIGHTS FROM LITERATURE REVIEW

Diversities and differences can be a celebration and impeding at the same time. The shuttle widening departure between these two creates havoc in the lives of those marginalized and wanting to be included. Education is a great level player for the growth, development and well-being of diverse groups of marginalized communities. With the release of National Education Policy 2020 and draft Bluebook on National Mentoring Mission (NMM), it is crucial to have a closer look at mentoring and how it can be maximised for effective inclusive education. The current paper through literature reviews tries to understand and explores scope for mentoring to better professionally prepare pre-service teachers and explores opportunities for continuous professional development of in-service teachers for inclusive education. When teachers are welcoming and professionally trained, to cater to the needs and requirement of marginalized: be it students with special educational needs (SEN), a migrant and a child in refugee camp, or belonging to social-economically disadvantaged group (SEDG), the lives of excluded can be respected, dignity installed and be a celebration. The big question is- are our teachers conscious, aware and professionally trained enough, to hear the voices of the excluded learners.