Some of the most common theories of dream analysis include:

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Infants' perceptions of the world are evaluated through their senses and behaviours (Houde, 2006), and as they mature, this evaluation takes on greater significance. This development is influenced by the physical maturity of the infant's sensory organs and the neurological system as well as by the experiences they have in their environment. Infants experience a variety of images, sounds, textures, odours, and tastes, and as a result, they learn a lot about people and objects. As these experiences accumulate in their memories, the perceptions of the infants gradually develop (Morris, 2002a). In their study on the movement perception of three-month-old infants, Sommerville et al. (2005) discovered that when infants face an object, they immediately form action goal-oriented representations. They also found that there is a significant positive correlation between infants' goal-oriented actions and their observations of other people's goal-oriented action experiences.

In their study, Bhatt and Waters (1998) found that young children can recognise three-dimensional forms. Infants are known to respond differently to novel stimuli, but when the push becomes persistent, they acquire accustomed to it and become sensitive to even small changes. This demonstrates how early identification and preference of many senses occur. The ability of an infant's sense organs to work from birth promotes learning in later stages. The senses play a crucial role in learning (Stalk, 1993). Infants may shift their multifunctional coding of object representations to a scenario when necessary, according to Schweinle and Wilcox's (2004) research.

The perception, which plays a significant role in human existence, begins during pregnancy and is actively continued during infancy and youth. Children attempt to comprehend their surroundings beginning at birth by employing their senses of sight, hearing, taste, smell, and touch (Dönmez et al. 2000). The senses begin to work at birth, even if they are not fully formed. Consequently, it is considered that they progressively begin working before birth (Gander and Gardiner, 2010). One of the most crucial factors in preparing a child for life is the perception process, which begins with birth. The most important time in this process is infancy.   

FACTORS AFFECTING PERCEPTION:

Perception is the process of giving meaning to the senses after organising them in different ways. Just as different people might perceive stimuli in various ways, one individual can also interpret the same stimulus differently from a different perspective (MEB, 2004). Investigations into the internal and environmental elements that influence different perception types may be divided into these two groups.

Internal Factors: Either physiologic or psychological variables inside the body affect perception. Emotions, needs, mental attitudes, preparedness, and inculcations are some of these elements. Perceptions are influenced by emotions, therefore when someone is liked; other people tend to exaggerate their favourable traits. Hunger makes food seem more appetizing to someone, therefore needs have an impact on perception. Things that are in accordance with the accepted notions are easily perceived, whereas things that are not adopted are overlooked. Mental attitudes have an impact on perceptions. When someone's photo is revealed and they are informed that they are a criminal, they will be seen as such since they are ready to do so. Psychological illusions are caused by emotional states like fear, rage, and worry, which can alter perception. Perception is impacted by hypnosis and indoctrination. Ambiguous forms can be assessed and understood in light of inculcations (MEB, 2004).

External Factors: Perceptions are influenced by extrinsic physiological or social variables. Perception depends on both the environment in which the item or event is present and the environment in which the perceiver is present. A black background makes the same shade of grey appear lighter while a white background makes it appear darker. In colder air than in warmer air, a glass of cold water is viewed differently (MEB, 2004). The abundance of stimuli and perception development are closely related. The growth of perception and development may be positively impacted by interaction, communication, experimentation, and the power of discriminating (Aral, 2011). According to many perspectives, external factors are made up of the characteristics of things and existences as well as the nature of their effects on us.                                                                       

Hence, we can conclude it, the research on newborn colour perception as a whole suggests that during the first six months after birth, visual and perceptual development happens incredibly quickly. As infants, babies can hardly sense colour, but by the age of six months, they begin to perceptually organize, categorise, and maintain colour perception, and their sensitivity to colour corresponds to statistical regularities of natural settings.

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Some people take pride in their perfectionist nature, and such beliefs can be important targets for psychological intervention. It helps highlight the lack of perfectionism and provides physicians and patients with a valuable benchmark for "normal" levels of perfectionism.

Perfectionism is an essential psychological construct. However it is measured, increased levels of perfectionism are found in anorexia nervosa (Bastiani, Rao, Weltzin, & Kaye, 1995),  social phobia, panic disorder (Saboonchi, Lundh, & Ost, 1999), bulimia nervosa (Vohs, Bardone, Joiner, Abramson, & Heatherton, 1999), anxiety (Klibert, Langhinrichsen-Rohling, & Saito, 2005), depression (Rice & Dellwo, 2001), and obsessive-compulsive disorder (Frost, Marten, Lahart, & Rosenblate, 1990). 

Despite 25 years of international debate, there is still no consensus on inclusive education (Ainscow 2020). Internationally, it is increasingly recognized as a principle of supporting and embracing the diversity of all learners (UNESCO 2017). This view postulates that the goal is to eliminate social exclusion arising from discriminatory attitudes related to race, social class, ethnicity, religion, gender, and ability. It stems from the belief that it is a basic human right and the foundation of a more just society. The recent focus on equity by the Education 2030 Framework for Action (UNESCO 2015) implies a concern about equity. The Guide to Ensuring Inclusion and Education Equity, which I co-authored with an international team of experts, summarizes this:

All learners count equally (UNESCO 2017). These articles show that there are many causes of inequality in education related to political, economic, social, cultural and institutional factors and that these factors vary within and between countries. This means that while there are undoubtedly lessons to be learned from all reports, they must be carefully interpreted and replicated. To give a concrete example, Fullan (2007) points out that Finland does not have a national testing system, but this does not mean that no testing is always a good thing. I'm claiming

Terms like “equity” and “inclusion” can be confusing because they mean different things to different people. This is especially problematic when trying to differentiate yourself from others. Especially in schools where everyone is busy. Simply put, without a shared understanding of where to go, it becomes more difficult to move forward. Therefore, we need to agree on definitions of these concepts.

In establishing a definition for strategic purposes, our earlier research (Ainscow et al. 2006) led us to suggest that inclusion in education should be:

Seen as a process. Inclusion must be seen as a never-ending quest to find better ways to accommodate diversity. It's about learning how to live with and learn from differences. Thus, differences between children and adults are more positively perceived as stimuli to facilitate learning.

Concerned with the identification and removal of barriers. It involves collecting, collating, and evaluating information from a wide variety of sources within particular contexts, in order to plan for improvements in policy and practice. It is also about using evidence of various kinds to stimulate creativity and problem-solving. 

Focused on improving the presence, participation, and achievement of all students. Here, presence is concerned with where children are educated, and with how reliably and punctually they attend; participation relates to the quality of their experiences whilst they are there and thus must incorporate the views of the learners themselves; and achievement is about the outcomes of learning across the curriculum, not merely test or examination results. 

Involve a particular emphasis on those groups of learners who may be at risk of marginalisation, exclusion, or underachievement. This indicates the moral responsibility to ensure that those groups that are statistically most at risk are carefully monitored, and that, where necessary, steps are taken to ensure their presence, participation, and achievement within the education system. At the same time, there is a need to keep an eye out for learners who may be overlooked.

 Social National Council of Educational Research and Training (NCERT), New Delhi

5. Years of Experiences in teaching:……………………………………………………………..

6. Currently working as:

7. Teaching Subject(s) :   1………………..…...…………………………………………………,

                                                2………………..……………………………………………………...,

                                                3……………..………...........................................................................,

                                                4…………..…………………………………………………………...,

                                                5…………..…………………………………………………………...,

8. Weekly responsibilities:

PART-B: SPECIFIC INFORMATION

1.      Is there a student with disability (SwD)  in your class (es)?

Yes 1    No 2

If yes, please fill up the following column to get profile of the SwDs in your class.

2.      Are the SwDs participating in learning activities along with all other students? Yes 1    No 2

If yes, please mention some of the learning activities in which the SwDs are participating actively……………………………………………………………………………………………

………………………………………………………………………………………………

. ………………………………………………………………………………………………

………………………………………………………………………………………………

If no, please mention the reasons

. ………………………………………………………………………………………………

………………………………………………………………………………………………

. ………………………………………………………………………………………………

3.      Is your classroom accessible for SwDs for learning and participation? Yes 1    No 2

If yes, please specify about the accessibility measures taken in your class

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

If no, please specify about the accessibility measures required to be taken in the class

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

4.      Are you facing any difficulties in teaching SwDs in your class? Yes 1    No 2

If yes, please specify the difficulties do you face during teaching and learning session.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5.      Are you taking any measures to overcome the difficulties you face in teaching SwDs in your class? Yes 1    No 2

If yes, please list out the measures are you taking

1. ………………………………………………………………………………………………

………………………………………………………………………………………………

2. ………………………………………………………………………………………………

………………………………………………………………………………………………

3. ………………………………………………………………………………………………

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6.      Are you providing equal learning opportunity to SwDs in your class at par with other students? Yes 1    No 2

If yes, how?, please mention

. ………………………………………………………………………………………………

………………………………………………………………………………………………

. ………………………………………………………………………………………………

………………………………………………………………………………………………

 If no, why?  please specify the reasons

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 ………………………………………………………………………………………………

………………………………………………………………………………………………

7.      How do you make your presentation in the inclusive classrooms? Please mention some strategies, you adopt to address the learning needs of each and every student of your class (es)?

………………………………………………………………………………………………

 ………………………………………………………………………………………………

………………………………………………………………………………………………

8.      Do you modify (if require so) the contents of the subjects for SwDs while teaching all students together?

Yes 1    No 2

If yes, what are the modifications usually you do?

………………………………………………………………………………………………

 ………………………………………………………………………………………………

………………………………………………………………………………………………

9.      Are the TLMs/teaching aids that you use in the classroom made available in accessible format for SwDs ?                                                                                                      Yes 1    No 2

If yes, please mention the names of TLMs/Teaching aids in accessible format

……………………………………………………………………………………………….

 ………………………………………………………………………………………………..

…………………………………………………………………………………………………

10.  Do you make your teaching learning session interactive to provide opportunity to all children of the class to participate in the activities?                                                                  Yes 1    No 2

If yes, how? please mention the way you make your learning session interactive and participative……………………………………………………………………………………………….………………………………………………………………………………………………..…………………………………………………………………………………………………

11.  Are you doing assessment of learning of students during the teaching learning session?

Yes 1    No 2

If yes, how?  please mention the way you are assessing the learning of SwDs along with other

students of your class.

………………………………………………………………………………………………….

…………………………………………………………………………………………………..

…………………………………………………………………………………………………

12.  Are you adapting/modifying the assessment strategies for SwDs, if they are unable to perform on the assessment procedures for other students?                                                     Yes 1    No 2

If yes, how are you adapting or modifying the assessment procedures/techniques? Please mention.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

13.  Do you prepare Individualized Education Plan (IEP) for SwDs?                          Yes 1    No 2

If yes, what are the components you include in the IEP ? please mention

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

If not, what are the reasons for not preparing the IEP for SwDs ? please, mention

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

14.  Do you use technological devices, software, mobile applications to enhance participation of learning of SwDs of your class as well as assessment of their learning?          Yes 1    No 2

If yes, please mention some of the techno-based applications you are using

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

15.  Do the SwDs of your class require support services, viz. speech therapy, physiotherapy, braille reading-writing, learning sign language etc.                                                            Yes 1    No 2

If yes, from where do they receive support services? please mention

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

16.  Do SwDs of your class require/use special aids/appliances, devices including technological devices?                                                                                                         Yes 1    No 2

If yes, please mention the names of aids/devices/digital devices etc.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

17.  Does Special Education Teacher (SET)/Resource Teacher (RT) make visit to your school?

Yes 1    No 2

If yes, how frequently do SET/RT make visit to your school/class and what are the task they perform in the school/class? please mention

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

18.  Do other students in the class interact with their classmates having disabilities?     Yes 1    No 2

If no, how do you manage the classroom activities without their interaction with SwFs?

 please mention

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

19.  Do you receive complaints from the other students about the SwDs’s behaviours/challenges they are facing?                                                                                                 Yes 1    No 2

If yes, please mention some complaints/situations and measures taken by you

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

20.  Do you receive complaints from the parents of other students/SMc members about the SwDs? Yes 1    No 2

If yes, please mention some complaints/situations and measures taken by you

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

21.  Do you receive complaints from the parents of SwDs about other students? Yes 1    No 2

If yes, please mention some complaints/situations and measures taken by you

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

22.  Do SwDs of your class receive any incentives, scholarships, uniforms, textbooks, escort/transport allowances etc.?                                                                                   Yes 1    No 2

If yes, please mention the incentives, they are receiving

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

23.  During classroom teaching, what do you usually do, if a SwD interrupts the classroom process?

• Ignore
• Punish
• Divert them in other activities.
• Complain to the principal/parents
• Instruct-not to do.
• Any other (please specify):………………………………………………………………….

24.  In case of continuous absence of SwDs from your class, what do you do for their learning loss?

………………………………………………………………………………………………………..

…………………………………………………………………………………………………………

25.  Do you think that now there is stagnancy in learning of SwDs of your class and further learning will not occur?                                                                                                           Yes 1    No 2

26.  Do you think it is necessary to undergo special/focused training/orientation to address the diverse learning needs of SwDs in the ordinary classrooms?                                    Yes 1    No 2

27.  Have you ever undergone such kind of in-service training on teaching and learning of children with disabilities in inclusive classroom?                                                                           Yes 1    No 2.

 If yes, nature of the training

28.  Any suggestions for improving participation of SwDs in learning activities :-

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………