Inclusive education is understood differently by educationists, practitioners, government, parents, disabled people’s organizations and other key stakeholders. This is evident at all levels and affects the acceptance, design, implementation and quality of the entire process. The Salamanca Framework focuses on inclusive education as a strategy to include children with special educational needs in mainstream education by responding the needs of individual learners. A present, there is a growing awareness about inclusive education among educators. In special school concept the special education component is a part of the general education system. Where Inclusive education is goes one step further. In this approach, the special education is an integral part of the general education system. The need for inclusive education has to be viewed in the background of the reality of services for children with special needs (C.W.S.N.). The present study has been conducted on Varanasi district of the U.P. The descriptive survey method was used in the present study to obtain the information about the barriers of the education of C.W.S.N. in inclusive education.
