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Scope: Inclusive education has been a matter of discussion for the educationist and stakeholders in the recent decades for its embodying vision of accommodating learners with cognitive, physical, social differences. Researches in the field show that effective strategies for implementation of inclusive education lack proper vision and mechanism. The present study was conducted to examine the perception of in-service teachers towards inclusive education and to analyse the status of inclusive education in Cachar District of Assam. Objectives: The objectives of the study are to find out the perception of teachers towards inclusive education and to find out the status of schools with regard to infrastructural facilitates available for inclusive classrooms. Methodology: For the collection of data, quantitative survey method has been used with a questionnaire consisting of a series of closed-ended questions to gather information from the in-service teachers from both the private and government schools of the Cachar district. Results: The study revealed that most of the schools in this region do not meet all the norms provided by the government’s acts and statutes. Only a few government schools have the concrete and somatic infrastructural support system. Most of the private schools also lack in this respect; although they proclaim 25% reservation for handicapped children during admission. The study also concedes that there is no special educators recruited in both the state and centrally affiliated schools. These ultimately severely affect implementation of inclusive education and pose a challenge to universal access and participation in Education.

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Scope: Constructivism is a school of thought emphasizes students' active involvement in learning and making sense of what they are imbibing. In the constructivist approach, which is learner-centered, students actively participate in knowledge construction rather than being passive listeners. Constructivism is a philosophy of cognition, learning, and meaning-making that explains how students learn and involve in the process of knowledge construction. Constructivist Approach plays vital role in maintaining mental health of children through freedom in the realms of learning and allowing space to relate it with the prior experience of the learner devoid any external pressure or dominance in teaching learning process. Learning activities in constructivist setting are characterized by active engagement, inquiry, problem solving, and collaboration with others. The Present study entitled Teachers awareness on Constructivist Approach in Learning: An Analytical Study is an attempt to elucidate constructivist approach as an archetype for teaching and learning. It is also designed to ascertain teachers’ awareness on Constructivist Approach in learning. The study is delimited to the Hailakandi District of Assam, India. Objective: To ascertain teachers awareness on constructivist approach in learning.