Abstract
Inclusive education has emerged in the field of education and other fields because this approach aim to overcome discrimination and barriers in the teaching learning process and teacher training processes. NEP 2020 emphasizes access, equity, quality, affordability, and accountability as vital pillars for transforming the education system so that no learner is left behind it .This qualitative research explore and examining the concept and significance of inclusive education within the framework of the Integrated Teacher Education Programme (ITEP) as envisioned in the National Education Policy (NEP) 2020. Drawing upon secondary data sources such as policy documents, journal articles, and international reports, the study aims to explore how inclusive pedagogy has evolved as a transformative force in teacher education.
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