Education is a fundamental right for every person. As a means of fostering an inclusive society where equal chances are offered, inclusive education has become decisively entrenched as the primary educational policy for children with a variety of requirements, diverse needs including disabilities. Therefore, inclusive education has a major role as it has an interactive relationship with society and especially with the community along with parents of these children. Teachers play an important role of facilitator, guide as well as advocates children with diverse learners. Teachers teach the students with differing learning styles based on the requirement of the learners. In spite of the various strategies and techniques some concerns have been raised about the impact of such a change on the educational system, as well as whether it will actually be possible to implement. The range of learning difficulties, potential knowledge outcomes, teacher’s attitude and teachers' lack of confidence to teach in an inclusive atmosphere are the key reasons why educators have worries and apprehensions about inclusion. In this current study, we made an attempt to explore teachers’ attitudes toward inclusive education as well as examine the current prevalent inclusive policies and practices in the educational system of India. According to the findings of this study, teachers have attitudes that are usually favourable towards inclusion. However, they identified some challenges and impediments to the implementation of inclusiveness in the schools. We believe that policymakers in India should prioritize teacher training and expand educational financing in order to provide best inclusive educational practices in the schools.