Authors: Assistant Professor Priya
Abstract: Modern educational environments demand flexible pedagogical frameworks capable of systematically addressing the multifaceted learning profiles present in contemporary classrooms. This paper investigates the operational integration and systemic value of cross-disciplinary frameworks within mainstream inclusive education. By synthesizing perspectives across special pedagogy, allied health disciplines, assistive technologies, and environmental ergonomics, this study examines how multi-professional collaboration dismantled historical instructional silos. We analyze primary institutional barriers—such as rigid professional boundaries, administrative scheduling constraints, and curricular rigidity—and delineate empirical methodologies including Universal Design for Learning (UDL), structured co-teaching typologies, and trans disciplinary diagnostic protocols. The findings demonstrate that shifting from isolated instructional practices to an integrated, cross-disciplinary ecosystem enhances cognitive accessibility, mitigates pedagogical friction, and significantly improves developmental and academic outcomes for Children with Special Needs (CWSN) within mainstream educational institutions.
