Education is a major factor for achieving the
diversified goals of development by including social,
economic, political, technological, cultural competence of
people. Inclusion acknowledges the diversity present
among the children in the general classrooms and
addresses that every child is a special child. Inclusion of
children with disabilities in the general classrooms would
throw more challenges arid in addressing these, schools
would become learning grounds; teaching and teachers
would become more effective and meaningful. This study
explored the personality characteristics of children with
special needs studying in inclusive and special schools
.Participants were 100 students with special needs,40
students from inclusive school 60 from special schools.
These are orthopedically impaired students studying in
class VI to class VIII of U.P. were selected. Sample was
drawn with the help of purposive sampling technique.
Results are discussed in terms of 6 personality dimensions
i.e. activity-passivity, enthusiastic -non enthusiastic,
assertive-submissive, suspicious –trusting, depressive –
non depressive, emotional stability and emotional
instability. Result suggested that inclusive school students
are more developed in personality characteristics then the
special school students.