This book deals with the educational status of the different social groups like scheduled castes and tribes, differently abled children, minorities, women, third gender, refugees etc. who have a long history of educational exclusion. It discusses how educational inclusion have taken place during all these years due to the affirmative actions taken by the government in the form of policies and programmes. The role and responsibilities of teachers and the strategies adopted by them in the classroom for educational inclusion are in focus. The book provides a reader a synoptic view about educational inclusion of these social groups. It may be found useful by all the stake holders in the subject.