The present rapidly changing world demands basic requirements of 21st century proficiencies and skills for all of us including general educators, special educators, principals, teacher educators and other stakeholders. School provides the basic foundation to explore the knowledge for the children. Principal of school provides the leadership, direction, co-ordination and healthy conducive environment to promote and maintain the effective exploration of the knowledge in holistic manner ().Due to reduce the burden of learning of learners the paradigm shifts as the connecting the knowledge to life outside the school, which has helped in attracting students of all types to learn the prescribed content in a most flexible and friendly manner. Pragna is an activity-based learning approach implemented by state of Gujarat in 2010 for practice in mainstream primary schools. Pragna is the process of exploration and discovery of acquiring knowledge. It gives importance to childrens experiences, expressions and their dynamic participation and give an opportunity to learn according to their own pace and level. In order to ensure maximum educational outcomes by this unique programme in mainstream school, the principal needs to have the necessary knowledge, sincerity, and alertness. Hence, the present research was undertaken with an objective of studying the professional characteristics of the principals at different stages of pragna implementation in Gujarat. Survey method was followed. A Researcher made test developed by the present researchers was used as the tool for data collection. A total of 173 school principals means head of the primary school who is responsible for implementation of pragna were participated in the survey. The study revealed that no significant difference in the professional characteristics was observed among male and female principals involved in pragna. The present study once again affirms that gender does not have any influence on the teaching profession. Thus, SwSDs in mainstream schools can have learning experience from either male or female principals.

Students with Sensory Disabilities

Pragna Programme

Professional Characteristics