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This study uses a prospective and semi-longitudinal recurring interventional design to evaluate the efficacy of program content, procedures, materials and activities, their immediate outcomes of a recently concluded state level 2-week sensitivity training program on academic problems in elementary school children organized for around 550 Inclusive Education Resource Teachers. An identified set of topics, critical skills and competencies were taught to participants by a team of rehabilitationdoi:10.1080/09764224.2012.11885472 fatcat:5uo5datuy5g2rm3h2apyjjgfrq