PROFILE PHOTO 

ACADEMIC QUALIFICATIONS

Ph.D., M.Sc. (Psychology), M.Ed. Special Education (MR),B.Sc. (Bio-Chemistry), B.Ed. Special Education (MR), DSE (MR).

AREA OF SPECIALIZATION

Teaching Pedagogy, Inclusive Education, Educational Technology and Research Methodology

AREA OF INTEREST

Development of Educational software and devices, integrating technology in education, Multidisciplinary education plan, Curriculum development, Training for teachers

EMAIL ID 

sharma(dot)u(at)gov(dot)in / umesh.ncert(at)yahoo(dot)com / consultantspledn(at)Hotmail(dot)com

CONTACT NO

+91 825 9050 333

A Brief Profile

Dr. B. Umesh Kumar Sharma is an Assistant Professor in Special Education at the North East Regional Institute of Education (NERIE), NCERT, Shillong. He brings over two decades of professional experience in inclusive education, special needs pedagogy, and teacher education. He earned his Ph.D. in Education (Special Education) from the University of Madras, focusing on teacher feedback practices and their impact on student self-regulated learning in inclusive classrooms. Dr. Sharma holds a strong academic background with postgraduate degrees in Psychology and M.Ed Special Education (Mental Retardation), and a B.Ed. in Special Education from reputed Indian universities. He also holds a Diploma in Special Education and has consistently demonstrated academic excellence, securing first-class distinctions in multiple qualifications. His interdisciplinary training across education, psychology, and disability studies has strengthened his ability to address learner diversity through innovative pedagogical frameworks. Dr. Sharma is the developer of the Systematic Hybrid-Based Learning (SHBL) approach—an innovative teaching model that integrates experiential learning, inquiry-based learning, collaborative strategies, peer assessment, game-based learning, ICT integration, and role-based activities. SHBL promotes 21st-century learning skills and inclusivity by recognizing and utilizing students' individual talents, interests, skills, and motivations. It offers a flexible, student-centred approach to teaching aligned with the pedagogical vision of the National Education Policy (NEP) 2020.
🔗 Learn more about SHBL – Systematic Hybrid-Based Learning: Dr. Sharma previously served as Principal at Thakur Hari Prasad Institute of Research and Rehabilitation for the Mentally Handicapped (THPI), Hyderabad, from 2008 to 2014. During his tenure, he held multifaceted roles in academic administration, curriculum planning, research supervision, and community-based rehabilitation programmes. He supervised over 30 postgraduate dissertations in special education, coordinated M.Ed. and B.Ed. programmes, and led several institutionally funded research projects on intellectual disability, inclusive teaching methods, and assistive strategies. Under his leadership, the institute conducted rural camps for early identification of children with disabilities, organized sensitization and outreach programmes, and received recognition for excellence in inclusive practices. He also served as a Special Olympics Coach, organized co-curricular events, and was honoured with the Best Employee Award for his dedicated service. Dr. Sharma has successfully led several NCERT-approved research projects across the North Eastern states, addressing critical areas such as learning difficulties, emotional well-being, and inclusive classroom strategies.
🔗 View Research Projects Coordinated by Dr. Umesh Kumar Sharma: He has also coordinated numerous in-service and faculty training programmes for schoolteachers, Key Resource Persons (KRPs), and teacher educators, with a special focus on inclusive teaching, assessment strategies, NEP 2020 implementation, and curriculum development.
🔗 Explore Training Programmes Coordinated: An active academic, Dr. Sharma has published widely in national and international journals and contributed to academic book chapters and seminar proceedings on inclusive instructional practices, differentiated teaching, universal design for learning (UDL), teacher feedback, etc.

Selected Publications

• Teacher Feedback and Student Perceptions: Variations in Inclusive Classrooms https://doi.org/10.51584/IJRIAS.2025.100500088
• The Role of Co-Teaching in Enhancing Instructional Strategies in Inclusive Classrooms https://doi.org/10.51244/IJRSI.2025.120500120
• Impact of Universal Design for Learning (UDL) on Student Engagement and Achievement in Inclusive Education https://doi.org/10.56975/ijnrd.v9i8.226964
• Differentiated Instruction for Inclusive Learning Environments https://www.ijcrt.org/papers/IJCRT2406014.pdf
• Adaptive Learning Technologies: Personalizing Education for Students with Special Needs https://dx.doi.org/10.21275/SR24823234357

View Full List of Publications

• NEP 2020: Key Provisions and Their Implications for Differently-Abled Learners
• Understanding Student Perceptions and Preferences for Teacher Feedback in Inclusive Classroom
• Teacher Feedback: Variation in Student’s Perceptions
• Facilities Available in Schools for Teaching Children with Special Needs
• Readiness for Accommodating Children with Special Education Needs in Regular Schools: Support System
• Teaching Addition Skills to Children with Slow Learners
• Including Children with Disabilities in General Education System
• Views of primary teachers about teaching children with disability in regular classroom: a self-reflection
• Confidence of master trainers in teaching children with special needs in inclusive classroom
• Community involvement and mobilisation in the promoting inclusive education
• Impact of Using Direct Instruction in Teaching Single Digit Addition Skills among Students with Slow Learners
• Insecurity in Schooling for students with Special Needs in North East India: Issues and Challenges
• E-learning for Differently Abled: Issues and Create accessibility.
• Effect of PECS on communication amongst pre-adolescent with Autism Spectrum Disorder