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UNESCO [1] appeals to its member states to anchor their educational agenda on the four pillars of learning learning to know, learning to do, learning to be, and learning to live together. These pillars are hallmarks of a high quality inclusive culture, values, and principles. These hallmarks can be achieved mainly by carrying out the premises of inclusion in the curriculum. It is a kind of curriculum that is powerful in respecting the sanctity and integrity of human rights by nurturing cultures, values, and principles of tolerance, which transcends cultural, religious, gender, physical, emotional, social, economic, and other difference. Present research work tries to explore the various strategies describing the K curriculum using inclusive education and further tries to explore the interrelationship amongst them .

On Studying the Hierarchy of Interrelationships amongst the Essential Skills for Successful Implementation of Inclusion in K Curriculum of Schools