Abstract

The Indian Constitution's spirit is to ensure that every citizen has an equal opportunity to develop and fulfil their potential, regardless of caste, religion, or gender. In many parts of the world, as well as in our country, certain groups, communities, and individuals have always been on the margins due to orthodox beliefs, a lack of awareness, or ineffective planning and policies for the development of society and the global community. The well-known "Hijra" community is also on the margins in terms of social, educational, economic, psychosocial, and psychosexual well-being. Additionally, they have fought for centuries for their identity and rights. The conclusion of this paper's discussion can be interpreted as the inclusion of transgender children or adults in the mainstream education system or society; this requires an appropriate learning environment or social acceptance. Apart from content and pedagogical modifications, pre-service and in-service teachers must be sensitised to dealing with classes with transgender children. In light of the discussion, it is recommended that comprehensive in-service and pre-service teacher training programs be conducted for transgender children's education. The current teacher education programme should be restructured to include content specific to the transgender community, such as their historical background, way of life, culture, rituals, customs, life skills, psychosocial conditions, psychosexual aspects, involvement in various money-making activities, involvement in sex work, as well as legal provisions and welfare programs. This would increase trainee teachers' and trainee teacher educator's understanding of transgender issues, and they would be more willing to discuss issues affecting this community.

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