PREVALENCE OF TEACHERS’ ATTITUDE TOWARDS INCLUSIVE EDUCATION WITH REGARDS TO SOME DEMOGRAPHIC VARIABLES

Rajnikumari

No 2016-06-02, Working papers from Voice of Research

Abstract: Teachers’ judgements about children with disabilities could have a significant influence on children’s emotional, social and intellectual development. To make inclusion a successful practice, the inculcation of positive attitudes among regular teachers toward students with disabilities is a chief aspect. In the present study, researcher attempted to study the prevalence of attitude of regular teachers towards inclusive education with regards to some demographic variables namely gender, additional in-service training, presence of CWSN in classrooms, designation and age of teachers. A survey was conducted on 739 teachers designated as Primary Teachers (PRTs), Trained Graduate Teachers (TGTs) and Post Graduate Teachers (PGTs) in government school of Union Territory of Delhi, India, by using SACIE-R, developed by Forlin, C., Earle, C., Loreman, T. & Sharma, U. Forlin, C. (2011). In the light of objectives of the study, data were statistically analyzed for Mean, Standard Deviation and critical ratio. Results of the study implicated that for the thriving inclusion of CWSN in regular schools, we need to make teachers’ attitude more positive in India. Key words: Inclusive Education, Attitude and CWSN

Date: 2016-06
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