Awareness and Attitudes of Primary Grade Teachers (1-4thGrade) towards Inclusive Education
The present research aimed at studying the awareness
and attitudes of teachers towards inclusive education. The sample
consisted of 60 teachers, teaching in the primary section (1st – 4th) of
regular schools affiliated to the SSC board in Mumbai. Sample was
selected by Multi-stage cluster sampling technique. A semi-structured
self-constructed interview schedule and a self-constructed attitude
scale was used to study the awareness of teachers about disability and
Inclusive education, and their attitudes towards inclusive education
respectively. Themes were extracted from the interview data and
quantitative data was analyzed using SPSS package. Results revealed
that teachers had some amount of awareness but an inadequate
amount of information on disabilities and inclusive education.
Disability to most (37) teachers meant “an inability to do something”.
The difference between disability and handicap was stated by most as
former being cognitive while handicap being physical in nature. With
regard to Inclusive education, a large number (46) stated that they
were unaware of the term and did not know what it meant. Majority
(52) of them perceived maximum challenges for themselves in an
inclusive set up, and emphasized on the role of teacher training
courses in the area of providing knowledge (49) and training in
teaching methodology (53). Although, 83.3% of teachers held a
moderately positive attitude towards inclusive education, a large
percentage (61.6%) of participants felt that being in inclusive set up
would be very challenging for both children with special needs and
without special needs. Though, most (49) of the teachers stated that
children with special needs should be educated in regular classroom
but they further clarified that only those should be in a regular
classroom who have physical impairments of mild or moderate
degree.
[1] Avramidis, E., Norwich, B. (2002). Teachers' attitudes towards
integration / inclusion: a review of the literature. European Journal of
Special Needs Education, 17(2), 129-147.
[2] Bhatnagar, N., & Das, A. (2013). Attitudes of secondary school teachers
towards inclusive education in New Delhi, India. Journal of Research in
Special Educational Needs.
http://www.researchgate.net/publication/235362271
[3] Blau, I., Peled, Y. (2012) Teachers' openness to change and attitudes
towards ICT: Comparison of laptop per teacher and laptop per
studentprograms Interdisciplinary Journal of E-Learning and Learning
Objects, Volume 8. IJELLO special series of Chais Conference 2012
best papers
[4] Burke, K., Sutherland, C. (2004). Attitudes towards inclusion:
Knowledge vs. Experience. Education, 125(2), 163-172.
[5] Cassady, J. M. (2011). Teachers' Attitudes toward the Inclusion of
Students with Autism and Emotional Behavioral Disorder. Electronic
Journal of Inclusive Education. Vol 2 (7).
[6] Charles, S. (2011) Basic school teachers’ attitudes towards inclusive
education in Ghana. (A Master’s Thesis in Education) University of
Jyväskylä – Finland. (https://jyx.jyu.fi/dspace/bitstream/handle/
123456789/27280/URN%3aNBN%3afi%3ajyu-
2011070711134.pdf?sequence=1)
[7] Corps, H., Ceralli, G., and Boisseau, S. (2012). Inclusive Educaion : A
policy paper. A handicap International Publication.
http://www.hiproweb.org/uploads/tx_hidrtdocs/PP08IE.pdf
[8] Costello, S., Boyle, C. (2013). Pre-service Secondary Teachers’
Attitudes towards Inclusive Education. Australian Journal of Teacher
Education. Vol 38 (4).
[9] Cowne, E. (2003). Developing Inclusive Practices The SENCO's Role in
Managing Change. United Kingdom: Taylor & Francis.
[10] Das, A., Kuyuni, A., Desai, I. (2013) Inclusive education in India: Are
the teachers prepared? International Journal Of Special Education Vol
28, No: 1.
[11] Forlin, C., Chambers, D. (2011). Teacher preparation for inclusive
education: increasing knowledge but raising concerns. Asia-Pacific
Journal of Teacher Education, 39(1), 17-32.
[12] Glazzard, J. (2011) ‘Perceptions of the barriers to effective inclusion in
one primary school: voicesof teachers and teaching assistants.’ Support
for Learning, 26 (2), pp. 56–63. [13] Khan, T. (2011) Investigation of secondary school teachers’ attitudes
towards and knowledge about inclusive education in Bangladesh.
Unpublished master’s dissertation, University of Canterbury, New
Zealand
[14] Leyser, Yona and Kirk, Rea(2004) 'Evaluating Inclusion: an
examination of parent views and factors influencing their perspectives',
International Journal of Disability, Development and Education, 51: 3,
271-285
[15] Maria, U. (2013) Teachers’ perception, knowledge and behaviour in
inclusive education. Procedia – Social and Behavioural sciences
Volume85 (2013), Pages 1237-1241. DOI:10.1016/j.sbspro.2013.06.736
[16] McFarlane, K., Wolfson, L. M. (2013) ‘Teacher attitudes and behavior
toward the inclusion of children with social, emotional and behavioral
difficulties in mainstream schools: an application of the theory of
planned behavior.’ Teaching and Teacher Education, 29, pp. 46–52.
[17] Mumthas, S. Shamina, E. (2011). Are the prospective teachers at
secondary level aware about inclusive education? Paper presented at a
National seminar on Quality Concern in Education, University of
Calicut, Calicut, India.
[18] Myers, J., Bagree, S. (2011) Making Inclusive Education a Reality.
Sightsavers Inclusive Education Policy Paper, ISSN No. 2223-7763
[19] Nutter, M. E. (2011) Teaching Students with Disabilities: perceptions of
preparedness among preservice general education teachers. Unpublished
doctoral dissertation. Northcentral University.
[20] Pace, D. (2003). Increasing awareness and understanding of students
with disabilities. Academic Exchange, 205-214.
[21] Subban, P., & Sharma, U. (2005). Understanding Educator Attitudes
Toward the Implementation of Inclusive Education. Disability Studies
Quaterly Volume 25 (2)
[22] Torombe, R. (2013) Teachers’ experiences in implementing inclusive
education policy in Papua New Guinea: A study of two primary schools
in the national capital district. Unpublished master’s dissertation,
University of Waikato, New Zealand
[23] UNESCO. (1994). The Salamanca statement and framework for action
on special needs education. Paper presented at the World conference on
special needs education: access and quality, Salamanca, Spain.
http://www.unesco.org/education/pdf/SALAMA_E.PDF
[24] Winis, C. (2013) Determining the Attitudes of Elementary School
Teachers towards the Inclusion of Children with Disabilities: A Case
Study of Three Elementary Schools in Goroka, Eastern Highlands
Province, Papua New Guinea. Unpublished master’s dissertation,
University of Waikato, New Zealand.
[1] Avramidis, E., Norwich, B. (2002). Teachers' attitudes towards
integration / inclusion: a review of the literature. European Journal of
Special Needs Education, 17(2), 129-147.
[2] Bhatnagar, N., & Das, A. (2013). Attitudes of secondary school teachers
towards inclusive education in New Delhi, India. Journal of Research in
Special Educational Needs.
http://www.researchgate.net/publication/235362271
[3] Blau, I., Peled, Y. (2012) Teachers' openness to change and attitudes
towards ICT: Comparison of laptop per teacher and laptop per
studentprograms Interdisciplinary Journal of E-Learning and Learning
Objects, Volume 8. IJELLO special series of Chais Conference 2012
best papers
[4] Burke, K., Sutherland, C. (2004). Attitudes towards inclusion:
Knowledge vs. Experience. Education, 125(2), 163-172.
[5] Cassady, J. M. (2011). Teachers' Attitudes toward the Inclusion of
Students with Autism and Emotional Behavioral Disorder. Electronic
Journal of Inclusive Education. Vol 2 (7).
[6] Charles, S. (2011) Basic school teachers’ attitudes towards inclusive
education in Ghana. (A Master’s Thesis in Education) University of
Jyväskylä – Finland. (https://jyx.jyu.fi/dspace/bitstream/handle/
123456789/27280/URN%3aNBN%3afi%3ajyu-
2011070711134.pdf?sequence=1)
[7] Corps, H., Ceralli, G., and Boisseau, S. (2012). Inclusive Educaion : A
policy paper. A handicap International Publication.
http://www.hiproweb.org/uploads/tx_hidrtdocs/PP08IE.pdf
[8] Costello, S., Boyle, C. (2013). Pre-service Secondary Teachers’
Attitudes towards Inclusive Education. Australian Journal of Teacher
Education. Vol 38 (4).
[9] Cowne, E. (2003). Developing Inclusive Practices The SENCO's Role in
Managing Change. United Kingdom: Taylor & Francis.
[10] Das, A., Kuyuni, A., Desai, I. (2013) Inclusive education in India: Are
the teachers prepared? International Journal Of Special Education Vol
28, No: 1.
[11] Forlin, C., Chambers, D. (2011). Teacher preparation for inclusive
education: increasing knowledge but raising concerns. Asia-Pacific
Journal of Teacher Education, 39(1), 17-32.
[12] Glazzard, J. (2011) ‘Perceptions of the barriers to effective inclusion in
one primary school: voicesof teachers and teaching assistants.’ Support
for Learning, 26 (2), pp. 56–63. [13] Khan, T. (2011) Investigation of secondary school teachers’ attitudes
towards and knowledge about inclusive education in Bangladesh.
Unpublished master’s dissertation, University of Canterbury, New
Zealand
[14] Leyser, Yona and Kirk, Rea(2004) 'Evaluating Inclusion: an
examination of parent views and factors influencing their perspectives',
International Journal of Disability, Development and Education, 51: 3,
271-285
[15] Maria, U. (2013) Teachers’ perception, knowledge and behaviour in
inclusive education. Procedia – Social and Behavioural sciences
Volume85 (2013), Pages 1237-1241. DOI:10.1016/j.sbspro.2013.06.736
[16] McFarlane, K., Wolfson, L. M. (2013) ‘Teacher attitudes and behavior
toward the inclusion of children with social, emotional and behavioral
difficulties in mainstream schools: an application of the theory of
planned behavior.’ Teaching and Teacher Education, 29, pp. 46–52.
[17] Mumthas, S. Shamina, E. (2011). Are the prospective teachers at
secondary level aware about inclusive education? Paper presented at a
National seminar on Quality Concern in Education, University of
Calicut, Calicut, India.
[18] Myers, J., Bagree, S. (2011) Making Inclusive Education a Reality.
Sightsavers Inclusive Education Policy Paper, ISSN No. 2223-7763
[19] Nutter, M. E. (2011) Teaching Students with Disabilities: perceptions of
preparedness among preservice general education teachers. Unpublished
doctoral dissertation. Northcentral University.
[20] Pace, D. (2003). Increasing awareness and understanding of students
with disabilities. Academic Exchange, 205-214.
[21] Subban, P., & Sharma, U. (2005). Understanding Educator Attitudes
Toward the Implementation of Inclusive Education. Disability Studies
Quaterly Volume 25 (2)
[22] Torombe, R. (2013) Teachers’ experiences in implementing inclusive
education policy in Papua New Guinea: A study of two primary schools
in the national capital district. Unpublished master’s dissertation,
University of Waikato, New Zealand
[23] UNESCO. (1994). The Salamanca statement and framework for action
on special needs education. Paper presented at the World conference on
special needs education: access and quality, Salamanca, Spain.
http://www.unesco.org/education/pdf/SALAMA_E.PDF
[24] Winis, C. (2013) Determining the Attitudes of Elementary School
Teachers towards the Inclusion of Children with Disabilities: A Case
Study of Three Elementary Schools in Goroka, Eastern Highlands
Province, Papua New Guinea. Unpublished master’s dissertation,
University of Waikato, New Zealand.
@article{"International Journal of Business, Human and Social Sciences:71510", author = "P. Maheshwari and M. Shapurkar", title = "Awareness and Attitudes of Primary Grade Teachers (1-4thGrade) towards Inclusive Education", abstract = "The present research aimed at studying the awareness
and attitudes of teachers towards inclusive education. The sample
consisted of 60 teachers, teaching in the primary section (1st – 4th) of
regular schools affiliated to the SSC board in Mumbai. Sample was
selected by Multi-stage cluster sampling technique. A semi-structured
self-constructed interview schedule and a self-constructed attitude
scale was used to study the awareness of teachers about disability and
Inclusive education, and their attitudes towards inclusive education
respectively. Themes were extracted from the interview data and
quantitative data was analyzed using SPSS package. Results revealed
that teachers had some amount of awareness but an inadequate
amount of information on disabilities and inclusive education.
Disability to most (37) teachers meant “an inability to do something”.
The difference between disability and handicap was stated by most as
former being cognitive while handicap being physical in nature. With
regard to Inclusive education, a large number (46) stated that they
were unaware of the term and did not know what it meant. Majority
(52) of them perceived maximum challenges for themselves in an
inclusive set up, and emphasized on the role of teacher training
courses in the area of providing knowledge (49) and training in
teaching methodology (53). Although, 83.3% of teachers held a
moderately positive attitude towards inclusive education, a large
percentage (61.6%) of participants felt that being in inclusive set up
would be very challenging for both children with special needs and
without special needs. Though, most (49) of the teachers stated that
children with special needs should be educated in regular classroom
but they further clarified that only those should be in a regular
classroom who have physical impairments of mild or moderate
degree.
", keywords = "Attitudes, awareness, inclusive education, teachers.", volume = "9", number = "11", pages = "3959-6", }
