Influence of selected factors on awareness of inclusive education for differently abled persons among Srilankan Teachers (original) (raw)
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IJARW, 2020
This study investigated the experiences of principals, teachers, and parents about the school support for inclusive education to cater the needs of the students who have different abilities and with special education needs of the government schools in Sri Lanka. The main research methodology used in this study is Mixed methods. A survey approach and a case study approach were employed. Questionnaires, document surveys, and interviews were administered to gather information. The participants of this study represented 1AB and 1C schools in the Colombo and Gampaha districts. Thematic analysis and descriptive statistical strategies were used to analysis data. It was revealed that there is no very good attitude on inclusive education in the Sri Lankan school culture so far. The knowledge and skills of the regular teachers on inclusive education is poor. The schools have a very big responsibility to cover a very heavy curriculum during the academic year, and they are not provided sufficient funds and resources by the government for implementing inclusive education. The lack of time and resources, poor training and traditional culture hinder the proper functioning of inclusive education in the schools. Small number of regular teachers pay their attention to the students who have special needs. The students who have special needs are not well treated by the teachers as well as the school management. The schools need to be provided with sufficient resources to treat the students who have special needs. A very good culture should be developed on inclusive education in the school sector. The teachers and school management must be well trained in inclusive education.
International Journal of Special Education, 2013
"Abstract This study examined the concerns of regular secondary school teachers in Delhi, India in order to work with students with disabilities in inclusive education settings. A total of 470 teachers responded to a two-part questionnaire. Part-one of the questionnaire collected information related to personal and professional characteristics of the teachers. Part-two was a Likert scale which required the teachers to indicate their concerns on a list of statements related to inclusion. Data was analyzed using descriptive statistics and t-tests. The data indicated that the teachers in Delhi, overall, had a moderate level of concerns to implement inclusive education in their schools. These teachers were however not concerned about their increased workload due to inclusion. In addition, an overwhelming majority (95%) of the teachers indicated that they had not received training in special education. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education. "
" INCLUSION: TEACHERS' ATTITUDE TOWARDS EDUCATING DIFFERENTLY ABLE CHILDREN "
Indian constitution constitute certain fundamental rights which are not restricted for few but applied to all the Indian citizens irrespective of caste and creed. One such rights is, rights to education which intends to provide education to all students regardless of their physical, intellectual, emotional, social, linguistic and other impairments under same roof, which in term has given rise to a new approach called inclusive education which rejects the use of special schools for differently able students thus including them under the regular mainstream. In view of the fact that children with disabilities form one of the largest groups that are still outside the fold of the general education system, the scheme provides an opportunity for children with disabilities, who have completed eight years of elementary education to continue their education in regular schools at the secondary level in inclusive environment up to age of 18 years. Thus, when policies are made to educate disabled children along with normal under the same roof, do the teachers who are used to teach regular normal children are willing to teach differently abled ones under regular class room settings is a major issue as teachers' are the heart in inclusive settings. Therefore the present paper aims to highlight the attitude of teachers' towards educating differently able students in the existing educational settings. It also suggest how education for differently able can be made effective in Indian context.
intjcese, 2024
The current study aims at comparing and contrasting the provision of inclusive primary education for the Differently-abled children in Delhi, India and Tashkent, Uzbekistan. The research explores the perceptions of teachers and administrators regarding the implementation of inclusive education for children with disabilities, with a focus on three specializations: Some of the special education programs include the Blind Education, Deaf Education, and Speech-Impaired Education. Parental involvement, community awareness, school support, and educators' attitudes are the components that the study uses to evaluate the efficacy of inclusive practices in the two cities. Inclusive education has shown to have made progress according to the study but there are still challenges that exist in terms of resource, infrastructure and trainers particularly in Tashkent. The findings also support the need for more efforts in increasing community awareness, increasing resources in schools, and professional development for educators in order to support inclusive education for children with disabilities. This work can enhance the existing literature on inclusive education and provides policy and practical implication for India and Uzbekistan.
Teachers' concerns about inclusive education in Ahmedabad, India
Journal of Research in Special Educational Needs, 2013
This study was undertaken to determine the concerns of primary school teachers about the inclusion of students with disabilities in Ahmedabad, India. A total of 560 teachers, working in government-run schools, returned the completed survey. A two-part questionnaire was used in this study. Part 1 gathered information relating to personal and professional characteristics of the teachers. Part 2 was a 21-item Likert scale titled Concerns about Inclusive Education-Gujarati. The major finding of the study was that the teachers in Ahmedabad were moderately concerned about including students with disabilities in their classrooms. The teachers were most concerned about lack of infrastructural resources and least concerned about lack of social acceptance of students with disabilities in inclusive education classrooms. Significant differences existed in teacher concerns based on the following background variables: gender, qualifications in special education, teaching experience and number of students with disabilities in class. A number of implications are discussed to address teacher concerns for inclusive education in India. During the past three decades, countries around the world have progressively been more concerned in ensuring the rights to education of all children irrespective of any disadvantage or disability. India too, gradually welcomed this trend towards inclusive education. This has been reflected in its various policy measures and initiatives since the 1970s, culminating in the enactment of the historic legislation The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. Subsequently, a number of other policy, programmes and legislation initiatives of Indian government, most notably Sarva Siksha Abhiyan [Education for All Movement] in 2001, Action Plan for Inclusive Education of Children and Youth with Disabilities in 2005, and Right to Education (RTE) Act in 2010 further strengthened this imperative.
PERSONS WITH DISABILITIES AND INCLUSIVE EDUCATION IN INDIA: A CRITICAL ANALYSIS
Contemporary Law Review, 2018
Education is essential for development of human ability and potential. Equally important is the system of education especially for the persons with disabilities. Historically, children with disabilities were denied mainstream educational opportunities. With the rise in human rights issues and the new social movements, the modern welfare state recognized the right to education of the persons with disabilities as well. But the question about the method for imparting education still remains unanswered as the most popularly accepted inclusive system of education is still an evolving concept among the disability scholars and policy makers. This article is an attempt to understand the educational needs of the persons with disabilities in general and the persons with hearing impairment in particular. In doing so it tries to define the ‘most suitable system of education’ for the persons with hearing impairment, a model that is based on supported decision making rather than the substitute decision making. It seeks to outline the essential parameters for the same so that the present gaps can be bridged. Keywords- Education, Inclusive Education, Persons with Disabilities, Persons with Hearing Impairment.
International Journal of Multidisciplinary Educational Research, 2021
Education attainment and status of literacy till now low as compared to number of countries. India has huge number of disable children and more than 10% Indian population are disabled and they faces varies types of difficulties. Like normal children, disable children also have aims and objectives for the betterment of life and achieved their goals. But they have very little opportunities to achieve their targets. Very limited numbers of special school are found in India and worldwide. Under the right to education act, government of India take initiative to offer admission in general school and provide number of facilities. Under this act no school cannot deny to takes admissions any disabled children in general school. The paper tries to investigate the attitude and consciousness of teachers of various affiliated board and try to find out various associated problems. Maximum number of teachers have positives attitude toward disabled children and they have very well knowledge about various laws, legislation and policies.
International Journal of Technology and Inclusive Education, 2017
Teachers' attitudes are gateways to understand their beliefs, vision, and their likely behavior in inclusive classrooms. In Indian context, where inclusion is still in its nascent stage, many studies quantize teachers' attitudes as 'positive' or 'negative' without deliberate efforts of unpacking the different type of disabilities these attitudes could be referring to. Indirectly, this could lead to disregarding the role of type (and severity) of disability as influencing factors in shaping specific attitudes. We conducted a survey of middle school teachers in India to micro-analyze the attitudes using a lens of 'disability type' and explore causal reasons for positivity (or negativity) of such attitudes through interviews. Our survey indicated higher positive attitudes towards inclusion of students with 'orthopedic challenges' while concerns about inclusion of students with disabilities (SWD) related to vision, speech and hearing were stated. Some negative attitudes arose from teachers' concerns about pedagogic challenges in inclusive classrooms. Teachers with prior experience with SWD were more positive towards inclusion and highlighted the importance of technology in inclusive classrooms. Reforms in pre-service and in-service training to infuse technological ideas in classrooms were recommended by teachers.
Teachers' concerns about inclusive education in Ahmedabad, India Educare
This study was undertaken to determine the concerns of primary school teachers about the inclusion of students with disabilities in Ahmedabad, India. A total of 560 teachers, working in government-run schools, returned the completed survey. A two-part questionnaire was used in this study. Part 1 gathered information relating to personal and professional characteristics of the teachers. Part 2 was a 21-item Likert scale titled Concerns about Inclusive Education -Gujarati. The major finding of the study was that the teachers in Ahmedabad were moderately concerned about including students with disabilities in their classrooms. The teachers were most concerned about lack of infrastructural resources and least concerned about lack of social acceptance of students with disabilities in inclusive education classrooms. Significant differences existed in teacher concerns based on the following background variables: gender, qualifications in special education, teaching experience and number of students with disabilities in class. A number of implications are discussed to address teacher concerns for inclusive education in India.