Abstract
Inclusive education brings diverse learners under one roof regardless of their strength or weakness in any area toenhance learning with a purpose to maximise the strength of all the learners. The educational approach for 21stcentury ensures that all students gain access to knowledge, skill and information that will prepare them to contribute to the nation. To meet this challenging job to accommodate students with increasingly diverse background and abilities with other learners, there is a need to involve the teachers, parents and community members. However, teachers’ role in inclusive education is crucial as an immediate executioner and they establish a relationship between educational ends and means. Teachers for inclusion need to bear a positive orientation, flexibility, capacity for innovation and ability for adequate application. The present study attempted to find out the attitude of school teachers towards inclusive education. The study involved the descriptive survey method. A sample of 80 teachers was randomly selected from four schools. The data was collected through Teacher Aptitude Scale towards Inclusive Education. The data collected was analysed by calculating mean and using t-test. The findings of the study revealed no significant difference in the attitude of teachers of different level of school (primary and secondary) and type of school (private and government).
Keywords
- Attitude
- Inclusive education
How to cite
Dhawan Vinita . Attitude of School Teachers towards Inclusive Education. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 12-16