Collaborative Strategies for Successful Inclusive Education: Insights from Teachers
Main Article Content
Abstract
Due to lack of knowledge, educational access and technology, disabled children were initially treated as unwanted and segregated from other children. In recent times there has been a shift to make education possible for everyone under the same roof. Teaching and learning has become personalized where content, pace and strategies are being taken into cognizance according to the unique capabilities of a student. This study aimed to assess the attitude of teacher in making inclusive education a success. In this study descriptive method of research was used and 100 teachers were selected by random sampling technique from different Govt. middle schools in district Pulwama. Semi structured interview schedule was employed to collect the data. After analysing the data in qualitative way it was found that teachers were of the opinion that all learners regardless of their disabilities should be in regular classrooms and they showed more favourable attitude towards children with mild disabilities. It has also been seen that collaboration between the mainstream and the special education teachers is important in making inclusive education successful. The majority of the respondents agreed that special students need extra care and help in the classroom and that these students were seen as having more disciplinary problems when compared to the regular student. In general, teachers were found to hold positive attitudes toward inclusion.
Originality/value: The study emphasizes on the awareness about disability and the steps taken towards an equal position of students with disabilities in the schools in particular and people with disabilities in the society in general. The findings from this research may help the stake holders and policy makers to boost the teaching and learning environment in the schools that offer inclusive education. Changes at policy level and support facilities for special needs students as an open concern are needed to achieve this equalization.
Article Details
References
Adams, D., Mohamed, A., Moosa, V., & Shareefa, M. (2021). Teachers’ readiness for inclusive education in a developing country: fantasy or possibility? Educational Studies, 49(6), 896– 913.
Alhassan, A. M. (2014). Implementation of inclusive education in Ghanaian primary schools: A look at teacher’s attitudes. American Journal of Educational Research, 2(3), 142–148.
Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An Empirical Study on Teachers’ Perceptions towards Inclusive Education in Malaysia. International Journal of Special Education, 21(3), 36–44.
De Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181.
Ginja, T. G., & Chen, X. (2021). Conceptualizing inclusive education: the role of teacher training and teacher’s attitudes towards inclusion of children with disabilities in Ethiopia.International Journal of Inclusive Education, 27(9), 1042–1055.
Khan, I. K., Hashmi, S., & Khanum, N. (2017). Inclusive education in government primary schools: Teacher perceptions. Journal of Education and Educational Development, 4(1), 32– 47.
Kugelmass, J., & Ainscow, M. (2004). Leadership for inclusion: a comparison of international practices. Journal of Research in Special Educational Needs, 4(3), 133–141.
Kugelmass, J. W. (2006). Sustaining cultures of inclusion: The value and limitation of cultural analyses. European Journal of Psychology of Education, 21, 279–292.
Mdikana, A., Ntshangase, S., & Mayekiso, T. (2007). Pre-Service Educators’ Attitudes towards Inclusive Education. International Journal of Special Education, 22(1), 125–131.
Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education, 14(1), 1–15.
Mitchell, R. (2017). Inclusive education in sub-Sahara Africa. Inclusive Education in Uganda: Examples of Best Practice, 17–34.
Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership? Educational Review, 61(4), 433–447.
Singh, J. D. (2016). Inclusive education in India--concept, need and challenges. S. No. Paper Title Author Name Page No, 97.
Singh, S., Kumar, S., & Singh, R. K. (2020). A Study of Attitude of Teachers towards Inclusive Education. Shanlax International Journal of Education, 9(1), 189–197.
Yildirim, M., & Güler, A. (2020). COVID-19 severity, self-efficacy, knowledge, preventive behaviors, and mental health in Turkey. Death Studies, 46(4), 979–986.