Attitudes, Knowledge and Concerns of Teachers Towards Inclusion of Students with Disabilties

Abstract

The aim of this research work was to study the attitudes, knowledge and concerns of teachers towards inclusion of students with disabilities in a regular classroom. The researcher however explored the relationship between the variables as well. The sample comprised of 100 higher secondary school teachers of which 50 were employed in Central schools while 50 were employed in Private Schools of Agra region only. Cross-sectional research method was adopted to collect and analyze data. The tool comprised of a four-part questionnaire that includes background information and three measurement scales on attitudes, knowledge and concerns of teachers, viz (i)ATIES (Attitudes towards Inclusive Education Scale, Author Felicia Wilczenski, Year: 1992) (ii) CIES (Concerns about Inclusive Education Scale, Author; Sharma & Desai, Year:2002) and (iii) Knowledge questionnaire (Author: Pottas, Year: 2005). The results indicated that teachers of both the schools displayed favorable attitudes, high level of knowledge and lower concerns towards inclusion of disabled students. It was evident that attitudes and knowledge were positively related to successful inclusion while concerns were associated with the extra burden to be experienced for inclusion. Thus, it is important to organize awareness programs on inclusion for school teachers to reduce their worries and concerns. Democratic education will only be successful with positive attitudes of teacher, good knowledge of inclusion methodology and lowered concerns.