Integration of Children with Special Needs into Regular Schools: Teachers and Parents Perspectives

Abstract

Background: When it comes to a child's upbringing, safety, and growth, parents and instructors are crucial. Therefore, the attitudes of parents and teachers may significantly alter how inclusive education is seen. Aim: To explore the attitudes of school teachers and parents towards the integration of children with special needs into regular schools. Study design: This study used a descriptive research approach. Setting: The study was conducted in three government schools in October city. Sample: A multistage stratified sampling technique was used in recruiting teachers and parents. The study sample consisted of 238 parents and 248 teachers. Tools: A structured interview questionnaire, a teacher attitude toward inclusion scale, and a parent attitude toward inclusion scale were the three instruments used to gather the data.. Results revealed that 50.8% and 51.5% of parents and instructors, respectively, had positive attitudes about integrating special needs students into the general class. The lack of medical care and the lack of trained instructors are the two main issues preventing the inclusion of kids with special needs in conventional classrooms. Conclusion: Slightly more than half of parents have a positive attitude towards integrating students with special needs into the regular classroom. Additionally, more than half of teachers have a positive attitude. Recommendations: The administration of schools should involve parents in the education of their children and offer sensitization seminars, meetings, and workshops as part of their ongoing professional development.