Original article | International Journal of Research in Teacher Education 2018, Vol. 9(2) 1-15
Attitude of Regular and Special Primary School Teachers Towards Inclusive Education in Purba and Paschim Medinipur Districtsof West Bengal: A Comparative Study
Piyali Chanda & Santosh Kumar Behera
pp. 1 - 15 | Manu. Number: MANU-1803-12-0005
Published online: June 29, 2018 | Number of Views: 259 | Number of Download: 831
Abstract
In the present study the investigators made a comparative study on Attitude of Regular and Special Primary School Teachers towards Inclusive Education in Purba and Paschim Medinipur Districts of West Bengal. 166 Primary school teachers (96 Regular and 70 Special teachers) in the Purba and Paschim Medinipur Districts of West Bengal were taken as representative sample for the whole population. Stratified random sampling technique was followed for selecting the Schools and teachers were selected following purposive sampling technique. An attitude scale (Likert Type) was used for knowing the Attitude of Regular and Special Primary School teachers towards Inclusive Education. The means of both groups were tested for significance of difference by using t-test. The study revealed that the attitude of Primary Teachers in Purba and Paschim Medinipur Districts of West Bengal is neither more favorable nor unfavorable towards inclusive education i.e., satisfactory or average in attitude. The study also revealed that the attitude of Male and Female teachers in Regular and Special Schools, Male and Female teachers in Regular Schools, Male and Female teachers in Special Schools, Urban and Rural teachers in Regular and Special Schools, Trained and Untrained teachers in Regular and Special Schools, Upper and Lower primary teachers in Regular and Special Schools, Regular and Special Primary School Teachers, attitude towards Inclusive Education did not differ significantly. The study also revealed that the attitude of Rural and Urban primary school teachers both in Regular and Special schools, Lower and Upper primary special school teachers and Teachers in Regular and Special Schools in Purba and Paschim Medinipur Districts differ significantly.
Keywords: Attitude, Regular and Special Primary schools, Teacher, Inclusive Education
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Anwer, M. &Sulman, N. (2012) Regular Schools’ Teachers Attitude towards InclusiveEducation in the Region of Gilgit-Baltistan, Interdisciplinary Journal of Contemporary Research in Business, Vol 4, No 5, Sept. Chanda, P. &Behera, S.K. (2016) Attitude of Regular and Special Primary School Teachers Towards Inclusive Education in Paschimmedinipur District of West Bengal: A Comparative Study. Proceedings of UGC Sponsored National Seminar Held on 28th& 29thsept, 2016 on Contemporary Issues In Indian Education. ISBN: 978 81-929776-2-1. Christian, D. (2010) Mainstream secondary school educators’ attitudes to inclusive education in South Wales. Dutta, J. & Banerjee, D. (2013) Inclusive Education: attitude and problems as perceived by the secondary school students, Indian Journal of Educational Research, Vol. II, 124-123. Kakkar, N. (2014) Teachers’ attitude towards Inclusive Education, International Educational E-Journal, Volume-III, Issue-II, Apr-May-June. Khan, T.A (2011) Investigation of secondary school teachers’ attitudes towards and knowledge about inclusive education in Bangladesh, University of Canterbury, August. Mohapatra, N. (2015), Teachers’ Perceptions towards Inclusive Education in Primary Schools of Odisha. International Journal of Social Science and Humanities Research, Vol. 3, Issue 2, pp-169-176, April – June. Ramakrishnarao, K. (2013)Primary School Teachers' Attitude towards Inclusive Education, Indian Streams Research Journal, Volume 3, Issue. 4, May. Sharma, A. S. & Bhargav, S. (2011)In-service primary teachers’ attitude towards inclusion: survey results from district kurukshetra (Haryana), International Journal of Multidisciplinary Research, Vol.1, Issue 8, December. Samanta, S. (2016) Attitude of Secondary School Teachers Towards The Inclusion of Special Educational Needs (SEN) Children In General Education Classroom, International Journal of Innovative Research and Advanced Studies (IJIRAS, Volume 3 Issue 9, August. UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. Retrieved from http://unesdoc.unesco.org/images/0014/001402/140224e.pdf Winter, E. &Paul O’ Raw, (2010), Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs, National council for Special education. 14. |
