Original article | International Journal of Research in Teacher Education 2018, Vol. 9(2) 1-15
Piyali Chanda & Santosh Kumar Behera
pp. 1 - 15 | Manu. Number: MANU-1803-12-0005
Published online: June 29, 2018 | Number of Views: 169 | Number of Download: 605
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
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