Perceptions Of Inclusive Education

Teachers’ Perceptions of Inclusive Education

Researchers have different opinion on the teachers’ perception on Inclusive education. Research

Researches made by De Boer et.al (2011) found that most of the teachers have neutral and negative feeling towards inclusive education. Wiggins made a study in 2012 and found that teachers who are teaching in inclusive schools have a positive attitude towards inclusive education than those who did not teach in inclusive schools. Cagran et.al 2011, found that teachers have more consent in the case of students with physical difficulties than with mental difficulties.

De Boer, Pijl, and Minnaert (2011) observed that the factors that determine teacher’s attitude regarding inclusive education are, their training

More than 50 percent of teachers considered inclusive education as an opportunity for special needs children. All teachers opined that they don’t have any prior knowledge regarding the inclusion of special needs children. The respondents listed various obstacles in practicing inclusion. They were lack of resources, lack of knowledge, lack of training and large classes. Majority of secondary teachers considered inclusive education as an education for all. One considered it as a way to avoid social discrimination between social classes and others viewed it to remove discrimination between various types of

Motitswe Jacomina Mokgadi Christine made a study and found that there are various barriers to inclusive education. Lack of parental involvement in special need children’s education and poverty of students were also other barriers of inclusion Language of learning and teaching are different which one of the main hindrances of inclusion was. The measures suggested to improve inclusive education were use of new teaching and learning methods such as co-operative learning, flexible curriculum, good class room environment, resources, management support and motivating students by teachers.

M.Hayden 2013 found that the major barriers of inclusive education were teachers’ negative attitude, normal students’ parents negative attitude to include special needs children in the main stream class room, lack of support mechanism, low staff strength and time constraint, lack of accessibility including resources and infrastructure, communicational barriers, poverty of the children with special needs. Hayden propounded various strategies for inclusion such as positive teacher attitude, support by school management and authorities, curriculum flexibility; child centered teaching methods and professional development programs for