Inclusive Education Perception

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Teachers’ Perceptions of Inclusive Education

Researchers have different opinion on the teachers’ perception on Inclusive education. Research
Researches made by De Boer (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 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
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Around 66 percent of the respondents supported inclusive education. 40.5 percent of teachers opined that children with special needs can study better in inclusive education, while 32 percentage opined that inclusive education would affect normal children negatively. However 45 percentage disagreed with this and 27 percentage remain silent. 62.4 percent of teachers opined that special needs children have no right to get education in inclusive schools.
Tania Afreen Khan 2012 made a study on teacher’s perception on inclusive education. 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
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Fatbardha Osmanaga in 2013 made a study on teachers of Albania regarding their perception on inclusive education. Majority of teachers welcomed the help given by caretaker in inclusive education. Most of them were concerned about the need for training to teach special needs children. They also appreciated the role of psychologist, dentist and nurse. They mentioned about the lack of resources. Teachers showed a negative response towards inclusion. Primary teachers considered positive aspects of inclusion, while secondary teachers considered it to meet the personal needs. Teachers opined certain factors that promoted inclusion such as collaboration, technology, district support and opportunity for personal time.

Factors that influence teachers’ attitude towards inclusion (Hunter-Johnson, 2014) found that (a) lack of teacher training, (b) insufficient resources,
(c) limited administrative support, (d) teachers’ attitudes, (e) large class sizes, and (f) Poor building infrastructure and teachers’ misconception are the factors that affect their attitude towards
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