Author(s): M Singh and N Maharshi

Abstract: This study looked at how well-equipped normal primary and secondary school teachers in Suratgarh, India are to work with pupils who have disabilities in settings that promote inclusive education. A two-part questionnaire was used to poll a total of 4 primary school teachers and 4 secondary school teachers. The first section of the questionnaire gathered background data on the respondents. The teachers were asked to rate their present ability levels against a list of competencies necessary to implement inclusion in the second part of the exercise. T-tests and descriptive statistics were used to assess the data. The main findings were that around 80% of regular school instructors lacked special education training and had no prior experience working with children who were disabled. Additionally, 85% of the educators lacked access to support the services offered in their classes. Finally, despite rating their own competence for interacting with kids with disabilities as limited or poor, neither primary nor secondary school teachers' assessed ability levels were statistically different. In terms of several strategies that can raise teacher quality for inclusive education, the implications for teacher preparation in India are examined.

Pages: 90-97 | Views: 133 | Downloads: 57

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