Attitude of Teacher Trainees Towards Inclusive Education

Authors

  • Arun K Gupta Model Institute of Education & Research, Jammu
  • Bharti Tandon PG Department, MIER College of Education (Autonomous), Jammu

DOI:

https://doi.org/10.52634/mier/2018/v8/i1/1427

Keywords:

Inclusive Education, Attitude, Pre-Service Teachers, Teacher Training Programmes.

Abstract

Globally schools are becoming more inclusive in practice to provide meaningful learning experiences to students with disabilities in the least restrictive environment. Research has documented that teachers with positive attitudes toward inclusion are more likely to modify their instruction and curriculum to meet individual needs of students and have a more positive approach to inclusion. It is the responsibility of teacher training programmes to prepare teachers who can meet expectations of implementing inclusive education programme effectively. The present study was aimed to explore the views of teacher trainees undergoing two-year Bachelor of Education (B.Ed.) programme about inclusion and their readiness to teach in inclusive classrooms. In this study, the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) was used to collect data and 300 teacher trainees studying in their second year of the teacher training programme in two colleges of education in Jammu city were included in the study. The results indicated that generally, teacher trainees had a positive attitude toward inclusion in schools. The findings highlight that there was a significant difference in attitude towards inclusion between urban and rural teacher trainees. However, there was no significant difference in the attitude towards inclusion among the sub-groups of teacher trainees on the basis of qualification, previous awareness about inclusion or familiarity with the disability in the family. Some suggestions and recommendations for improvement of teacher education programmes vis-à-vis inclusion have also been given.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Downloads

Published

2018-05-10

How to Cite

Arun K Gupta, & Bharti Tandon. (2018). Attitude of Teacher Trainees Towards Inclusive Education. MIER Journal of Educational Studies Trends and Practices, 8(1), 17–28. https://doi.org/10.52634/mier/2018/v8/i1/1427

Issue

Section

Articles

References

Blecker, N. S. & Boakes, N. J. (2010). Creating a learning environment for all children: Are teachers able and willing? International Journal of Inclusive Education, 14(5), 435-447.

Brackenreed, D. (2011). Inclusive Education: Identifying Teachers' Strategies for Coping with Perceived Stressors in Inclusive Classrooms. Canadian Journal of Educational Administration and Policy, 122, 1–37.

Brownell, M. T., Ross, D. D., Colon, E. P., & McCallum, C. L. (2005) Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38(4), 242 252.

Brownlee, J., & Carrington, S. (2000) Opportunities for Authentic Experience and Reflection: a teaching programme designed to change attitudes towards disability for pre-service teachers, Support for Learning, 15(3), 99-105.

Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers' attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379.

Carroll, A., Forlin, C., & Jobling, A. (2003). The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly, 30(3), 65-73.

De Boer, A. A., Pijl, S. J., & Minnaert, A. E. M. G. (2011). Regular primary school teachers' attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353.

Fuchs, W. W. (2010). Examining teachers' perceived barriers associated with inclusion. SRATE Journal, 19(1), 30-35.

Harpell, J. V., & Andrews, J. J. W. (2010). Administrative leadership in the age of inclusion: Promoting best practices and teacher empowerment. Journal of Educational Thought, 44, 189-210.

Hemmings, B., & Weaven, E. (2005). The reality of undertaking an inclusive education internship. In F. Bryer (Ed.), Making meaning: Creating connections that value diversity. Paper published in the proceedings of the Australian Association of Special Education (AASE)Conference, Brisbane, September (pp. 86-93). Brisbane, Qld: AASE.

Hsien, M., Brown, M. P., & Bortoli, A. (2009). Teacher qualifications and attitudes toward inclusion. The Australian Journal of Special Education, 33, 26-41.

Keefe, E.B., & Moore, V. (2004). The challenge of co-teaching in inclusive classrooms at the high school level: What the teachers told us. American Secondary Education, 32(3), 77-88.

Leyser, Y., & Romi, S. (2008). Religion and attitudes of college preservice teachers towards students with disabilities: Implications for higher education. Higher Education, 55, 703–17.

Loreman, T., & Earle, C. (2007). The development of attitudes, sentiments and concerns about inclusive education in a content-infused Canadian teacher preparation program. Exceptionality Education Canada, 17(1), 85-106.

Julka, A. (2005). Educational Provisions and Practices for Learners with Disabilities in India. Paper presented at Inclusive and Supportive Education Congress (ISEC) 1st - 4th August 2005, Glasgow, Scotland Available at www.isec2005.org.uk/ isec/ abstracts /papers _j / julka_a.doc NSSO. (2003). Disabled persons in India, NSS 58th round (July-December 2002). New Delhi: National Sample Survey Organization.

Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/ inclusion, 1958–1995: A research synthesis. Exceptional Children 63, 59–74.

Schumm. J.S., & Vaughn. S. (1995a). Getting ready for inclusion: Is the stage set? Learning Disabilities Research and Practice, 10 (3), 69-179.

Sengupta, D., & Biswas, R. (2003). Inclusive of challenged person in education. A matter of right and challenges. In proceedings National Seminar 2003, University of Kalyani. West Bengal.

Singal, N. (2005). Responding to difference: Policies to support 'inclusive education'

in India. Paper presented at the Inclusive and Supportive Education Congress 2005, University of Strathclyde, Glasgow, UK.

Shahzadi, S. (2000). Inclusive education: Perspective of services. Paper presented at International Special Education Congress, University of Manchester, UK.

Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers' attitudes, concerns and sentiments about inclusive education: An international comparison of novice pre-service teachers. International Journal of Special Education, 21(2), 80-93.

Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore: Paul Brookes

Stella, C.S.C., Forlin, C., & Lan, A.M. (2007). The influence of an inclusive education course on attitude change of pre-service secondary teachers in Hong Kong, Asia-Pacific Journal of Teacher Education, 35(2), 161-179.http://www.unescobkk.org/education/inclusiveeducation/what-is- inclusiveeducation/background/

UNESCO. (1994). The Salamanca Statement and Framework for action in Special need Education. Spain: UNESCO. Retrieved on April 28, 2015 from Van Reusen, A. K., Shoho, A. R., & Barker, K. S. (2001). High School Teacher Attitudes toward Inclusion. The High School Journal, 84 (2), 7-17.