Abstract: Inclusive education is a flexible and individualized support system for children with special educational needs. (Because of a disability or for other reason)It forms an integral component of the overall educational system and is provided in regular schools committed to an appropriate education for all. The hallmarks of inclusive education, is the teachers willingness to accept children with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of the study was to examine teachers’ attitudes and their perceived knowledge towards inclusive education in primary schools of Odisha. The respondents (n=200) were the mainstream teachers and Resource Teacher in the primary schools .They were given a set of questionnaire which sought their responses regarding their attitudes and knowledge towards inclusive education. The data were analyzed using descriptive statistics such as frequency and percentages. The main findings show that, in general, teachers have positive attitude towards inclusive education. They agreed that inclusive education enhances social interaction and inclusion among the students and thus, it minimizes negative stereotypes on special needs children. The findings also show that, collaboration between the mainstream and the Resource teacher is important and that there should be a clear guideline on the implementation of inclusive education. The findings of the study have significant implication to the administrators, teachers, parents and other stakeholders who directly involved in implementing inclusive education.
Title: Teachers’ Perceptions towards Inclusive Education in Primary Schools of Odisha
Author: Namita Mohapatra
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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