Abstract

Inclusive education is a means of creating effective classrooms where educational needs of all children including children with special needs are addressed. The concept of inclusion is still emerging as far as India is concerned. In the recent years, there is a growing awareness about inclusive education among educators. Government of India had introduced various legislations and schemes in order to promote the concept of inclusive education throughout the country. The successful implementation of the concept is determined by the teacher's attitude and their willingness to handle children with special needs. But the teacher's attitude towards inclusive education is impacted by several other factors viz. personal, familial or professional influence the attitude of teachers. The present study has made an attempt to identify the effect of selected variables, namely personal, familial and professional variables on regular school teaches attitude towards inclusive education. The sample for the present study comprised of 134 teachers working in various types of schools located in the Mettupalayam town, Tamil Nadu, India. A Likert type scale named “Scale of Teachers' Attitudes toward Inclusive Classrooms” comprised of 20 items developed by H. Keith Cochran (2000) was used for the purpose of data collection. The findings revealed that personal variables like age and gender, familial variables, namely family income and professional variables like educational qualification, type of school, teaching experience, teaching experience in present school, experience in teaching differently abled and level of class exerts as an impact on teachers attitude towards inclusive education.

Keywords
Regular School Teachers Attitude, Inclusive Education, Attitude Towards Inclusive Education.
How to Cite this Article?
S. Saradha Priyadarshini and S. Thangarajathi (2017). Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education. i-manager’s Journal on Educational Psychology, 10(3), Nov 2016 – Jan 2017, Print ISSN 0973-8827, E-ISSN 2230-7141, pp. 28-38.
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