A STUDY ON SECONDARY SCHOOL TEACHER’S KNOWLEDGE AND ATTITUDE TOWARDS INCLUSIVE EDUCATION

Education is a fundamental right that should be accessible to all, regardless
of their abilities or disabilities. Inclusive education plays a crucial role in
ensuring that children with special needs are not left behind, and have equal
opportunities to learn and grow. The Government of India has taken
significant steps to promote inclusive education. It is not just about
accommodating children with disabilities in regular classrooms, but also
confirming that their needs are addressed and that they are able to engage in
meaningful learning. Achieving inclusive education must address the
different needs of each learner, increase participation in learning across
cultures, and reduce exclusion from schools.
Over the years, the inclusion of children with special needs has been the
subject of numerous international and national initiatives. At the international
level, The World Health Organization designated 1981 as the International
Year of Disabled Persons (IYDP), with the major topic of “full participation
and equality” for differently-abled persons for their integration into
mainstream society. The Asian and Pacific Decade of Disabled Persons
(1992) gave fresh impetus to the implementation of the World Program of
Action. The Salamanca Statement and Framework of Action (1994) has
brought an enormous shift towards inclusive education regardless of
individual differences. The Biwako-Millennium Framework for Action
(2002) was initiated by the Governments of various nations as an additional
decade (2003-2012) of the Asian and Pacific Decade of Disabled Persons
(1993-2002) to create an inclusive, barrier-free and society based on the
rights for differently-abled persons.
At the national level in India, the Indian Education Commission – 1964-66
recommended that education for children with disabilities be integrated into
the general education system. Various schemes like Integrated Education for
Disabled Children (IEDC, 1974), Project Integrated Education for the
Disabled-1987, National Policy on Education (NPE, 1986-92), and District
Primary Education Program (DPEP-1994) have been launched to ensure
equal opportunities for differently-abled persons. The most landmark
legislation and a significant step towards ensuring equal opportunities, full
participation, and protection of rights is The Persons with Disabilities Act,
1995. The National Trust Act (1999) was passed to provide guardianship
rights to differently-abled persons to empower them to live as independently
as they can. For the achievement of the Universalization of Elementary
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Education (UEE), Sarva Shiksha Abhiyan (SSA) has been launched by the
government of India in 2000. The National Policy for Persons with
Disabilities (2006) emphasises the rehabilitation of differently-abled persons,
the provision of a barrier-free environment, and disability research to better
the living circumstances of differently-abled persons. The Rashtriya
Madhyamik Shiksha Abhiyan (RMSA) was initiated in 2009 to achieve
universal secondary education with a focus on improving access to education
for marginalized and vulnerable groups including children with special
needs. The RPWD Act, 2016 has superseded the PWD Act-1995 and defines
differently abled persons as those with long-term mental, physical, or sensory
impairments that hinder equitable development. It aims to protect their rights,
ensure inclusive education, employment, and accessibility, and provide them
with equal opportunities.
Despite these efforts, research studies have indicated that the success of
inclusion programs depends on several factors, including teachers’ capacity
to teach and manage students with special needs and their attitudes toward
inclusion. Base on the review of available literature it is found that teachers’
attitudes are influenced by several factors, mostly their knowledge about
inclusion. Research studies have shown that teacher’s attitudes and beliefs
significantly impact the success of inclusive education programs. Teachers
that are knowledgeable to instruct students with special needs and have a
positive attitude towards inclusion are more likely to provide quality
education to children with special needs. On the other hand, lack of
awareness or limited knowledge regarding children with special needs can
cause negative attitudes regarding inclusive schooling.
This book, titled “A Study on Secondary School Teacher’s Knowledge and
Attitude towards Inclusive Education,” aims to provide educators,
professionals, and other stakeholders with insights into the level of secondary
school teacher’s knowledge and attitude toward inclusive education. It also
discusses the impact of teacher’s knowledge about inclusive practices on their
attitudes toward inclusive education. It is compiled to offer information that
can help in identifying appropriate steps to provide teachers with the required
knowledge, skills, and positive attitude toward inclusive education.
The study will contribute to the body of knowledge available on inclusive
education and shed light on the factors that influence the success of inclusive
programs. It is hoped that this book serves as a guide for educators,
professionals, and other stakeholders to promote inclusive education and
monitor that children with special needs have accessible opportunities to
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study and develop. The success of inclusive education programs largely
depends on the knowledge and attitude of the teachers toward inclusive
education. This book aims to provide insights into these factors and offers
suggestions to enhance the standard of inclusive practices in the education
system.