International Journal of Multidisciplinary Research and Development

International Journal of Multidisciplinary Research and Development


International Journal of Multidisciplinary Research and Development
International Journal of Multidisciplinary Research and Development
Vol. 8, Issue 4 (2021)

A comparative study on attitude of pre-service general and special educators toward inclusive education


Niharika, Bibhakar Vishwakarma

The achievement of inclusive education is largely dependent on teachers, perceptions, attitudes, and beliefs of different stakeholders. Objective: This study examined the comparison on attitude of pre-service general education teacher and pre-service special education teacher towards inclusive education. Sample: A survey was conducted on 100 pre-service education teachers in a teacher training program in Chandigarh i.e. Govt. College of Education, Sector – 20 A and Govt. Rehabilitation Institute for Intellectual Disabilities, Sector -31 C respectively. The study involved 50 pre-service special education teachers and 50 pre-service general education teachers. Design: The study used survey research design for present study. Tool: The study was done with the help of Fathi Rezk El-Ashry’ s tool which was developed by him during his research work titled as survey of general education pre-service teacher’s attitude toward inclusion. The t-test and ANOVA statistical analysis has been used in study. Result: The findings revealed that the attitude of pre-service general education teacher and pre-service special education teachers towards inclusive education does not have significant difference. The findings also revealed that majority of general education teachers are enthusiastic and willingness to include children with disabilities into their classroom as compare to special education teachers in Chandigarh, U.T. Conclusion: The conclusion of the study is that attitude is vary with situation, persons or groups etc. This study reveals the attitude of pre-service special and general educators which vary with respect to system, infrastructure, training, resources, readiness or willingness to teach CWSN. Moreover experience, material status, environmental factors which are accessible to achieve inclusive education in general system should be importance.
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