Investigating Gender, School Type and their Joint Influence on Teachers’ Attitude towards Inclusive Practices

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DOI: https://doi.org/10.63345/ijre.v15.i8.4

Dr.Mohd Yousif Khan¹* Dr.BarkatHussain Para¹**

¹Assistant Professor, Department of Education, University of Ladakh

Abstract— Understanding how to be creative in order to make our schools a welcoming environment for all pupils is at the heart of the inclusive education approach. Teachers can use their imagination in several ways to improve their teaching and engage all students in the learning process. The purpose of this study was to assess how teachers felt about inclusive education in the aftermath of the COVID-19 crisis. The assessment was carried out using a descriptive survey method. An online survey was conducted of 308 (195 male and 113 female) teachers using a random sampling method. Teachers’ Attitudes Toward Inclusive Education (TASTIE) standardized by Sood and Anand (2014) was used by the researcher for data collection. Parentage analysis, mean, SD, and two-way ANOVA were used to examine the data. The findings revealed that teachers’ attitudes toward inclusive education differ significantly depending on their gender and type of school. Govt. teachers are more likely to favour inclusive education than private teachers. Teachers must be adaptable to meet the varying demands of each child. Children with disabilities have different levels of functioning, from being able to do things on their own to needing a lot of help. For them to be included, pedagogy and resources need to be changed.

Keywords:

COVID-19, Inclusive Education, Perception, Special Children, UNICEF

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