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Ritika Goyal
Independent Researcher
Punjab, India
Abstract
This study provides an in-depth examination of teacher attitudes toward the mainstreaming of students with special educational needs (SEN) in general education classrooms in the post‑pandemic era. Drawing upon an expansive survey of 100 teachers from diverse urban and rural school settings, the research explores multiple dimensions of inclusion: perceived pedagogical benefits, challenges encountered, preparedness for differentiated instruction, resource adequacy, collaborative practices, and anticipated professional supports. Findings reveal a broadly positive orientation toward inclusive education, with teachers acknowledging both the socioemotional and academic advantages for SEN students. Nevertheless, significant concerns persist regarding classroom management complexity, uneven distribution of instructional aids, and the sufficiency of professional development that integrates digital and in‑person strategies. Qualitative insights underscore the nuanced ways in which remote‑learning adaptations—such as text‑to‑speech tools, breakout‑room configurations, and digital progress monitoring—continue to inform in‑class practices. The study concludes by advocating for systemic enhancements: structured co‑teaching frameworks, targeted training modules emphasizing hybrid instructional design, and policy reforms to mandate minimum support‑staff ratios. Through these measures, schools can fortify inclusive pedagogies, ensuring sustainable mainstreaming that benefits all learners in an educational landscape irrevocably shaped by COVID‑19.
Keywords
Teacher Attitudes, Mainstreaming, Special Educational Needs, Inclusion, Post‑Pandemic Education
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