Acknowledgement and Contribution towards Inclusive Education among School Teachers and Authorities

admin

SaveSavedRemoved 0

Author Name :- MS. SHABNAM BANO,,

Journal type:- NJRIP-National Journal of Research and Innovative Practices

Research Field Area :- Department of Education ; Volume 10, Issue 2, No. of Pages: 10

Your Research Paper Id :- 202501021709

Download Published File :- Click here

Abstraction :-

This research explores the acknowledgment and contributions of school teachers and authorities towards the promotion of inclusive education. Inclusive education, which involves accommodating students of diverse abilities, backgrounds, and needs within general education settings, is gaining recognition as a fundamental component of educational equity. The aim of this research is to explore the acknowledgment and contributions of school teachers and authorities including principals, Coordinators, and educational administrators towards inclusive education. There were four objectives of the research namely; 1] to study Teachers’ attitudes towards inclusive education. 2] to study the strategies teachers, use to support inclusive education. 3] to study the role of school authorities in promoting inclusive policies and practices. 4] to study Barriers and challenges faced by both teachers and authorities. The current study incorporated a descriptive survey research design, by employing a researcher-developed tool i.e. questionnaire as the data collection tool. A random sampling technique was used to select a sample of 30 participants (school teachers and authorities). Data was analyzed using percentage scores to interpret the findings and provide understanding of the effectiveness of inclusive practice. The research concludes with recommendations for improving inclusive education practices and policies to ensure an equitable educational experience for all students.

Keywords :-

Inclusive Education, School Authorities, School Teachers, Teacher attitude toward Inclusive Education

References :-

• Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. Journal of Special Education, 41(3), 160-170.
• Forlin, C. (2010). Teacher preparation for inclusive education: A literature review. International Journal of Inclusive Education, 14(4), 185-203.
• Friend, M. (2008). Co-teaching: A guide to effective practice. Pearson.
• Sharma, U., Loreman, T., & Forlin, C. (2014). Impact of training on pre-service teachers’ attitudes and efficacy towards inclusion. International Journal of Disability, Development, and Education, 61(4), 331-343.
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
• Ainscow, M. (2005). Inclusion and Diversity in Education. Routledge.
• Avramidis, E., & Norwich, B. (2002). "Teachers' attitudes towards integration/inclusion: A review of the literature." European Journal of Special Needs Education, 17(2), 129-147.
• Bennett, S. (2009). Inclusive Education: A Teacher’s Guide to the Evidence. Oxford University Press.
• Elkins, J., & van Kraayenoord, C. (2003). "Inclusive education: The impact of policy on practice." International Journal of Disability, Development and Education, 50(3), 223-238.
• Forlin, C. (2001). "The Impact of Inclusion on Teachers' Attitudes and Beliefs." International Journal of Special Education, 16(2), 55-64.
• Friend, M., & Cook, L. (2007). Interactions: Collaboration Skills for School Professionals (6th ed.). Pearson.
• Haug, P. (2017). "Challenges in implementing inclusive education." European Journal of Special Needs Education, 32(3), 437-448.
• Loreman, T., Sharma, U., & Forlin, C. (2005). "Teacher perceptions of inclusive education in developing countries." International Journal of Special Education, 20(1), 39-47.
• Maktav, M., & Tuncer, M. (2019). "Teacher education for inclusive education: A critical review." International Journal of Inclusive Education, 23(7), 732-745.
• McLeskey, J., & Waldron, N. (2012). "Inclusive education: The impact on students with disabilities." Journal of Special Education, 46(3), 151-160.
• UNESCO. (2009). Policy Guidelines on Inclusion in Education. UNESCO