In-Service Teachers’ Attitude And Instructional Practices In Inclusive Settings For Children With Special Needs In Chandigarh UT, India

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Harpreet Kaur , Sneh Bansal , Sangeeta Pant


Teachers play an important role in creating inclusive classrooms. The present study attempts to examine the attitudes and instructional practices of 100 regular teachers working in eight schools of Chandigarh. The study also aims to explore the challenges and opportunities perceived by teachers teaching children with disabilities. Mixed method study design was adopted for the study having both quantitative and qualitative data. Results indicated that teachers largely had a positive attitude towards children with disabilities. There was no significant difference in the attitudes of teachers in government & private schools. However, significant variations in the instructional practices used by teachers of government & private schools were found. Teachers of private schools adopted more inclusive practices as compared to teachers of government schools. The teaching methodologies and classroom adaptations used by teachers also varied significantly across settings as per availability of material and human resources and administrative support. Teachers in private schools had more freedom in the work environment hence more reluctance in modifying instructions was observed in teachers of government schools. The biggest hurdles faced by teachers included lack of professional development, challenging behaviors of children with disabilities, inadequate teaching learning resources, pressure of academic performance and overflowing classrooms. The opportunities provided by inclusion included growing acceptance of children with disabilities, greater confidence to teach variety of learners and better collaboration among teachers.

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