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An Investigation of Teachers Attitudes T

Its a study on Inclusive education

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Page 1 of 10 Paper ID: EIJ20110000748

748. An Investigation of Teachers’ Attitudes towards Inclusive Education


• Barkat Hussain Para-Research Scholar, Department of Education, Aligarh Muslim
University, Aligarh, India email: [email protected]

ABSTRACT
The attitude of the teacher has a significant impact on children’s behaviour. It may also have the
capacity to modify educational patterns and existing educational policy trends. The National
Education Policy 2020 places a high value on inclusive education. It acknowledges that all children’s
rights are equal, regardless of caste, creed, colour, or type of impairment. The study’s major goal was
to look at secondary school teachers’ attitudes towards inclusive education, with a focus on gender,
school type, and their age group. In this study, a quantitative research method was applied followed
by a descriptive survey design. The study used a stratified random sampling approach to choose 190
teachers from 21 schools in district Pulwama (Jammu & Kashmir). The Teachers Attitude Scale
towards Inclusive Education (TASTIE-SA) was used to gather the data, which was standardised and
validated by Vishal Sood and Arti Annand. For data analysis, the researcher employed the average, t
test, and ANOVA. According to the findings, the majority of teachers, 31.6 percent, have a moderate
attitude toward inclusive education. There were no differences in how teachers felt about inclusive
education based on their gender, the type of school they worked at, or their age.
Keywords: Attitude, Gender, Inclusive Education, Secondary School Teachers.
Introduction
Inclusion is an approach to teaching children with special needs in regular classrooms, by providing
adequate assistance and care for full-time and part-time students, they may learn in the least restrictive
educational setting (Gokdere, 2012). According to Corbett (2003), inclusive education (IE) is a
dynamic and growing field stimulated by current educational patterns, such as efforts to reduce
discriminatory practices, external evaluation measures, and school competitive forces. The field of IE
has gained momentum over the last four decades. It caters to the learning needs of all the children,
irrespective of any differences (caste, religion, disability, etc.). However, in the early 1970s, IE was
specific to the special needs area of education only. It was considered a marginal medical issue, and
most of the educators did not take much interest in it. But over time, the perception has changed. The
learning needs of vulnerable groups of children are given equal importance as normal children. Apart
from that, it also includes the diverse nature of learners, which makes education a rights-based
approach because it axes the medical and disability label-based model of education. From special
education to an inclusive approach, it has passed through various phases. The manner in which special
educational needs (SEN) are addressed is currently a topic of public interest. Its specific nature for
children with special disabilities has been far removed. It’s time to assess what appears to work in
teaching and learning for the most underprivileged students. In order for pupils to gain from learning,
it is also necessary for schools to provide effective support for all of their students, regardless of their
unique needs. Teachers and educators are concerned about the broad issues of pedagogy and learners’
recognition. The concern for inclusion should not be limited to the purview of special educators alone;
rather, it should be shared by all stakeholders involved in the operation of a school or college.
IE indicates a shared responsibility and a common concern, whereas prior ‘integration’ focuses tended
to be physical access and specialists (Corbett, 2003-p3). Para (2021) clarifies the purpose of IE,
concluding that it provides foundational etiquettes to educational policies and brings experience
among teachers. Teachers’ attitudes about incorporating CWSN into regular classes are very important
for the success of IE programmes (Pham, 2008; Moberg et al., 2020; Ainscow, 2007 & Degi, 2002). In
comparison to their more experienced peers, inclusionary trends appear to be more acceptable among
younger teachers. (Todorovic et al., 2011). It was reported that the teachers with the most years of

Education India: A Quarterly Refereed Journal of Dialogues on Education, A UGC- CARE List
Journal, ISSN 2278-2435, Vol. 11, Issue-4 November-2022. http://www.educationindiajournal.org
Page 2 of 10 Paper ID: EIJ20110000748

experience had the lowest level of acceptability for inclusion. (Forlin et al., 1996; Knight, 1999). Apart
from that, self-efficacy (Moberg et al., 2020), empathy, societal attitude, the will and way of
government (Aruna et al., 2016), policies and frameworks (Para, 2021) are vital components in
providing IE. Teachers’ attitudes, on the other hand, are seen as an essential factor in successfully
imparting IE. Attitudes are people’s proclivity to react or respond favourably or unfavourably to an
object (idea, person, or situation) (Todorovic et al., 2011). People’s attitudes are mostly expressed in
terms of their feelings, beliefs, or willingness to do certain things (Butakor et al., 2020). Attitudes of
teachers have been shown to be a strong predictor of inclusive education (Erten, 2014 as cited in
Butakor et al., 2020). Teachers who have a positive and open attitude toward promoting an inclusive
environment in the classroom for all children, regardless of differences or impairments, were found to
be more successful in adopting inclusive educational practises (Emam & Mohamed, 2010; Avramidis
et al., 2000). Scruggs and Mastropieri (1996) found that general education teachers’ attitudes and
opinions regarding students with special educational needs are learned and appear to be influenced by
the quantity of data and the particular teacher’s relationship to a specific person or group. Gender,
experience, and age of teachers were also revealed to be significant factors in the provision of
IE. Other studies have indicated that male teachers were either substantially more confident than
female teachers in their capacity to educate children with special needs (Jobe et al., 1996) or had a
more positive attitude regarding inclusive education (Jobe et al., 1996; Prakash, 2012). According to
Degi (2002), there is no link between a teacher’s gender and their attitudes toward inclusive education.
Several other studies showed that, older teachers had lower positive views than younger teachers
(Cornoldi et al., 1998; Lamichhane, 2017). In comparison to their more experienced peers, younger
teachers are more supportive of inclusive patterns (Todorovic et al., 2011). It may also appear that the
most experienced teachers are the most resistant to inclusion (Forlin, Douglas, & Hattie, 1996; Knight,
1999). Subban & Sharma (2005) revealed that older, more experienced teachers are afraid of inclusive
approaches because they are concerned about support workers encroaching into their classes (Subban
& Sharma, 2005). Gender and other demographic variables are generally considered to impact
teachers’ attitudes toward IE. The teacher’s attitude has a significant influence on children’s
behaviour. It may also be capable of reforming educational patterns and existing educational policy
trends. Inclusion is a critical component of the National Education Policy (NEP, 2020). NEP
acknowledges that all children’s rights are equal, regardless of caste, creed, ethnicity, handicap, or
other factors. It wants to bring inclusiveness to the education system. In light of above discussion, the
primary purpose of the research was to investigate the attitudes held by secondary school teachers
about inclusive education.
Aims and Objective
The goal of the research is to investigate the perspectives of secondary school teachers towards
inclusive education. In addition, it assessed how male and female secondary school teachers perceive
inclusive education. Furthermore, it tries to identify how government and private secondary school
teachers feel about inclusive education. Last but not least, it examines the impact of age and its
interaction on secondary school teachers’ attitudes toward inclusive education.
Hypotheses
1.The attitudes of male and female secondary school teachers toward inclusive education do not differ
significantly.
2.The attitudes of government and private secondary school teachers toward inclusive education do
not differ significantly.
3.Age and its interaction had no significant influence on secondary school teachers’ attitudes toward
inclusive education.

Education India: A Quarterly Refereed Journal of Dialogues on Education, A UGC- CARE List
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Page 3 of 10 Paper ID: EIJ20110000748

Methodology
A quantitative methodology was used to carry out the study. The systematic investigation of
phenomena through the gathering of measurable data and the application of statistical, mathematical,
or computational methods is referred to as quantitative research. A descriptive survey design was
employed in this study. The goal of this study was to identify and describe the relationship between
demographic characteristics and teachers’ attitudes toward inclusive education. Gender, type of
school, and age are the independent variables in this study, whereas attitude toward inclusive
education is the dependent variable. The population consisted of all secondary school teachers in the
Pulwama District (Jammu & Kashmir). The research included teachers from both public and private
(management) schools. A total of 190 teachers from 21 schools (10 higher secondary and 11 high
schools) participated in the survey. To choose the sample size, a stratified random technique was
employed.
Statistical Treatment
The researcher used the Teachers Attitude Scale towards Inclusive Education (TASTIE-SA)
standardised and validated by Vishal Sood and Arti Annand for data collection. This scale consists of
47 items or statements that are distributed among four different components. The questions do not
have right or wrong responses associated with them. The TASTIE is a three-point scale that is self-
administered and self-reported. The scale’s statements require the following information for each item
on any of the three options along a continuum: Undecided, Disagree, and Agree. The test-retest
reliability coefficient for the scale is 0.82. The purpose of this scale is to evaluate differences in
teachers’ attitudes toward inclusive education. For that purpose, the statistical treatment was done
through a parametric test. The techniques used for data analysis are average, t-test, and one-way
ANOVA.
Results
The researcher gave the respondents were given a questionnaire with several statements on which they
had to choose one of three options: agree (A), neither agree nor disagree (NAD), or disagree (DA)
with a score range of 1-3 to describe teachers’ attitudes toward inclusive education in secondary
schools in district Pulwama. Positive statements for each response are scored as follows: (A) 3, (NAD)
2, and (DA) 1. Results from the SPSS 20 procedure on teachers’ attitudes toward inclusive education
in secondary schools in Pulwama district are as follows:
Table No 1 Demographic characteristics of the participants
S. No Variables Categories Frequencies Percent Total
Males 129 67.9
1 Gender 190
Females 61 32.1
Type of Govt 157 82.6
2 190
School Private 33 17.4
20-29 29 15.3
30-39 74 38.9
3 Age 190
40-49 56 29.5
50+ 31 16.3
very low 38 20.0
low 54 28.4
4 Experience average 23 12.1 190
high 39 20.5
very high 36 18.9
Table 1 shows the demographic features of respondents, such as gender, school type, age, and
experience. There are 190 teachers in total. The first demographic variable is gender, where 129
Education India: A Quarterly Refereed Journal of Dialogues on Education, A UGC- CARE List
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teachers are male and 61 teachers are female. The second demographic variable is the type of school,
where 157 teachers are from government schools and 33 teachers from private schools. The third one
is age, where 29 teachers belong to the 20–29-year age group; 74 teachers belong to the 30–39-year
age group; 56 teachers belong to the 40–49-year age group and 31 teachers belong to the 50+ year age
group. The last demographic variable is experience, divided into five categories. 38 teachers are from
the very low experience group, 54 teachers are from the low experience group, 23 teachers belong to
the average experience group, 39 teachers belong to the high-income group; and 36 teachers are from
the very high experience group.
Table No 1 (a) Descriptive statistics of attitude scores
Variable N Mean Median SD variance Range Min Max

ATIE 190 111.58 112.00 8.219 67.556 40 90 130

The overall descriptive statistics of the dependent variable (teachers’ attitudes toward inclusive
education) are shown in Table 1 (a). The following are the values: mean (111.58), frequency (190),
median (112.00), standard deviation (8.219), variance (67.556), range (40), minimum (90), and
maximum (130). As seen in Table 1 (a), the mean and median values do not differ much.
Consequently, the data appears to be distributed normally. It is also demonstrated by the histogram and
box plot that we discussed previously, which demonstrate that the data does not vary from normalcy.
Table No 1 (b) Frequency and percentage of attitude scores of Secondary School Teachers towards
Inclusive Education (n=190)
S.no Interval Frequency Percentage Level of Attitudes

1 129 and above 4 2.1 Extremely Favourable

2 122-128 20 10.5 Above Average Favourable

3 116-121 41 21.6 Most Favourable

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4 108-115 60 31.6 Moderate Attitude

5 102-107 44 23.2 Below Average Unfavourable

6 95-101 19 10.0 Most Unfavourable

7 94 and below 2 1.1 Extremely Unfavourable

Total 190 100.00

Table No. 1 (b) and Graph No. 1 show the percentage of scores and level of attitude towards inclusive
education. It is clear that the majority of teachers 60 or 31.6%, have a moderate level of attitude
toward inclusive education. 44 teachers, or 23.2%, had a below-average unfavourable attitude towards
inclusive education; 41 teachers, or 21.6%, had the most favourable attitude; 24 teachers, or 12.0%,
had an above-average or extremely favourable attitude; and 21 teachers, or 11%, were in the category
of most unfavourable and extremely unfavourable attitude towards inclusive education. The finding is
supported by (Dash et al., 2019; Stemberger & Kiswarday, 2018; & Kalita, 2017), who found that
primary school teachers have the most favourable attitude towards inclusive education.
Table No: 1.1 comparison of male and female secondary school teachers’ attitudes toward inclusive
education
Variable Gender N Mean S. D S.E.M t p
Attitude Male 129 111.17 8.626 .759
towards
1.009 .314
Inclusive Female 61 112.46 7.275 .931
Education

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To compare the attitude scores for male and female secondary school teachers toward inclusive
education, an independent sample t-test was performed. As shown in table 1.1 and graph no. 2, there
was no statistically significant difference between the scores for male teachers (M = 111.17, SD =
8.626) and female teachers (M = 112.46, SD = 7.275; t (188) =1.009, p =.314 (two tailed)). As a result,
our null hypothesis 1.1 that the attitudes of male and female secondary school teachers toward
inclusive education do not differ significantly is not rejected. The findings are supported by Singh et
al., (2020) and (Kaur & Kaur, 2015. However, it differs with the findings of (Kumar, 2016).
Table No: 1.2 Comparison of mean scores of attitude scores of govt and private secondary school
teachers
Type of
Variable N Mean S. D S.E.M t df p
School

Attitude Govt 157 111.74 8.576 .684


towards
.565 188 .573
Inclusive
Education Private 33 110.85 6.310 1.098

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An independent sample t-test was used to compare the attitudes of secondary school teachers from
public and private schools toward inclusive education. According to table 1.2 and graph no. 3, there
was no discernible difference between the scores for public school teachers (M = 111.74, SD = 8.576),
and private school teachers (M = 110.85, SD = 6.310). As a result, our null hypothesis 1.2 that the
attitudes of government and private secondary school teachers toward inclusive education do not differ
significantly is not rejected. Sharma (2019) discovered a similar set of findings, whereas Bansal
(2016) discovered a notable distinction between government and private primary schools’ attitudes
toward inclusive education.
Table No: 2 comparisons of mean scores of attitude scores of secondary school teachers with
respect to their age
Variable Age N Mean S. D S. E f df p

20-29 yrs. 29 111.48 5.730 1.064


Attitude 30-39 yrs. 74 112.32 8.357 .971
towards
.938 3,186 .423
Inclusive
40-49 yrs. 56 111.86 8.603 1.150
Education
50+ yrs. 31 109.42 9.110 1.636

To examine the influence of age on levels of attitude toward inclusive education, a one-way between-
groups analysis of variance was carried out. Group 1 included participants aged 20 to 29; Group 2
included those aged 30-39; Group 3 included those aged 40 to 49; and Group 4 included participants
aged 50 and older. There was no statistically significant difference in attitude scores between the four
age groups at the p >.05 level: In table 2 and graph no. 4, it is shown that F (3, 186) =.938, p=.423. As
a result, our hypothesis that age and its interactions have no significant impact on secondary school
teachers’ attitudes toward inclusive education is not rejected. This observation is in direct contrast with
the findings of Bhatnagar & Das (2014).

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Discussion
The study’s primary goal was to ascertain how secondary school teachers in the Pulwama district felt
about inclusive education. In general, the results of the present study show secondary school teachers
in Pulwama have the most favourable attitude towards inclusive education. The findings of this study
are consistent with those of numerous earlier studies. (e.g., Butakor et al., 2020; Dash et al., 2019;
Kalita, 2017; Stemberger & Kiswarday, 2018), which show that both primary as well as secondary
school teachers mainly have the most favourable attitude towards inclusive education. However,
approximately 34% of teachers hold an unfavourable or extremely unfavourable attitude towards
inclusive education. The primary cause of most teachers’ positive attitudes may be DIKSHA, a
national platform for school education. DIKSHA stands for Digital Infrastructure for Knowledge
Sharing. The platform is being used and developed for foundational learning programmes, school
education, and to support inclusive learning for communities of students and teachers who are
underserved and have special needs. The inclusive education modules in DIKSHA have enlarged the
knowledge of teachers about inclusive education. Other reasons could be that, in general, the people of
Kashmir are well known for their hospitality. Apart from that, they have seen many ups and downs in
the last 30 years. Thousands of people have disappeared or been martyred, and thousands of children
have lost their lives. This critical condition also changes the behaviour of Kashmiri people and makes
them empathise with and humble towards children in general. In terms of the hypotheses 1.1 and 1.2,
our findings show that secondary school teachers’ attitudes toward inclusive education are unaffected
by their gender (male and female) or school type (government and private). Previous research has
shown similar results (e.g., Singh et al., 2020; Sharma, 2019; and Kaur & Kaur, 2015). However,
Kumar and Bansal (2016) observed a substantial difference in the attitudes of male and female primary
school teachers, as well as government and private primary school teachers, regarding inclusive
education. Regarding the second hypothesis, our results indicate that different age groups of teachers
do not have any impact on their attitude towards inclusive education. The findings are consistent with
Sharma, 2019; in contrast to Bansal, 2016; Bhatnagar & Das, 2014), who discovered that different age
groups have an impact on teachers’ attitudes.
Conclusion
Based on the findings of their investigation, the researchers came to the conclusion that male and
female teachers share similarly positive perspectives towards inclusive education. There were also no
differences based on age, type of school, or experience. The vast majority of the teachers have an
optimistic perspective on the prospect of integrating students who have special needs into regular
classrooms. The fact that educators’ attitudes about inclusive education have begun to shift in a more
positive direction is a heartening indicator for the country’s educational system. To conclude, it may
be said that the DIKSHA e-learning platform, in particular the content sharing in the Inclusive
Education modules, has broadened teachers’ knowledge and increased their awareness of the inclusive
education approach. Using a mixed methods approach, future research can be conducted on students
with multiple disabilities. A study of the attitudes of parents and the community can be conducted in
other states to gain a greater sense of legitimacy and generalisation.
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