Open AccessGENERAL AND SPECIAL EDUCATOR ATTITUDE TOWARDS INCLUSIVE EDUCATION
Author(s) -
Yachna Saxena
Publication year - 2020
Publication title -
bsss journal of social work/bsss journal of social work
Language(s) - English
Resource type - Journals
eISSN - 0975-251X
pISSN - 2582-4864
DOI - 10.51767/je0902
Subject(s) - inclusion (mineral) , special education , scale (ratio) , psychology , mathematics education , point (geometry) , special needs , pedagogy , medical education , social psychology , medicine , mathematics , physics , geometry , quantum mechanics , psychiatry
Teachers’ attitudes and beliefs are known to influence their teaching practices and management strategies in the classroom, and therefore directly influencing students’ learning. The existing research indicates that the teachers’ attitudes towards inclusion are inconsistent. The educationalists point out that these inconsistencies are due to differences among the attitudes of various types of educators toward students with disabilities. There are various types of educators like regular education teachers, special education teachers, administrators, and others and according to research each one's attitude is different when it comes to teaching students with disabilities. This quantitative study was designed to investigate teachers’ attitudes towards Children with Special Needs (CWSN) with an exclusive comparison between General Educatorand Special Educator. Data was collected from 260 teachers of Bhopal by using a self-developed survey instrument entitled 'Multidimensional Attitudinal Measurement of Teachers towards Children with Disability Scale' (MAMTCD-Scale). The findings revealed significant difference in attitude between general educators and special educators.