7th International Science Congress (ISC-2017).  International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Disquiet among teachers towards inclusive education programme in government schools of Chandigarh, India

Author Affiliations

  • 1Department of Community Education and Disability Studies, Panjab University, Chandigarh, India
  • 2Department of Community Education and Disability Studies, Panjab University, Chandigarh, India

Int. Res. J. Social Sci., Volume 6, Issue (9), Pages 17-22, September,14 (2017)

Abstract

Inclusive Education is a process through which Children with Special Needs are settled into the regular schools with normal children. It is an education system in which each child is welcomed and his/her abilities, capabilities, uniqueness etc. are respected. In this education system childrenís individual differences are recognized and attention is given to each child accordingly. It has become imperative for the teachers to understand the different needs of each child as they are the vital pillar of education system. It is their responsibility to provide education to children according to their capacities with respect to their individualities. But it is not easy to identify the different and unique needs of special children as the teachers generally do not acquire the knowledge or practice to handle such children. The present study aimed to find out the worries among teachers for Inclusive Education. The researchers collected qualitative data from 200 teachers of twenty Government Schools of Chandigarh (U.T.). Teachers were interviewed and observed regarding their qualms for Inclusive Education. At the end of the study recommendations given by the teachers to overcome the worries for Inclusive Education have also been stated.

References

  1. Sharma B. (2011)., Inclusive education: Needs, practices and prospects., New Delhi: Kanishka publishers, distributors.
  2. Dash N. (2006)., Inclusive education: For children with special needs., New Delhi: Atlantic publishers and distributors.
  3. Mohanty J. and Mohanty S. (2011)., Inclusive education: Its evolutionary growth., New Delhi: Deep and Deep Publications, Pvt. Ltd.
  4. Babu M.R. (2014)., Inclusive education: Philosophy and practices., In M.T.V. Nagaraju (Ed.), Inclusive education: Quality aspect (1-12). New Delhi: Commonwealth publishers, Pvt. Ltd.
  5. Tyagi G. (2016)., Role of teacher in inclusive education., International Journal on Education and Applied Research. 6(1), 115-116, 2016,. Retrieved from http://ijear.org /vol61/ TEP2016/34-gunjan-tyagi.pdf (Accessed 12-012017).
  6. Thwala S. (2015)., Challenges Encountered by Teachers in Managing Inclusive Classrooms in Swaziland., Mediterranean Journal of Social Sciences, 6(1), Retrieved from https://www.researchgate.net/publication/270584014_ Challenges_Encountered_by_Teachers_in_Managing_Inclusive_Classrooms_in_Swaziland. (Accessed 25--01-2017).
  7. SSAS (2017)., Sarva Shiksha Abhiyan Society., U.T. Chandigarh. Retrieved from http://ssachd.nic.in/incedu.htm (Accessed 11-02-2017).
  8. Whitworth J.W. (1999)., A Model for Inclusive Teacher Preparation., Electronic Journal for Inclusive Education, 1(2), 1-11. Retrieved from http://corescholar. libraries.wright.edu/cgi/viewcontent.cgi?article=1012and context=ejie (Accessed 19-02-2017).
  9. Geraldina Edward (2015)., Teachersí Knowledge and Perceived Challenges of Teaching Children with Autism in Tanzanian Regular Primary Schools., International Journal of Academic Research and Reflection, 3(5), 36-47, Retrieved from http://www.idpublications.org/wp-content/uploads/2015/05/teachers%E2%80%99-knowledge-and-perceived-challenges-of-teaching-children-WITH-autism-in-tanzanian-regular-primary-schools.pdf (Accessed 17-02-2017).
  10. Gutuza R.F. and Mapolisa T. (2015)., Challenges of Assessment of Students with Special Learning Needs., Nova Journal of Humanities and Social Sciences, PII: S229279131500009-4, 4(2), 1-3. Retrieved from nova-jhss.com/index.php/jhss/article/download/36/pdf (Accessed 19-03-2017).
  11. Bhatnagar N. and Das A. (2014)., Regular School Teachersí Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India., International Journal of Instruction, 7(2), 89-102. Retrieved from http://files.eric.ed.gov/fulltext/ EJ1085257.pdf (Accessed 12-03-2017)
  12. Udoba H.A. (2014)., Challenges faced by teachers when teaching learners with developmental disability., Retrieved from https://www.duo.uio.no/bitstream/handle/10852/42438/Master-thesis-Humphrey-2-2.pdf?sequence=1 (Accessed 25-04-2017).
  13. Behlol M.G. (2011)., Inclusive Education: Preparation of Teachers, Challenges in Classroom and Future Prospects., Pakistan Journal of Education, XXVIII(II), 63-74. Retrieved from http://www.aiou.edu.pk/Pakistan%20 Journals/VOL-28,%20ISSUE-II%202011/5-Inclusive%20 Paper-2.pdf (Accessed 15-01-2017).
  14. Chinombwe J. (2007)., Challenges that Teachers Face When Teaching Children with Cerebral Palsy in University Teaching Hospital, Cheshire Home and Dgama School for the Disabled., Retrieved from http://dspace.unza.zm:8080/ xmlui/bitstream/handle/123456789/330/Jane0001.PDF?sequence=1 (Accessed 14-042017).
  15. RTE (2017)., Right to Education., Article 21-A. Retrieved from http://ssa.nic.in/rte-docs/Article%2021A%20of%20 the%20Constitution%20-%20Constitution%20(Eighty%20-%20Sixth%20Amendment)%20Act%20,%202002.pdf/view (Accessed 23-04-2017).