Comparison of Attitude of Teachers and Concerns Towards Inclusive Education of Special Need Children

Attitude of Teachers Towards Special Children

  • Fazaila Ehsaan University Institute of Physical Therapy (UIPT) The University of Lahore, Lahore, Pakistan
  • Muhammad Sikander Ghayas Khan Riphah College of Rehabilitation Science, Riphah International University, Islamabad, Pakistan
  • Sakina Gulzar Department of Clinical Psychology, The University of Punjab, Lahore, Pakistan
DOI: https://doi.org/10.52229/ajahs.v3i1.326
Keywords: Children, Special Education, Teachers, Concerns, Attitude, Sentiments, Schools.

Abstract

Inclusive education is a global agenda, generally inclusion in education means full incorporation of children with various abilities in all aspects of schooling like normal children. Teachers have been seen as key persons to implement such educational change.

Objective: To compare the attitude of teachers and concerns towards inclusive education of special need children.

Methods: It was a cross sectional study with sample size of 100 (50 from the mainstream school and 50 from the special education) teachers by using convenient sampling technique. By using Sentiments, Attitude and Concerns (SACIE-R) about Inclusive Education Scale data were gathered and analyzed using SPSS version 21.0.

Results: Females were more common (89%) than males. The teacher type (mainstream and special) had statistically significant (p value=0.02) effect on attitude towards inclusive education.

Conclusions: Results of this study depicted that when teachers have adequate knowledge, expertise and supported by other specialists, it alters their attitude and concerns towards inclusive education.

Published
2020-08-31
How to Cite
Ehsaan, F., Ghayas Khan, M. S., & Gulzar, S. (2020). Comparison of Attitude of Teachers and Concerns Towards Inclusive Education of Special Need Children. Asian Journal of Allied Health Sciences (AJAHS), 3(1), 51-56. https://doi.org/10.52229/ajahs.v3i1.326
Issue
Volume 03 Issue 01
Section
Original Article
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