See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/373075886

A Study of Attitude of Teachers towards Inclusive Education

Article · August 2023

CITATIONS READS

0 796

2 authors:

Naru Gopal Dey Shankar Lal Bika

Central University of Punjab Central University of Punjab
2 PUBLICATIONS 0 CITATIONS 29 PUBLICATIONS 2 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Naru Gopal Dey on 12 August 2023.

The user has requested enhancement of the downloaded file.

 UGC-CARE Approved Refereed-Peer Reviewed Journal
ISSN-0970-7603

BHARATIYA SHIKSHA SHODH PATRIKA

q 42, 3co 1(0), V q - 2023
Vol. 42, No. 1(i), January-June 2023

HLTt UI, foeICTI E, TAi-226020 ( 3 ycT)

Bharatiya ShikshaShodh Sansthan
Saraswati Kunj, Nirala Nagar, Lucknow-226020 (Uttar Pradesh)
Ph. No. 0522-27878 16, E-mail: [email protected]
Website :www.bssslko.org.in
 A Study of Attitude of Teachers towards
Inclusive Education
*Naru Gopal Dey, **Dr. Shankar Lal Bita
Abstract
Inclusive cducation caters the nceds of diverse learners irespective of class, caste, religion, disability.
ctc. It aims to bring holistic development of all children with or without disabilities under one roof. The present
study aims to investigate the attitude of pre-service and in-service school teachers towards inclusive education
The descriptive survey method was used in the present study. All the pre-service and in-service teachers of
Bathinda district in Punjab constitute the population of the present study. The sample of the study comprises
50 in-service teachers from elementary, secondary, and higher secondary levels and 46 M.Ed. pre-service
tcachers. All96 teachers were selected followed by the convenience sampling technique. The rescarchers
used the "Teacher Attitude Scale towards Inclusive Education" developed by Dr. Vishal Sood and Dr. Arti
Anand. Frequency, Mean, Standard Deviation, and t-test were used to analyse the collected data. The level
of attitude of teachers toward inclusive education was analysed through the frequency of the Z score. The
result of this study revealed that the majority of the teachers possess moderate to above average favourable
attitudes toward inclusive education. The study also found that the attitude of pre-service and in-service
teachers toward inclusive education did differ significantly, however, pre-service teachers had more positive
attitudes toward inclusive education than the in-service teachers. urthermore, this study indicates that the
attitude of male and female teachers toward inclusive education did not differ significantly. Whereas, the
attitude of rural and urban teachers toward inclusive education did not differ significantly. Analysing the
attitude of pre-service and in-service teachers from elementary to higher secondary school level has wider
implications in the school community, parental perspectives, and educational management at large.

Introduction all children irrespective of disability (Avramidis et al.,

Education emphasises the overall development of 2000). The United Nations Sustainable Development Goal
children i.e., emotional, cognitive, social, moral four, United Nations Convention of the Rights of the Child
devclopment, etc. Education is one of the basic rights of and New Education Policy 2020 stresses inclusive and
any human being. Therefore, article 21 A of the Indian equitable education. Inclusive education provides equitable
constitution upholds education as a fundamental right of educational opportunities to all children and also promotes
all the citizens in India and ensures equalisation of social justice.
cducational opportunities and compulsory education for Inclusive Education
all children between the 6-14 years age group. Despite
The term inclusion refers to the celebration of unity
all the provisions regarding cqual educational opportunity in diversity. Whereas, inclusive education means bringing
for all, till now some sections of our society are excluded all the children together into one common classroom.
from the mainstream school system i.., ST, SC, OBC,
and disabled children (Bandyopadhyay, 2006; NEP 2020). Inclusive cducation aims to provide equal educational
Disabled children are one of the most vulnerable excluded opportunities to all children without any kind of
groups among all the groups. They were not able to access discrimination irrespective of class, caste, religion,
general schools and were admitted to special schools for disabilities, socio-cconomic background etc. It assures
a long time (Dash, 2006). Now Indian education system equal access and quality education to all children.
Inclusive education does not mean the accommodation
has adopted the Inclusive cducation policy which removes of
the barrier for disabled children and implics the of special all
children rather it talks about the accommodation
restructuring of the school system that accommodates diversified children in one classroom.
the inclusive classroom is diverse. Inclusive Therefore,
education
Ph.D. Scholar, Depart1nent of Pducation, Central University of Punjab (Communicating Author)
Associated Professor, Department of Education, Central University of Punjab

76 Bharatiya Shiksha Shodh Patrika, Vol. 42, No. l(i),

January-June, 2023
 toward
creates apositive lcarning environment where everyone H,:The attitude of male and female teachers
learm. and fully participate in every aspcct of the Inclusive Education do not differ significantly.
schooling system. It helps to develop social skills,
communication skills, and cmotional skillssamong allthe H,:The attitude of rural and urban teachers toward
children and also ensures the achievement of their Inclusive Education do not differ significantly.
academic goals. Inclusive cducation system helps to cater Operational Definitions
nthe nccd of alldiversificd children in the classroom. Attitude- Attitude is related to one's viewpoint,
Rationale of the Study feeling, and opinion of a particular thing, object or idea.
The successful implementation of inclusive In the present study, the researchers adopted Dr. Vishal
cducation depends upon all the stakeholders like Sood and Dr. Arti Anand scale to measure the attitude of
teachers toward Inclusive Education.
governmcnt, parcnts, teachers, community members etc.
However, teachers' attitude toward inclusive education Inclusive Education- In the present study,
is one of the main factors in the successful implementation Inclusive Education refers to accommodating special
of the inclusive cducation system in the classroom. The children with normal children in one classroom.
main reason is that if teachers do not have a positive Teachers- In this study, teachers refer to alllevels
attitude to accept children with disabilities, then it will be (primary, secondary, higher secondary) of in-service
diffcult to implement an inclusive education system at school teachers and pre-service teachers.
the ground level. Previous studies revealed that teachers
Delimitation
fecl that they do not teach special children with general
children in one classroom (Chhabra et al., 2010). They 1 The study was delimited to the Bathinda district of
talked that they did not get any training to implement Punjab.
inclusive activities in the classroom (Hay et al., 2001). 2 The pre-service teachers' data were collected only
Some previous studies (Gal et al., 2010; Cassady, from the Central University of Punjab.
2011; Taylor & Ringlaben, 2012) also indicates that 3 The in-service teachers' data were collected from
teachers' negative attitude toward inclusive education four schools in Bathinda district, Punjab.
affects negatively and creates a barier to implementing
an inclusive education system in the classroom. Some Method and Procedure
other studies (Minke et al., 1996; Balboni & Pedrabissi, The descriptive survey method was applied for this
2000; Opdal &Wormnaes, 2001; Wall, 2002; Agbenyega, study. All level (Primary, Secondary, Higher Secondary
2007; Das and Kattumuri, 2011) revealed that teachers' School) of in-service and pre-service teachers of
attitude and teachers' perception regarding inclusion is Bathinda district of Punjab consists as the population of
the major factor to implement inclusive education this study. The investigator used convenience sampling
successfully. Therefore, the researcher's investigation is to collect data. The total sample of this study was 96
justifiable to study the teachers' attitude toward inclusive teachers in the Bathinda district of Punjab. Table-1 shows
education. the description of the sample:
Research Objectives Table-1: Variable-wise sampling distribution
I. Toinvestigate the level of attitude of teachers toward Teachers' Types Frequencies Percentage
Inclusive Education. Characteristics (%)
2. To compare the attitude of pre-service and in Mode of Service Pre-service 46 47.4
service teachers toward Inclusive Education.
In-service 50 S1.5
3
To compare the attitude of male and female Total 96 100
tcachers toward Inclusive Education.
Gender Male 45 46.4
4
To compare the attitude of rural and urban Female 51 52.6
teachers toward Inclusive Education. Total 96 100
The hypotheses of the Study Locality Rural 49 50.5
H,: The attitude of pre-service and in-service teachers Urban 47 48.5
toward Inclusive Education do not difer significantly. Total 100 100

77
 The researchers used the "Teacher Attilude Scale education. This scale was threc-point
towards lnclusive Education" developed by Dr. Vishal agrec, undecided, and disagree. The
Likert scale i.e.,
Sood and Dr. Arti Anand. This scale consists of 47 items score was 47 (minimum value) to 141 possible range of
in which there were 29 positive items and 18 negative (maximum value).
The collected data were analysed to
items. This scale was developed based on four dimensions normal distribution of the data by
check the
1.e., psychological/ behavioural aspects of inclusive using Skewness
Kurtosis, and the Shapiro-Wilk test. The researcher
cducation, social and parents-related aspects of inclusive ljsed
Mean, Standard Deviation (SD), and t-test for
cducation, curriculum and co-curriculum aspects of the hypothesis. The research used SPSS Version testing20
inclusive education, and administrative aspects of inclusive software to analyse the data.
Table-2: Normality test for teachers' attitude scores
Teachers' Attitude Mean Range Skewness Kurtosis Shapiro-Wilk Test
Statistics Df
Sig.
112.208 86-139 .171 -.491 989 96 .639
Std. error Std error
Std. error .246 488
1.123 (Z score = (Z score =
0.695) -1.006)

Hletogrem Table-3: Mean, SD and SEM of attitude scores

Meen e 11220e
of teachers
Total number Range Mean SD Standard Error
of teachers of Mean
(N) (SEM)
nbau 50 86-139|112.2111.007 1.12

Table-4: Level-wise frequency distribution of

teachers' attitude toward inclusive education
Z score Fre Percent- Level of
140 000n Range quency age Attitude
Aeude ssere f t0sehers
+2.01 and above -
1 1,04 Extremely
Figure-1: Histogram of the normal distribution
of the attitude score favourable
|+1.26 to +2.00 11 11.46 Most
The obtained teachers' attitude data is tested by
favourable
Skewness-kurtosis and Shapiro-Wilk test. From the table +0.51 to +1.25 18 18.75 Above average
2 indicates that the Skewness value is 171 and the favourable
standard error value is .246. Therefore, the Z-score of
skewness is 0.695 which falls between -1.96 to+1.96. -0.50 to +0.50 31 32.29 Moderate
The kurtosis value is -.491 and the standard error value attitude
is 488. Therefore, the z-score of kurtosis is -1.006 which -0.51 to -1.25 28 29.17 Below average
falls between -1.96 to +1.96. It is found that the p-value unfavourable
of Shapiro-Wilk test is .639 which is greater than 0.05 -1.26 to -2.00 6 6.25 Most
(.639>0.05). Therefore, obtained teachers' attitude score Unfavourable
is normally distributed.
-2.01and above 1.04 Extremely
Result and Interpretation Unfavourable
Objective 1: To investigate the level of attitude of Total = Total =
teachers toward Inclusive Education. 96 100

78 Bharatiya Shiksha Shodh Patrika, Vol. 42, No. 1(i), January-June, 2023
 evident from table -4, 32.29 percent of teachers' attitudes
toward inclusive education are moderate attitude. 18.75
percent of teachers' attitudes toward inclusive education
M o d eA
r attiet u d e
A e l o
A w
r
v ieg e
M o U
snt f a v o u r a b l eE x t r e m e y .
are above average favourable. 11,46 percent of teachers'
A h oAv e
v e r a g e

attitudes toward inclusive education are most favourable.

and 1.04 percent of teachers' attitudes toward inclusive
education are extremely favourable. 29.17 percent and
6.25 percent of teachers' attitudes toward inclusive
Frequency cducation are below average unfavourable and most
unfavourable attitudes. Whereas 1.04 percentage
Figure-2: Level of attitude of teachers toward teachers' attitudes toward inclusive education are
inclusive education
extremely unfavourable.
Table-3 and Table-4 indicate that the range and Objective 2: To compare the attitude of pre-service
mean of teachers' attitude toward inclusive education is and in-service teachers toward Inclusive Education.
8s139 and 112.21. It indicates that the level of attitude H,,: The attitude of pre-service and in-service
of teachers toward inclusive education is extremely teachers toward Inclusive Education do not differ
unfavourable to extremely favourable. However. it is significantly.
Table-5: Significant difference between the attitude of pre-service and in-service teachers
toward inclusive education
Mode of Service N Mean SD SEM t-value Table value of df Sig. Value (two Sig.
(calculated) 't at 0.05 level tailed) or (p-value)
Pre-service 46 116.82 8.98 1.32 4.288 1.99 94 .000
In-service 50 107.96 11.05 1.56

*Significant
From the table-5, it is found that the calculated value of t-test is 4.288 which is greater than 1.99 at 0.05 level of
significance (4.288 > 1.99). Hence, the null hypothesis is rejected. Therefore, we can conclude that the attitude of
pre-service and in-service teachers toward inclusive education differ significantly. Based on the mean score, it is
clear that the pre-service teachers have more favourable attitude than in-service teachers.
Objective 3: To compare the attitude of male and female teachers toward Inclusive Education.
The attitude of male and female teachers toward Inclusive Education do not differ significantly.
Table-6: Significant difference between the attitude of teachers toward inclusive education
with respect to gender
Gender Mean SD SEM t-value Table value of Df Sig. Value (two Sig.
(calculated) 't at 0.05 level tailed) or (p-value)
Male 45 112.84 10.50 1.56 .530 1.99 94 .S97
Female 51 111.64 11.50| 1.61
#No Significant
Om table-6, it is found that the calculated value of t-test is 0.530 which is less than 1.99 at 0.05 level of
significance (0.530 < 1.99). Hence, the null bypothesis is accepted. Theretore, the attitude of male and female
ofofhowards
the inclusive education do not differ significantly. Based on the mean score, it is clear that the attitude
male teacher is more positive than the female teacher.
Objective 4: To compare the attitude of rural and urban teachers toward Inclusive Education.
The atitude of rural and urban teachers toward Inclusive Education do not difter significantly.

qA, qf-42, 3j5-(i). yTa-y 2023 79

 Table-7: Significant diference between the attitude of rural and urban teachers towns
inclusive education
Table value of Df Sig. Value (two
Locality Mean SD SEM t-value
(calculated) 't'at 0.05 level tailed) or (p-value) Sig
Rural 40 110.53 10.62| 1.52 1.54 1.99 94 128
Urban 47 113.96 11.23| 1.64
# Not Significant

From table-6, it is found that the calculated value of &Shit, 2016; Chanda & Behra, 2018; Pramanik &
t-test is 1.54 which is less than 1.99 at 0.05 level of Barman, 2018; Singh et al., 2020: Kumar, 2021). The
Significance (1.98 < 1.99). Hence, the null hypothesis is finding is incongruence with previous research studiee
accepted. Therefore, we can conclude that the attitude which showed that male teachers had a
of rural and urban school teachers toward inclusive
more positive
attitude than female teachers toward inclusive education
education do not differ significantly. But based on the (Bansal. 2013; Guria &Tiwari, 2016; Kalita, 2017; Sineh
mean score, we can say that attitude of the urban teacher 2018), whereas other previous research studies found
is
greater than the rural teacher. that female teachers had more positive attitude than male
teachers toward inclusive education (Chavhan. 2013
Discussion Nanda & Jana 2017).
The result of this study reveals that the level of The third null hypothesis i.e., the attitude of rural
attitude of teachers toward inclusive education is and urban teachers toward inclusive education do not
extremely unfavourable to extremely favourable. differ significantly is accepted and the alternative
However, the majority of the teachers have moderate to hypothesis is rejected. The finding of this study is similar
above average favourable attitudes toward inclusive to other previous studies conducted by Bindhu& Niranjana
education. This finding is similar to other previous studies (2014), Kumar (2021) and incongruence with other
conducted by Belapurkar & Pathak (2012), Chavhan previous studies (Chavhan, 2013; Kaur & Kaur, 2015:
(2013), Bhakta and Shit (2016), Guria &Tiwari (2016),
Jain (2017), Kalita (2017), Bansal (2018), Singh (2018),
Kumar, 2016; Nanda and Jana, 2017; Bansal, 2018; Singh
et al., 2020).
Das et al., (2019), Singh et al., (2020) and Kumar (2021).
This finding is incongruence with a previous study Conclusion
conducted by Bindhu and Niranjana (2014) which found The teacher is said to be the nation builder. If
that teachers' negative attitude toward inclusive education.
teachers have a positive attitude toward inclusive
Another finding of this study indicates that the education, then they will heartily accept children with or
attitude of pre-service and in-service teachers toward without disabilities in one classroom. The teachers will
inclusive education do differ significantly. The result alsoshow concern about the learning of special children. They
shows that the atitude of pre-service teachers is more willadopt the different
favourable than in-service teachers which is congruent devices, and take helpinstructional designs, use assistive
from special teachers so that
with the finding of previous studies (Singh et al, 2020). special children can learn easily.
The reason for this result might be pre-service teachers accommodate and modify their teaching,Therefore, they
curiculum, and
have study on inclusive education during the pre-service lesson according to special
training programme (Singh et al., 2020) and due to this children. Therefore, overall children well as normal
as
training pre-service teachers are become more sensitive normal children as well as specialdevelopment will happen in
about inclusive education. children. This will not
only help the classroom to be more
The second null hypothesis i.e., the attitude of male community will also be more inclusive andinclusive;
the
and female teachers toward inclusive education do not adeveloped nation. But if teachers do not
helps to build
differ is accepted and the alternative hypothesis is attitude toward inclusive have a positive
education, then isit
reiected. That means gender does not play any significant sucessuly implement inclusive education at difficult to
the ground
role. This result is congruence with some previous studies level. In this study, the
(Shane &Christopher, 2013; Kaur &Kaur, 2013; Bhakta
majority of the teachers showd
moderate to above average moderate level of attitude

80 Bharatiya Shiksha Shodh Patrika, Vol, 42, No.

l(i), January-June, 20
towardinclusive cducation. Hence, it is clear that the
education teachers' perceptions and inservice needs
teachers are rcady to accept special children in their concerning inclusion. International journal of
dassroom and it helps to successfully implement inclusive disability, development and education, 46(2), 143
oducation on the ground. However, the successful 156.
implementation of inclusive education will be possible Cassady, J. M. (2011). Teachers' attitudes toward the
wchen allthe stakeholders of society come together and inclusion of students with autism and emotional
contribute. behavioral disorder. Electronic Journal for
Inclusive Education, 2(7), 1-23.
References
Chanda, P, and Behera, S. K. (2018). Attitude of Regular
Agbenyega, J. (2007). Examining Teachers' Concerns and Special Primary School Teachers towards
and Attitudes to Inclusive Education in Ghana. Inclusive Bducation in Purba and Paschim
International Journal of whole schooling, 3(). Medinipur Districts of West Bengal: AComparative
41-56. Study. International Journal of Research in
Angelides, P, Stylianou, T., &Gibbs, P. (2006). Preparing Teacher Education, 9(2), 1-15.
teachers for inclusive education in Cyprus. Chavhan, R. (2013). Student Teachers' Attitude towards
Teaching and Teacher Education, 22(4), 513-522. Inclusive Education. Scholarly Research Journal
Avramidis, E., Bayliss, P., &Burden, R. (2000). Asurvey for Interdisciplinary Studies, 1(5), 1221-1226.
into mainstream teachers' attitudes towards the Chhabra, S., Srivastava, R., & Srivastava, I. (2010).
inclusion of children with special educational needs
Inclusive education in Botswana: The perceptions
in the ordinary school in one local education of school teachers. Journal of Disability Policy
authority. Educational Psychology, 20(2), 191-211. Studies, 204), 219-228.
Balboni, G, &Pedrabissi, L. (2000). Attitudes of Italian Das Ph D, A., &Kattumuri, R. (2011). Children with
teachers and parents toward school inclusion of disabilities in private inclusive schools in Mumbai:
students with mental retardation: The role of
Experiences and challenges. Electronic Journal
experience. Education and Training in Mental for Inclusive Education, 2(8), 1-52.
Retardation and Developmental Disabilities,
35(2), 148-159. Gal, E., Schreur, N., &Engel-Yeger, B. (2010). Inclusion
of Children with Disabilities: Teachers' Attitudes and
Bandyopadhyay, M. (2006). Education of marginalised Requirements for Environmental Accommodations.
groups in India: From the perspective of social
justice. Social Change, 36(2), 98-113.
International journal of special education, 25(2),
89-99.
Bansal, S. (2013). AStudy of Atitudeof Primary School Guria, N., &Tiwari, R. (2016). Atitude of Upper Primary
Teacher towards Inclusive Education. SchoolTeachers regarding Inclusive Education of
International Journal of Education, 1, 55-64. Bilaspur City in Chhatisgarh State, India.
Belapurkar, A. M., &Phatak, S. V. (2012). Knowledge International Journal of Current Research, 8(3),
and attitude about Inclusive Education of school 28713-28718.
teachers: Astudy. Scholarly Research Journal for Hazarika, S. (2020). Atitude Of High School Teachers'
Interdisciplinary Studies, 85, 1237-1241. Towards Inclusive Education: AStudy In Amguri
Bhakta, D. K., &Shit, B. (2016). Assessment of School Block Of Sivasagar District. PalArch's Journal of
Teachers' Attitude towards Inclusion of Special Archaeology of Egyp/Egyptology, 17(9), 1183
Educational Need (SEN) children in Regular 1192.
Classroom. International Journal of Humanities Kalita, L. (nd). AStudy on Attitudes of Secondary School
&Social Science Studies, 2(4), 249-255. Teachers towards Inclusive Education. MSSV
Bindhu, C. M., & Niranjana, K. P. (2014). Attitude of Journal of Humanities and Social Sciences, 4(1),
Prospective Teachers at Primary Level towards 1-11.
Inclusive Education.Guru Journal of Behavioural Kalita, U. (2017). AStudy on Attitude of PrimarySchool
and Social Sciences, 2(1), 265-270. Teachers towards Inclusive Education.
Buell, M. J., Hallam, R., Gamel-Mccormick, M., & International Journal of Advanced Education
Scheer, S. (1999). Asurvey of general and special and Research, 2(3), 127-130.

81
 Paramanik, N., Barman, P, &Barman,,P.
Kaur, M. and Khushwinder Kaur, K.
(20)5). Attitude of
towards Inclusive
of Secondary School Teachers (2018). Atitude
towards
ResInearclcuhsivein
Secondary School Teachers Education. International Journal of
of Behavioural
Education. International Journal Social Sciences, 8(7), 750-765,
4(1), 26-32.
Social and Movement Sciences, Saloviita, T. (2018). Attitudes of
the Teachers' Attitudes Teachers
Kumar, A. (2016). Exploring Study of Inclusive Education in Finland.
towards
Inclusive Education System: A
towards
Indian Teachers. Journal of
Practice, 7(34), 1-4.
Education and Journal of Educational Research,
Singh, J. (2018). Prospective Teachers'
Scandinavian
64(2), 270-282.
Education. IJARIIE, 4(2), Attitude
t
Teachers' Attitude
Kumar, R. (2021).Elementary School Balasore District,
Inclusive
Singh, S., Kumar, S., &Singh, R. K. (2020).. A
towards
4148-4153
towards Inclusive Education in
Odisha. International Journal of
Research and Attitude of Teachers towards Inclusive Study of
Analytical Reviews (1JRAR), 8(4), 892-903.
Griffin, S.
Shanlax International
9(1), 189-197.
Journal of Bducation.
Education,
Minke, K. M., Bear, G G, Deemer, S. A., &
M. (1996). Teachers' experiences with
inclusive Taylor, R. W., & Ringlaben, R. FP. (2012). 1
classrooms: Implications for special education Service Teachers' Attitudes ImpactInclusion.
toward ing Pre-
reform. The Journal of Special Education, 30(2), Higher Education Studies, 2(3), 16-23.
152-186. Unianu, E. M. (2012). Teachers' attitudes
National Education Policy. (2020). Ministry of Human inclusive education. Procedia-Social towards
ond
Resource development, Goverment of India Behavioral Sciences, 33, 900-904.
Opdal, L. R., Wormnaes, S., &Habayeb, A. (2001). Wall. H. J. (2002). Has Japan been Left Out in the Cold
Teachers' opinions about inclusion: Apilot study in by Regional Integration? Federal Reserve Bank of
a Palestinian context. International Journal of St. Louis Review, vol. 84(5), 117-134.
Disability, Development and Education, 48(2),
143-162.

82
Bharatiya Shiksha Shodh Patrika, Vol. 42, No. 1(i), January-June 2023

View publication stats