Awareness of Elementary School Male Teachers towards Inclusive Education: A Study of the Effectiveness of Sensitization Programme

International Journal of Humanities and Social Science

© 2019 by SSRG - IJHSS Journal

Volume 6 Issue 6

Year of Publication : 2019

Authors : Dr. (Mrs) Mun Kalita

10.14445/23942703/IJHSS-V6I6P110

How to Cite?

Dr. (Mrs) Mun Kalita, "Awareness of Elementary School Male Teachers towards Inclusive Education: A Study of the Effectiveness of Sensitization Programme," SSRG International Journal of Humanities and Social Science, vol. 6,  no. 6, pp. 70-74, 2019. Crossref, https://doi.org/10.14445/23942703/IJHSS-V6I6P110

Abstract:

The concept of inclusion places emphasis on changing the system rather than changing the child or person. Inclusive education can be seen as a stepping stone for a future inclusive and equitable society. The general philosophy of inclusive education is to provide good teaching practices, healthy relationship between teacher and students, improve the quality of education for all children in a classroom and help the development of all children in different ways using different strategies. The present study was an attempt to examine the effect of sensitization strategies on the awareness of elementary school male teachers of Dibrugarh district, Assam towards inclusive education. For that purpose, 75 elementary school male teachers were selected purposively as sample. A questionnaire on awareness about inclusive education was used for collection of data. Pre-test/ post-test one group field experimental design was used in the study. Data were analyzed using descriptive statistics such as Mean, S.D., and t-test. The main finding of the study reveals that elementary school male teachers’ level of awareness was enhanced towards inclusive education after their exposure to sensitization programme.

Keywords:

Inclusive Education, Sensitization Programme, Elementary School Teacher

References:

[1] Berwal, S. and Sangeeta. (2005). Inclusive Education: A Move towards Bonding and Building the Society. EDUTRACKS, 4 (7), 16-17.
[2] Best, John, W., & Kahn, James, V. (2008). Research in Education (10th edition). New Delhi: Prentice Hall of India PVT. LTD.
[3] Bradley, D.F., King-Sears, M.E. and Tessier-Switlick, D.M. (1997). Teaching Students in Inclusive Settings. London: Allyn and Bacon.
[4] Check, J. and Schutt, R.K.(2012). Research Methods in Education. New Delhi: Sage Publications India Pvt. Ltd.
[5] Gupta, M. and Sindhu, S.(2007) Role of Inclusive Education in the Rehabilitation of Persons with Disabilities. University News. 45(29), 9-15.
[6] Kirk. S., Gallagher, J.J., Coleman, M.R. and Anastasiow, N.(2012). Educating Exceptional Children. India: Cengage Learning India Private Limited.
[7] Maclett R. and Katherine R. C. (2014). Approaching Disability- Critical issues and perspectives. London: Routledge.
[8] McLeskey, J., Warldron, N. L., Spooner, F. and Algozzine, B. (2014). Handbook of Effective Inclusive Schools (Research and Practice). London: Routledge.
[9] Ministry of Human Resource Development (2009). Right of Children to Free and Compulsory Education (RTE) Act, 2009. New Delhi: MHRD.
[10] Ministry of Human Resource Development (1986). National Policy on Education.1986. New Delhi: MHRD.
[11] Ministry of Social Justice and Empowerment, GoI (1995). The Persons with Disabilities Act, 1995. New Delhi: MoSJE, Govt. of India.
[12] Ministry of Social Justice and Empowerment, GoI (2016). Rights of the Persons with Disabilities Act, 2016. New Delhi: MoSJE, Govt. of India.
[13] NCERT (2005). National Curriculum Framework for School Education. New Delhi: NCERT.
[14] Panda, K. C.(2008). Education of Exceptional Children. Noida: Vikas Publishing House.
[15] Panda, N. (2010). Inclusive Education: A Prospective Issue. Ambikeya Journal of Education, 1 (1), 116-121.
[16] Patankar, P.S. and Padmini, M.S. (2005). Teacher Education for Inclusive Education, University News. 43 (18), 124-132.
[17] Porter, L. (2005). Educating Young Children with Special Needs. Australia: Allen and Unwin.
[18] Richards, G. and Armstrong, F.(2016). Teaching and Learning in Diverse and Inclusive Classrooms. London: Routledge.
[19] Smith, T.E, Polloway, E.A., Patton, J.R. and Dowdy, C.A. (2015). Teaching Students with Special Needs in Inclusive Settings. India: Pearson India Education Services Pvt. Ltd.
[20] Sangeeta, (2005). Reforming Teacher Education to Foster Inclusion in the New Millenium, University News. 43 (18), 136-138.
[21] Swarup. S.(2005). Fostering Inclusion through Teacher Education: Innovative Strategies and Practices. University News. 43(18), 132-135.
[22] UNESCO (1994). Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from https://unesdoc.unesco.org.
[23] UNESCO (2009). Policy guidelines on inclusion in education. Retrieved from https://unesdoc.unesco.org.
[24] Usha, P & Thankam, P.K. (2011). Relationship between Teacher Awareness and Teacher Attitude towards Inclusion of Pupils with Learning Differences, EDUTRACKS. 11(4), 20-24.