International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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A Study on The Attitude of The Teachers Towards Inclusive Education of the Differently Abled Students at Montfort Centre for Education, Tura

Author(s) Maria Soosai S, Khem Chand Kapoor
Country India
Abstract The study explores teachers’ attitudes toward inclusive education for differently-abled students at Montfort Centre for Education, Tura. Using a descriptive-cum-normative survey method, the study examines variations in attitudes based on gender, age, teaching experience, and specialization (Special vs. General Educators). A stratified proportionate random sampling technique was used to select 40 teachers, and data were analyzed using mean, standard deviation, standard error, and t-tests.
Findings indicate that teachers generally hold positive attitudes toward inclusive education, with female teachers displaying significantly more favorable attitudes than male teachers. Age and teaching experience did not show statistically significant differences in attitudes, though older and more experienced teachers exhibited slightly higher mean scores. Special Educators showed slightly more favorable attitudes than General Educators, but the difference was not statistically significant.
The study underscores the need for targeted training programs to enhance teachers’ confidence in inclusive education, particularly for male, younger, and less experienced teachers. Mentorship programs pairing novice teachers with experienced educators, along with collaborative teaching models between Special and General Educators, are recommended to strengthen inclusive practices. These findings contribute to the broader discourse on inclusive education, offering policy and practice recommendations to improve the learning environment for differently-abled students.
Keywords Inclusive Education, Differently-Abled Students, Attitudes, Professional Development.
Field Sociology > Education
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-03-08
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E-ISSN 2582-2160
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