Exploring the Teachers’ Perception towards Educational Inclusion: A Study of Teachers’ in Pune, India

Abstract

In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers’ perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors’ views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers’ (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers’ perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers’ perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed.

Factors of educational inclusion to improve learning: Teachers' perspectives

“…Due to the change in legislation and policies in developing countries, there is an increase in students with special abilities in the educational centers which has improved the academic and social levels due to the inclusive approaches applied in each institution [5]. However, due to limitations on the number of students per classroom they must migrate to other institutions and other countries seeking the welfare of the student with special abilities.…”