Inclusive Education and Perception of In-Service Teachers

Ramakrishnan, Balasundaram Sadhu

doi:10.54480/slrm.v1i1.2

Cited by 2 publications

(1 citation statement)

References 25 publications

(28 reference statements)

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“…Sometimes, some newly born babies with disabilities are killed, whiles others are concealed because parents believe it is God's retribution for an act of disobedience. Ramakrishnan (2020) and Hussain, Shahzadi, and Khan (2020) believe that this attitude toward LWDs causes a severe impediment to social and academic Inclusion.…”

Section: The Socio-cultural Contextmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

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This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

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Section: The Socio-cultural Contextmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

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Perspective of in-Service Teachers Towards Inclusive Education- A Study of Primary and Secondary Schools of Assam

Bhattacharjee

2022

Towards Excell.

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Scope: Inclusive education has been a matter of discussion for the educationist and stakeholders in the recent decades for its embodying vision of accommodating learners with cognitive, physical, social differences. Researches in the field show that effective strategies for implementation of inclusive education lack proper vision and mechanism. The present study was conducted to examine the perception of in-service teachers towards inclusive education and to analyse the status of inclusive education in Cachar District of Assam. Objectives: The objectives of the study are to find out the perception of teachers towards inclusive education and to find out the status of schools with regard to infrastructural facilitates available for inclusive classrooms. Methodology: For the collection of data, quantitative survey method has been used with a questionnaire consisting of a series of closed-ended questions to gather information from the in-service teachers from both the private and government schools of the Cachar district. Results: The study revealed that most of the schools in this region do not meet all the norms provided by the government’s acts and statutes. Only a few government schools have the concrete and somatic infrastructural support system. Most of the private schools also lack in this respect; although they proclaim 25% reservation for handicapped children during admission. The study also concedes that there is no special educators recruited in both the state and centrally affiliated schools. These ultimately severely affect implementation of inclusive education and pose a challenge to universal access and participation in Education.

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Inclusive Education and Perception of In-Service Teachers

Cited by 2 publications

References 25 publications

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Perspective of in-Service Teachers Towards Inclusive Education- A Study of Primary and Secondary Schools of Assam

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