Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India

Autor/inn/en	Bhatnagar, Nisha; Das, Ajay
Titel	Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India
Quelle	In: Journal of Research in Special Educational Needs, 14 (2014) 4, S.255-263 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12016
Schlagwörter	Foreign Countries; Teacher Attitudes; Secondary School Teachers; Inclusion; Disabilities; Attitudes toward Disabilities; Teacher Surveys; Questionnaires; Teacher Characteristics; Likert Scales; Mainstreaming; Gender Differences; Age Differences; Teaching Experience; Educational Attainment; Familiarity; Regular and Special Education Relationship; India + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Handicap; Behinderung; Fragebogen; Likert-Skala; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Indien
Abstract	This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two-part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 16-item Likert scale titled, Attitudes towards Inclusive Education Scale. The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than 10 years) and had postgraduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their preservice teacher education programmes were more positive towards inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10