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

Autor/inn/en	Sharma, Ambuj; Malik, Reena; Nagy, Henrietta
Titel	Exploring the Teachers' Perception towards Educational Inclusion: A Study of Teachers' in Pune, India
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 15 (2022) 1, S.23-32 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Teacher Attitudes; Inclusion; Foreign Countries; Students with Disabilities; Public Colleges; Private Colleges; College Faculty; Gender Differences; Teaching Experience; India + Suchen Sie Ihr Suchwort? Lehrerverhalten; Inklusion; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Privathochschule; Fakultät; Geschlechterkonflikt; Indien
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. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01