Abstract
This study utilizes a quantitative approach to examine the correlation between teachers' understanding of inclusive education principles and their successful integration of inclusive practices. It also investigates a potential inverse relationship between teachers' beliefs about challenges in including students with disabilities and their reported frequency of implementing inclusive strategies. The research employs a stratified random sampling method to collect data from a diverse group of educators across different educational settings. Statistical analyses, including correlation coefficients and regression, will be employed to determine the strength and direction of relationships between variables. The study aims to provide detailed insights into the factors influencing effective implementation of inclusive education, informing targeted interventions and policy considerations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal For Multidisciplinary Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
