Assessing the Implementation and Preparedness for Inclusive Education in Schools: a Comprehensive Teacher Perspective

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.