Attitude of rural students towards inclusive classroom at secondary level: A case of Burdwan District

Abstract

Attitude of rural students at secondary level towards inclusive classroom is about appreciating differences and modifying the strict educational system to accommodate the requirements of all kind of students. Every child should have access to high-quality education as it is a fundamental human right. Children with special needs, regular school students, educators, and society everyone benefit from teaching-learning in inclusive classrooms. In the current study, the prime objective is to compare the attitude of rural students towards inclusive classroom at secondary level with respect to gender (male and female) and type of school (government and private). The investigators studied 94 samples from rural secondary school of Pandaveswar block of Burdwan district in West Bengal through self-made questionnaire of Shalini Gupta (2012) and also used Mean, SD, t-test, and analysis by SPSS-20.0 version for analyzing the collected data. The findings of the present study unfold that there is no significant difference between male (Mean=49.69) and female (Mean=50.34) and their remains significant difference between government and private rural secondary students’ attitude towards inclusive classroom of Burdwan district in West Bengal. On the other hand, out of 94 samples, 9.58% of students have extremely high and 39.36% of students have high level attitude towards of inclusive classroom. Similarly, 36.16% of students’ average and 12.77% of students have low and also only 2.13% of student have extremely low level attitude towards inclusive classroom of rural secondary school students of Burdwan district in West Bengal. So, it understood that private school teachers have better attitude towards inclusive classroom at secondary schools.