Exploring Inclusive Pedagogical Practices of General Educators Towards Children with Disabilities

Abstract

Background: Inclusive practices vary from region to region depending upon the school structures, values, norms, principles and legislations. To avoid segregation and to be more inclusive, the school system has to become more responsive to the diverse needs of children with respect to their abilities and social contexts. Objective: The study examines the pedagogical practices adopted by teachers of government schools in inclusive settings. Sample: 230 teachers were selected purposively from 25 government schools in Chandigarh with maximum enrollment of children with disabilities. Design: Descriptive survey design was used to conduct the study. Tool: Data was collected using questionnaires, class observations and focus group interviews were conducted. Results: The results indicated that teachers used a variety of pedagogical practices to enhance the quality of learning experience of children with disabilities. Despite large class size and heavy curricular load, teachers were making efforts to provide individual attention and support to children. The inclusive practices like team teaching, shadow teacher, collaborative planning, universal design learning (UDL) were not found. It shows a very basic attempt at inclusion supported by a positive attitude of acceptance. Conclusion: There is a need to restructure the General teacher Education program recognized by regulatory bodies. Professional development of the teachers along with change in the attitude is required for successful inclusion and providing quality education to children with disabilities. Keywords: Pedagogical Practices, Children with Special Needs, Government School, Regular Teachers