Inclusive Education: Need for Enhancing Special Education Skills among Regular School Teachers

Abstract

The present study attempted to find out the current skill levels of teachers to teach children with special needs (CWSN) in inclusive education settings. A total of 92 school teachers were participated in this study and the data collected by using a two-part questionnaire. Part-one of the questionnaire collected background information of the respondents. Part-two was a five point scale which required the teachers to indicate their preparedness in special education skill levels on a list of competencies needed to inclusive classrooms. Data was analyzed using descriptive and differential statistics. The major findings were that nearly 75% of the regular school teachers had inadequate special education skills. Further, 47% of the teachers did attend proper in-service programme related to special education. Finally, 69% teachers with special education qualification rated themselves as having low competence for working CWSN. Providing Systematic in-service training to the teachers can improve quality of inclusive education. Keywords: Special education skills, inclusive education, in-service training .