PERSPECTIVE OF IN-SERVICE TEACHERS TOWARDS INCLUSIVE EDUCATION- A STUDY OF PRIMARY AND SECONDARY SCHOOLS OF ASSAM

Abstract

Scope: Inclusive education has been a matter of discussion for the educationist and stakeholders in the recent decades for its embodying vision of accommodating learners with cognitive, physical, social differences. Researches in the field show that effective strategies for implementation of inclusive education lack proper vision and mechanism. The present study was conducted to examine the perception of in-service teachers towards inclusive education and to analyse the status of inclusive education in Cachar District of Assam. Objectives: The objectives of the study are to find out the perception of teachers towards inclusive education and to find out the status of schools with regard to infrastructural facilitates available for inclusive classrooms. Methodology: For the collection of data, quantitative survey method has been used with a questionnaire consisting of a series of closed-ended questions to gather information from the in-service teachers from both the private and government schools of the Cachar district. Results: The study revealed that most of the schools in this region do not meet all the norms provided by the government’s acts and statutes. Only a few government schools have the concrete and somatic infrastructural support system. Most of the private schools also lack in this respect; although they proclaim 25% reservation for handicapped children during admission. The study also concedes that there is no special educators recruited in both the state and centrally affiliated schools. These ultimately severely affect implementation of inclusive education and pose a challenge to universal access and participation in Education.