Promoting Inclusion in Education: Teachers’ Attitude and Self-efficacy towards Differently Abled Children in Mainstream Schools

Abstract

Significant shifts in policy have been made in most of the developing nations, such as Pakistan, with regard to the inclusion of children with diverse learning needs, in particular those with disabilities. The main goal of this study was to investigate the attitudes and self-efficacy of teachers towards differently abled children in mainstream schools. Data was collected from three hundred and sixty one (361) primary school teachers working in Multan District, where an inclusive education pilot project is being implemented, using a quantitative research design. The results regarding the teachers’ current practices, teachers’ attitudes, and teachers’ sense of self-efficacy towards differently abled children indicate an overall positive attitude in mainstream schools. However, results showed that on the basis of teacher’s gender, location, professional, and academic qualifications there was no statistically significant difference in their attitude except in the domain of teaching experience. The current study suggests that teachers’ in Multan need to be required to engage in professional training focused on effectively managing students with disabilities in mainstream classrooms. These trainings seem to be offering great support for these teachers.