Sentiments, Attitudes and Concerns toward Inclusion of Public School Teachers about Disabilities

Abstract

This study was conducted on assessment of sentiments, Attitudes and concerns towards the inclusion of public-school teachers about disabilities. Data was collected from public school teachers. A cross-sectional study was done in 6 month time period and will be evaluated side by side. Approximately 600 participants were the part of study using nonprobability convenient sampling. Results showed that the intervention increased the self-efficacy of teaching, producing more favourable cognition and affective attitudes toward inclusive education, and minimized teacher concerns. However, there was less evidence regarding the impact of inclusive classroom practices. Awareness programs should be devised so that teachers could understand their responsibilities better while being in a classroom with a disabled student.