Training Need Assessment for Teachers Working in an Inclusive Setting for Children with Disabilities

Abstract

In an inclusive setup, general education teachers are expected to handle students with different needs. These teachers should always be supported to meet these problems. The purpose of the present research study addresses the importance of teachers' training attitudes towards inclusive education of children with disabilities. Training enhances teachers ‘self- efficiency’ and information regarding adapting their teaching methodologies in an inclusive environment for the individual needs of exceptional children. Literature review studies the areas such as perception about disability, the notion of inclusive education, movement from special education to inclusive setup and teachers training provided to use teaching skills. An inclusive set up is advantageous for learners with disabilities. A total of 280 respondents, male 79 and female 201 from 15 schools and centers of special education, District Multan were selected as a population in the study. A sample of 125 participants selected through stratified random sampling techniques. In this research, a questionnaire was the only instrument for the collection of data. After planning the questionnaire, the researchers administered it to 5 members for pilot testing. The results were analyzed and finally, the questionnaire contained 30 items covering all the components of training need assessment for teachers working in an inclusive setting for children with disabilities. The descriptive and qualitative research method was applied to analyze the collected data. It was highly recommended that teachers' training programs are designed to share information about awareness of disability and enhance teaching skills and knowledge for an efficacious inclusive system for children with disabilities.