Ananalysis Of Teachers’ Insight Concerning Inclusive Education In Secondary Schools Of Punjab

Inclusive education works as a system of education designed to be accessed by both normal and marginalized children under mainstream schools. The study was intended to highlight secondary school teachers’ insight into inclusive education with respect to their attitude, the need for inclusive education, their readiness to teach, and the provision of resources by schools.

A sample of 237 teachers was drawn from a total of 1,627 teachers teaching in inclusive schools in two districts of Punjab using a simple random sampling technique. A self-designed scale comprising 40 statements was administered. Data were analyzed using percentage, mean score, and t-test.

The results revealed a sound insight among teachers, showing a positive attitude towards inclusive education. A common consensus among teachers was found regarding teaching all students in mainstream schools, whether they have a disability or not, along with a strong demand for teacher training to develop a more positive inclination towards inclusion.

A gender-based comparison showed a slightly more supportive attitude among female teachers as compared to their male counterparts. It is highly recommended that mainstream schools should welcome inclusion for the development of an inclusive society.