Contact: +91-9711224068
International Journal of Home Science
  • Printed Journal
  • Indexed Journal
  • Refereed Journal
  • Peer Reviewed Journal

Impact Factor: Impact Factor(RJIF): 5.3

International Journal of Home Science

2019, VOL. 5 ISSUE 2, PART G

Inclusive education and teachers negative attitude

Author(s): Dr. Susan Sam
Incorporating of a special education pattern with an individualized education program is referred as Inclusive education they do not focus on having a separate world but operate on the need to have the experience of the students to be more successful by social interaction by mainstreaming. It is about the child’s right to participate and the schools duty to accept the child. Students with special needs are educated in regular classroom settings with additional help or special instruction. In inclusive education there lies the responsibility of the teacher to assist these students so that they can achieve their individual educational goals and the attitude of the teacher matters a lot. The teachers’ attitude should lead to a successful learning by the student catering to their existing demands. It is seen that regular classroom teacher continue to express discontentment with the implication of Inclusive Education as it demands additional responsibility and time and energy. These negative attitudes create negative perception and detrimental impact on the students learning, in-spite of the fact that it receives regular support from the administrators. This survey of literature aims to look into these negative attitudes that directly affect students learning, thereby contributing towards a positive social change in the field of Inclusive Education.
Pages: 401-405  |  931 Views  588 Downloads
How to cite this article:
Dr. Susan Sam. Inclusive education and teachers negative attitude. Int J Home Sci 2019;5(2):401-405.

International Journal of Home Science
Call for book chapter