A Retrospective Audit (Paper A) and the Effects of Educational Intervention (Paper B) on Attitudes towards Inclusive Education in School Teachers
Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed at
Study A - identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India.
Study B -Determining the effect of educational intervention towards attitudes on inclusive education.
Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed.
Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale.
Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.
Copyright (c) 2021 Monisha Kanya Savarimuthu, Raviteja Innamuri, Sherab Tsheringla, A V Shonima, Priya Mary Mammen, Merlin Alwinneshe, Sushila Russell, Jayanthi Kuppuraj
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