Study Of Teachers’ Perceptions Towards Inclusive Education In Uttar Pradesh

Abstract

The openness of teachers to welcome pupils with special needs is a defining characteristic of inclusive education. Their attitudes and understanding concerning inclusive education are crucial since they demonstrate such readiness. The goal of this study was to investigate teachers' attitudes and perceived understanding about inclusive education in UP. The respondents (n=235) were mainstream and special education instructors from public primary and secondary schools. They were given a set of questionnaires that asked them about their views and knowledge of inclusive education. The data were analysed using descriptive statistics like frequency and percentages. The key finding is that, on average, instructors have good attitudes about inclusive education. They agreed that inclusive education promotes social interaction and inclusion among students, hence reducing negative preconceptions about special needs kids. The findings also indicate the importance of collaboration between mainstream and special education teachers, as well as the need for clear guidelines on how to conduct inclusive education. The study's findings have major implications for school administrators, teachers, and other stakeholders who are directly or indirectly involved in the implementation of inclusive education.