Volume : 8, Issue : 3, March - 2019

Inclusion of Children with Intellectual Disabilities in Regular Schools: General Educators' view point in Bijnor district, U.P

Fr. Baiju Thomas, Dr. Saumya Chandra

Abstract :

The present study is entitled as “Inclusion of Children with Intellectual Disabilities in Regular Schools: General Educators’ view point in Bijnor district- U.P”. This study was conducted on regular school teachers. It includes both rural and urban, male and female, government and private school teachers. A total of 170 general educators were selected for sample of the particular study. The study uses descriptive survey method to investigate general educators’ viewpoint on inclusion of children with intellectual disabilities in regular schools. To include children with intellectual disabilities in regular schools it is necessary to determine the status of awareness about inclusion among general educators in regular schools. This study on awareness will update and provide appropriate support towards promoting practices of inclusion in regular schools. Attitude is the basic and general aspects for shaping the success of inclusive education. The attitude of general educators plays a vital role in the life of children with intellectual disabilities in regular schools. General educators play an important role in handling the situation efficiently and it depends on the emotional maturity of the educators also. The major findings of the study suggest that the general educators in Bijnor district of Uttar Pradesh have positive attitudes towards the inclusion of children with intellectual disabilities. The study indicated positive awareness towards the inclusion of children with intellectual disabilities. The general educators have felt some difficulties in handling the children with intellectual disabilities in the inclusive classroom. It is also further suggests that the general educators had good knowledge about the curriculum adaptation for children with intellectual disabilities in inclusive classroom. This study provides a comprehensive level of goals in inclusive education and vital role of general educators in teaching children with intellectual disabilities in regular schools.