SHANLAX

International Journal of Education shanlax

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A Study of Attitude of Teachers towards

Inclusive Education
Shiba Singh
Junior Research Fellow, Department of Teacher Education
OPEN ACCESS Central University of South Bihar, Gaya, India
https://orcid.org/0000-0002-7900-0868
Manuscript ID:
EDU-2020-09013511 Saurav Kumar
Assistant Professor, Amaltas College of Education, Bihar, India
Volume: 9
Ranjan Kumar Singh
Issue: 1 Research Scholar & ICSSR Fellow, Department of Teacher Education
Central University of South Bihar, Gaya, India
Month: December
Abstract
This study aimed to investigate the attitude of the teacher’s towards inclusive education as the
Year: 2020 attitude of teachers or executors has a significant impact on the successful implementation of in-
clusive education. The population of the study comprised all pre-service and in-service teachers
P-ISSN: 2320-2653 of the Gaya district of Bihar. Out of this population, a sample of 108 pre-service & in-service
teachers (associated with primary and secondary school) were selected through quota sampling
technique from 11 institutions (belonging to the government and private management system). We
E-ISSN: 2582-1334
wish to discover teachers’ attitudes towards inclusive education among their different demographic
variables i.e. Mode of service, Gender, Locality. An attitude of teachers towards Inclusive Edu-
Received: 20.10.2020 cation questionnaire, was used for data collection. Collected data were statistically analyzed by
using Frequency counts, Mean, Standard Deviation (SD), Standard Error of Mean and ` t ` test.
Accepted: 25.11.2020 Among the total participants n= 108, 48.14% were pre-service teachers & 53.33% were in-service
teachers, 50% teachers associated with the urban area & other 50% teachers living in rural areas,
48.14% were female & 53.33% were male. The result shows that attitude of teachers towards in-
Published: 01.12.2020 clusive education was moderate to a favorable level. Pre-service and urban teachers had a more
positive/favorable attitude towards inclusive education than the attitude of In-service and rural
Citation: teachers, respectively. In contrast, there was no significant difference between the attitude of male
Singh, Shiba, et al. “A and female teachers towards inclusive education.
Keywords: Inclusive education, Attitude, Pre-service teachers, In-service teachers
Study of Attitude of
Teachers towards Inclusive
Education.” Shanlax Introduction
International Journal of India is the biggest democratic country in the world. Being a quasi-federal
Education, vol. 9, no. 1, nation, the core quality of its constitution, which is mentioned on the very first
2020, pp. 189-197. page i.e. preamble is justice, liberty, equality, and fraternity for all the citizens
of the country. These core qualities would be only attainable by integrating
DOI: peoples, all sections of society, by providing them inclusive education. Inclusive
https://doi.org/10.34293/ education aims to promote democratic principles and values and beliefs relating
education.v9i1.3511
to equality and social justice to all.
Education is the biggest social equalizer but it becomes the biggest
discriminatory tool when everyone is not included judiciously according to
This work is licensed their special needs. We have seen that children with disabilities and other
under a Creative Commons disadvantaged groups are not welcomed equally in the schools and are not
Attribution-ShareAlike 4.0 given educational opportunities as per their differentiated needs.
International License

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They are considered to be a burden on society accept their diversity, respect their individuality,
and the education system as well, which resulted in create opportunities for full participation in every
their exclusion from normal life and hence turning aspect of schooling so that they can reach up to their
education against our constitutional values. optimum potential.
Moreover, the history of education shows that the
education system from the beginning was divided Rationale of the Study
into two systems of education, namely special Today Inclusive Education is a widely accepted
education and general education. Those who have approach of the 21st century because it helps in
different disabilities were admitted to special schools unfolding the hidden potential of the students,
and those who do not have any kind of disability ensure the right of every individual without any
were enrolled in general schools (Dash, N. 2006). discrimination and make a universally inclusive
But this view has been changed over some time. Now environment for the maximum development of
Inclusive education has taken center stage all over the children as we know that we all have equal
the world, particularly in introducing educational rights despite much difference. Inclusive education
reforms to prevent exclusionary practices. For the felicitates the idea of acceptance; promotes wider
better nourishment of children with special needs social acceptance, peace, and cooperation.
and disabled many education reforms, policy The most important responsibility of the proper
amendments and different pedagogical strategies and function of inclusive depends upon the involvement
practices have been adopted across the nation-states. and cooperation of teachers, parents, and community
Nowadays, inclusive education has become the best leaders. To the successful implementation of
tool for social, political, and economic inclusions of inclusive education, a positive attitude is required.
children with special needs. It has become a matter It may be of society, peers, parents of the children,
of entitlement-a fundamental human right rather teachers, administrator’s etc. the most important
than a privilege or charity for children with different for the successful implementation of an inclusive
abilities. approach in the classroom depends upon the
Inclusive Education: This education system attitude of teachers. Therefore, prioritizing inclusive
accommodates all learners, children, and young education as an integral part of the education system
people with or without disabilities in a common is not enough but the attitude of teachers for inclusion
education system to learn together in a conducive is equally important. Teacher’s attitude is important
environment. It also talks about all stakeholders in for the successful implementation of Inclusive
the system such as learners, parents, community, Education and contributing great impact on the
teachers, administrators, and policymakers, to teaching-learning process in the classroom (Sharma,
be comfortable with diversity and take it as an et al, 2008, Hattie, 2009). Costello and Boyle (2013)
opportunity rather than a problem. and Goddard and Evans (2018) reported that primary
Inclusive education is not only associated with pre-service teachers’ attitudes towards inclusion
targeting excluded section of societies or children were generally positive and strengthened across the
but also it welcomes diversity, benefiting all training years. Monje (2017)found three distinct
learners, providing equal access to education and viewpoints that emerged on inclusion: Believers,
making appropriate provisions for certain categories Non-Believers and True Believers. The Believers
of children without excluding them. The definition and True believes both supported full-inclusion. The
highlights the point that inclusion is not about Non-Believers did not support full inclusion for all
meeting the needs of the disabled at the expense students with disabilities. The negative attitude of
of non-disabled but it is a reciprocal process that teachers towards IE affects teaching effectiveness &
benefits both; UNESCO (2009). Inclusive education teaching-learning process of Students negatively and
comprehensively talked about the diversities among creates a hurdle for the success of Inclusive Education
individuals. It does not only accept the children with (Gal, Schreur and Engel-Yeger, 2010, Cassady,
special needs into the regular classroom but also 2011, Taylor and Ringlaben, 2012). Daane, Beirne-

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Smith, and Latham (2000) suggested a need for Hypotheses of the Study
proper training of teachers because teachers perceive • H1: There would be a significant difference
themselves as unprepared for inclusive education between Pre-service and In-service Teachers
because they lack appropriate training in this area. regarding their attitude towards Inclusive
Khan, Hashmi and Khanum (2017) also recognized Education.
teachers’ capacity as an essential component of • H2: There would be a significant difference
inclusive education and recommended that inclusive between Male and Female Teachers regarding
education should be a part of pre-service and in- their attitude towards Inclusive Education.
service teacher education. Bansal (2018) about the • H3: There would be a significant difference
majority of the teachers agreed (53.8%) that all between Rural and Urban Teachers regarding
students should be educated in the a regular classroom their Attitude towards Inclusive Education.
and because of inclusive education, they improve
academically (52.3%) and have a positive effect on Operational Definition of the Terms Used
social and emotional development (47.6%). Both An operational definition of the terms used in the
disabled and non-disable children got opportunities present study is given below.
for mutual communication (56.9%). 26.1% of the Attitude: Attitude is considered one’s thoughts
teachers were not sure about inclusive education or ideas regarding one’s feelings that influence
practices. The studies (Minke et al., 1996; Balboni behaviors related to a particular issue. Attitude is
and Pedrabissi, 2000; Opdal & Wormnaes, 2001; an individual’s viewpoint or disposition towards
Wall, 2002; Agbenyega, 2007; Das and Kattumuri, a particular object (a person, a thing, or an idea).
2011) finally conclude that attitude, concerns and According to Jung, “An attitude is a readiness of the
perception of teachers towards Inclusive Education psyche to act or react in a certain way.” Tuckman
affect the implementation of it. Since the teachers’ (1992) defines”Attitude is a cognitive function of
attitude has a significant contribution to successful a human being expressed through the affective
implementation of inclusive education; therefore, the domains. It is considered as an individual’s continuing
researcher wanted to investigate that: interpretation, general feeling or liking and disliking
• What is the level of attitude of teachers towards on any event, person or any behavior.” In this study,
Inclusive Education? the attitude of teachers towards inclusive education
• Is there any difference between Pre-service is defined as a generalized tendency to think, feel and
Teachers and In-service Teachers regarding respond towards inclusion. Operationally, the level
their Attitude towards Inclusive Education? of total attitudes of teachers towards inclusion refers
• Is there any difference between Male and to the total score of the 42 items in the attitude scale
Female Teachers regarding their Attitude could be range from 42 to 126. The higher score
towards Inclusive Education? on the scale suggests that respondent is relatively
• Is there any difference between Rural and Urban more positive towards the inclusion of children with
Teachers regarding their Attitude towards disabilities.
Inclusive Education? Teachers: In this study,it refers to two types
of teachers, In-service teachers, and Pre-service
Objectives of the Study teachers.
1. To study the level of attitude of teachers towards Inclusive Education: Inclusive education refers
Inclusive Education. to an education system which accommodates all
2. To study the attitude of teachers towards children regardless of their physical, intellectual,
Inclusive Education concerning: social, emotional, linguistic or other conditions.
• Mode of service For the present study, inclusive education means
• Gender including children with special needs, differently-
• Locality abled students in the regular classroom that have
been designed for children without disability. In

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the present study, inclusive education refers to From the above table, it is clear that the number
children with special needs with normal children in a of teachers according to their variables were
mainstream school. almost the same; the reason behind it was that the
researcher used Quota Sampling Techniques (equal
Method and Procedure proportionate to their demographic characteristics)
The descriptive survey method was employed in to select the respondents for the study from different
this study. The population for the study consists of educational institutions.
all pre-service and in-service teachers of the Gaya To measure the attitude of teachers towards
district of Bihar. Quota sampling technique was used Inclusive Education the researcher adopted the
for sampling purposes. The selected respondents “Attitude towards Inclusive Education Rating
(pre-service teachers and in-service teachers up to Scale” developed by Dr. Indu Garg and Smt. Sudha.
secondary schools) were working in government Sameer Pingle. The scale contains total of 42 items
and private schools and institutions located in Gaya in which there were 25 negative statements and
district of Bihar. We initially decided to take a 17 positive statements. This scale deals with the
sample of 200 teachers from different educational four components of inclusive education i.e. basic
institutions. But due to the lockdown of pandemic philosophical issues, feasibility issues, collaboration
COVID-19, data collection from 108teachers could issues and perception towards children with special
be done only. A detailed description of the sample needs. It was a three-point Likert scale having three
composition is shown in Table-1. types of response options; Agree, Disagree and
Neutral. The calculation of the positive items score
Table 1: Demographic Variable-wise
having Agree = 3 points, Disagree = 1 point, and
Distribution of the Sample
Neutral = 2 points and in the calculation of negative
Teachers’ Frequencies
Categories % statements, it becomes vice-versa. The total attitude
Characteristics (N)
score ranged between 42 (minimum score) to 126
Pre-Service
52 48.14 (maximum scoring). A higher score on the attitude
Teachers
Mode of scale indicates a positive attitude towards inclusive
In-Service
Teachers 56 53.33 education and fewer scores present a negative
Teachers
attitude towards inclusive education.
Total 108 100
For collecting the data, the researcher visited the
Rural respondents and administrated the questionnaire with
54 50.00
Teachers
clear instructions and confusions of the respondents
Locality Urban were resolved. The raw data gathered from the
54 50.00
Teachers
respondents were tabulated, analyzed and interpreted
Total 108 100 statistically by using Shapiro-Wilk Test to check the
Male normal distribution of attitude scores of teachers and
56 53.33
Teachers some statistical equation made, i.e. Mean, Standard
Gender Female Deviation (SD), Standard Error of Mean and `t` test
52 48.14
Teachers while the hypothesis were tested at 0.05 alpha level.
Total 108 100 Statistical software SPSS version-20 was used for
data analysis.
Table 2: Normality Test for Teachers’ Attitude Scores
Shapiro-Wilk Test Mean Range Skewness Kurtosis
Teachers’ -.337 -.400
Statistics df Sig. 100.55
Attitude 74-124 (SE 0.233) (SE 0.661)
SE(1.12)
.979 108 .08 (z-score = -1.446) (z-score = -.86)

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Thus, table-2 indicates that the obtained teachers’ Histogram: Normal Distribution of the
attitude scores on the attitude scale were distributed Attitude Score
normally. However, the Skewness value was -.337 for
which z-score was -1.44 which falls in between -1.96
to +1.96 and the kurtosis statistic value was -.400
for which z-score value was -.86 which falls again
in between -1.96 to +1.96. It shows that teachers’
attitude scores on teachers’ attitude scale towards
inclusive education distributed approximately or
nearer to the strong normal distribution. Hence, the
distribution of the sample was fit for the parametric
statistical calculation.

Result and Interpretation

Objective 1: To find out the level of attitude of teachers towards inclusive education.
Table 3: Attitude of Teachers towards Inclusive Education
Total Number of Standard Error
Mean Range SD Z-Score Level of Attitude
Teachers (N) (SE) of Mean
108 100.55 74-124 1.125 11.687 (-2.27 to +2.00) Average to Favourable

It is evident from the table-3 that the range of that the attitude of teachers towards inclusive
raw score of teachers’ attitudes towards inclusive education was moderate to favorable. Approximate
education was from 74-124, and the mean score 19 percent of teachers’ attitude was below average,
100.55 with its Z-score -2.27 to +2.00. whereas, almost 81 percent of teachers attitude
fell between moderate to the most favorable level
(Table-3).

Teachers’ Attitude towards Inclusive Education

concerning their Demographic Variables:
Objective 2(a): To compare the attitudes of Pre-
service teachers and In-service teachers towards
Inclusive Education.
It is evident from the above table indicates that H01: There is no significant difference between
the mean score obtained on the attitude of teachers the attitude of Pre-service teachers and In-service
towards inclusive education was 100.55. It suggested teachers towards Inclusive Education.
Table 4: Teachers’ Attitude across their Mode of Service (Pre-service and In-service Teachers)
Mode of t-value Sing. Value (two- Table value of
N Mean SD SEM DF Sig
Service (calculated) tailed) or (p-value) ‘t’ at 0.05 level
Pre-Service 52 103.35 11.525 1.598
2.455 0.016 1.98 106 #
In-Service 56 97.95 11.326 1.513
#Significant

From table-4, it could be seen that the calculated inclusive education. The mean score of Pre-service
t-value is 2.45, which is higher than the expected teachers was greater than the means score of In-
value of the t-table that is 1.98 at .05 significant levels. Service teachers; therefore, it can be concluded that
Thus the null hypothesis is rejected and we can say attitude of Pre-service teachers was a more positive/
that there is a significant difference in the attitude of favorable attitude towards inclusive education than
Pre-service teachers and In-service teachers towards the attitude of In-service teachers.
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Objective 2(b): To compare the attitudes of Male H02: There is no significant difference between
Teachers and Female Teachers towards Inclusive the attitude of Male teachers and Female teachers
Education. towards Inclusive Education.
Table 5: Teachers’ Attitude across their Gender
t-value Sing. Value (two- Table value of
Gender N Mean SD SEM DF Sig
(calculated) tailed) or (p-value) ‘t’ at 0.05 level
Male Teachers 56 99.73 11.81 1.57
0.75 0.455 1.98 106 #
Female Teachers 52 101.42 11.60 1.60
*Not Significant

From table-5, it could be seen that the value of Objective 2(c): To compare the attitudes of Rural
the calculated t-value is 0.75, which is less than the and Urban Teachers towards Inclusive Education.
expected tabulated t-value of 1.98 at 0.05 significant H03: There is no significant difference between
levels level. In this situation, the null hypothesis was the attitude of Rural teachers’ and Urban teachers
not rejected. From the result, it can be concluded towards Inclusive Education.
that there was no significant difference between
the attitude of male and female teachers towards
inclusive education.
Table 6: Teachers’ Attitude across their Locality
t-value Sing. Value (two- Table value of ‘t’
Locality N Mean SD SEM DF Sig
(calculated) tailed) or (p-value) at 0.05 level
Rural 54 97.89 12.31 1.67
2.416 0.17 1.98 106 #
Urban 54 103.20 10.49 1.42
#-Significant

From the perusal of table-6, it is explicit that The result is in congruence with the study conducted
the calculated t-value is 2.14, which is greater than by Belapurkar and Pathak (2012), Chavhan (2013),
the expected tabulated value of 1.98. 0.05 level of Bhakta and Shit (2016), Guria and Tiwari (2016),
significance. Based on this statistical finding, we can Jain (2017), Kalita (2017), Bansal (2018), Chanda
conclude that the null hypothesis is rejected. We can and Behra (2018), Parmanik and Barman (2018),
say that there is a significant difference in teachers’ Saloviita (2018), Singh (2018) and Das, et al., (2019).
attitudes towards inclusive education across their A study conducted by Bindhu and Niranjana (2014)
locality. It is also evident from the table that the in Kerala showed a negative attitude of teachers
mean score of the urban teacher is greater than towards inclusive education.
the mean score of rural teachers concerning their Another important observation deducted from
attitude towards inclusive education. Hence, it can the result was of the first null hypothesis (H01) is
be concluded that urban teachers were more positive not accepted and found that there is a significant
towards inclusive education. difference in teachers’ attitudes towards inclusive
education across their mode of service. This
Discussion difference in results might be due to pre-service
This study was conducted to know the teachers’ teachers are studying inclusive education as a
attitudes towards inclusive education. The results of semester-long course in their pre-service teacher
this study depict that (objective1) there is moderate training programs. In contrast, most in-service
to a favourable attitude of teachers towards inclusive teachers have not studied inclusive education as a
education this is due to might be the result of the course in their training programs. They are limited
inclusion of inclusive education in pre-service to only attend some workshops regarding inclusive
teacher programs and in-service teacher programs. education. Another reason for this inconsistency

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in result might be the effect of the duration of the inclusive education and both male and female
training attended. The result of the study is similar to teachers have the approximately same level of
the study conducted by Bhakta and Shit (2016) that, attitudes towards inclusive education. The findings
too, showed a more favourable attitude of pre-service of the present study led the researcher to conclude
teachers on inclusive education in comparison to in- that urban teachers are a more favourable attitude
service teachers and also suggested the reason that towards inclusive education than rural teachers.
teacher training courses made them more conscious
towards inclusive education. The hypothesis (H02) Implications
not rejected indicates that no significant difference The result of the present study would be helpful
between the attitude of male and female teachers in understanding the level of attitude of teachers
towards inclusive education and sex does not play a towards inclusive education as well as understanding
significant role. The very similar result revealed by different demographic factors acting behind
some of the studies (Shane and Christopher, 2013; teachers’ attitudes towards inclusion. The finding of
Kaur & Kaur, 2015; Bhakta & Shit, 2016; Chanda & the study will be helpful for policy planners to make
Behra, 2018; Paramanik and Barman 2018). Whereas, different policies for inclusion and its successful
most of the study showed that male teachers had a implementation to enrich the quality of life and
more positive attitude towards inclusive education in social development of the nation. The present study
comparison to female teachers (Bansal, 2013; Guria will help define the focus during in-service & pre-
& Tiwari, 2016; Kalita, 2017; Singh, 2018; Das, et al., service teachers training and orientation or awareness
2019). In the studies of Chavhan (2013) and Nanda programs among locales as well also be fruitful for
and Jana (2017), female teachers were found to have the researchers those who are working in the same
more positive attitude towards inclusive education in direction therefore; they may offer recommendations
comparison to male teachers. The third Hypothesis for Inclusive education.
(H03) is not accepted and concluded a significant
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Author Details
Shiba Singh, Junior Research Fellow, Department of Teacher Education, Central University of South Bihar, Gaya,
India, Email ID: [email protected]

Saurav Kumar, Assistant Professor, Amaltas College of Education, Bihar, India, Email ID: [email protected]

Ranjan Kumar Singh, Research Scholar & ICSSR Fellow, Department of Teacher Education,
Central University of South Bihar, Gaya, India, Email ID: [email protected]

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