ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com

Teachers’ Perceptions towards Inclusive Education in Primary Schools of Odisha Namita Mohapatra

1.

INTRODUCTION

Inclusive education is a flexible and individualized support system for children with special educational needs. (Because of a disability or for other reason)It forms an integral component of the overall educational system and is provided in regular schools committed to an appropriate education for all. The hallmarks of inclusive education, is the teachers willingness to accept children with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of the study was to examine teachers’ attitudes and their perceived knowledge towards inclusive education in primary schools of Odisha. The respondents (n=200) were the mainstream teachers and Resource Teacher in the primary schools .They were given a set of questionnaire which sought their responses regarding their attitudes and knowledge towards inclusive education. The data were analyzed using descriptive statistics such as frequency and percentages. The main findings show that, in general, teachers have positive attitude towards inclusive education. They agreed that inclusive education enhances social interaction and inclusion among the students and thus, it minimizes negative stereotypes on special needs children. The findings also show that, collaboration between the mainstream and the Resource teacher is important and that there should be a clear guideline on the implementation of inclusive education. The findings of the study have significant implication to the administrators, teachers, parents and other stakeholders who directly involved in implementing inclusive education

2.

INCLUSIVE EDUCATION IN PRIMARY SCHOOLS OF ODISHA

Inclusive Education refers to the education imparted to all types of the Disabled children in general schools with adaption catering to the needs of the children. To provide quality education each child is not only provided with the needed aids and appliances but also suitable teaching learning materials. Inclusive Education forms an integral component of the overall educational system. Prior to Inclusive Education, Integrated Education for the Disabled Children (IED) was included in District Primary Education Programme (DPEP) in the year 1998 and started working in one Block in each of Bolangir, Baragarh, Dhenkanal Gajapati, Keonjhar, Kalahandi, Rayagada and Sambalpur Districts. One District Resource Coordinator, IED with training in Special Education was engaged at District level to look after the education of the children with disabilities. Three special teachers, one trained in Visual Impairment, one in Hearing Impairment and one in Mental Retardation were engaged in each Block to provide resource support to the children with disabilities at school level. Different activities such as Identification of disabled children, Medical Assessment camps, Distribution of Aids and Appliances, Training of Teachers, Parents and the persons related to them Speech Therapy for HI children, Theme based camp etc. were conducted at Block level during DPEP. In the year 2001 the Integrated Education for the Disabled children programme was extended to all the Blocks of the DPEP districts and in the same year this programme was also extended in other 8 DPEP districts such as Koraput, Kandhamal, Boudh, Subarnapur, Nabarangpur, Mayurbhanj, Nuapada and Malhangiri districts in phase –ll.

Page | 169 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com 3.

INCLUSIVE EDUCATION (IE) UNDER SARVA SHIKSHA ABHIYAN (SSA)

SSA is an endeavor to provide eight years of quality education to all children in the 6-14 age groups by 2010.Its main focus is to increase access, enrolment and retention of children as well as to improve the quality of education. The objective of SSA can be realized only when CWSN are included under the ambit of elementary education. The objective of SSA is to ensure that every child with special needs irrespective of the kind, category and degree of disability is provided meaningful and quality education. Hence it emphases zero rejection policy, i.e. no child having special needs be deprived of his right to education.

4.

ACTIVITIES UNDERTAKEN FOR CWSN UNDER INCLUSIVE EDUCATION

 The Identification and Enrollment of CWSN.  Medical Assessment camp for CWSN at Block level.  Assistive Devices for O.I, V.I, H.I, and C.P children.  Braille Books for V.I children. 

Surgical correction of cataract, cleft palate, cleft lip, ear drum and O.I child.

 Theme based camps for CWSN at Block level.  Speech Therapy camp for H.I children.  Physiotherapy camp for C.P children.  Braille Training camp for severely V.I children.  Pre-vocational Training camp for M.R children.  Sports and Cultural Meet for CWSN at Block and District level.  Escort Allowance for severe O.I, C.P, T.B and M.R children.  Exposure Visit programme for CWSN.  Observation of International day for the Disabled at Block and District level.  Skill development camp for CWSN at Block level.  Personality Development camp.  Engagement of Block Resource Teacher and IE Volunteers.  Training of Block Resource Teachers and IE Volunteers.  Training of Regular School Teachers, Parents, SMC members and PEI members.  Foundation course training to teachers (90 days in distance mode).  Summer camp for the CWSN.  Resource center for the CWSN at District and block level.  Construction of Ramps and handrails, disabled friendly toilets at school point.

5.

CATEGORY OF CWSN INCLUDED IN INCLUSIVE EDUCATION UNDER SSA

1. Total Blind (T.B) 2. Low Vision (L.V) 3. Hearing Impaired (H.I) 4. Speech Impaired (S.I)

Page | 170 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com 5. Orthopedic Impaired (O.I) 6. Cerebral Palsy (C.P) 7. Mental Retardation (M.R) 8. Multiple Disabilities (M.D) 9Autism Spectrum Disorder (ASD) For better implementation, monitoring and super vision of IE programme a State Resource Group has been constituted. As per the State Executive Committee under PWS Act 1995 a thematic group on Special Education is also constituted with the persons working in the field of disability as members to suggest on thematic issues on special education to School and Mass Education Department. TABLE -1 shows the number of CWSN Identified, Enrolled and covered Home Based Education in Odisha. TABLE-1 CWSN IDENTIFIED, ENROLLLED AND COVERED IN HOME BASED EDUCATION IN ODISHA DURING 2003-04 TO 2012-13.

YEAR

NO. OF CWSN IDENTIFIED

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

120749 133748 143766 149792 143369 126249 124241 123101 130939 122598

NO. OF CWSN ENROLLED IN SCHOOLS 108544(89.9%) 117528(87.9%) 117056(81.5%) 141973(94.8%) 114819(80%) 115344(91.4%) 116801(94%) 115538(93.9%) 123888(94.6%) 119863(97.8 %)

NO. OF CWSN COVERED IN HOME BASED EDUCATION N.A N.A 5092(3.54%) 5092(3.4%) 2846(1.98%) 2842(2.3%) 2777(2.3%) 2777(2.3%) 6974(5.3%) N.A

Source: OPEPA, Odisha, Bhubhaneswar

6.

REVIEW OF LITERATURE

During the past two decades the inclusion movement have made significant progress in ( a)supporting the rights of children to have their special educational needs identified and met through education legislation and the right of individual with disabilities to equal opportunities (b)minimizing unjustified discrimination and (c)developing support facilities and services for individuals with special needs. M.Kamalam (1996), carried out a study in the primary schools of Tiruverumpur Block in Trichi district. The study focused on the capacity building of the teachers in educating the mild mentally retarded. The teachers gained knowledge about mental retardation after training. Anita Julka (1998) has studied teacher’s empowerment and successful mainstreaming visually impaired children. The study was aimed at examining the various issues and the role of regular and special teacher related to the education of the visually impaired children in mainstream schools On the basis of the findings, the researcher concluded that, if inclusive education is to be the focus of educational policy in future, the reciprocal role of regular and special teachers would be crucial. Parents need to be counseled before the children are integrated in mainstream schools. Heiman (2004) opined that, students can be included in mainstream classes based on a multi dimensional diagnosis including psychological and educational tests. The students usually receive additional academic support from a special education teacher in their regular classrooms or in a resource room. To provide flexible inclusion in the least restrictive environment, the schools need to train more mainstream teachers to handle and cope with special needs students in their classes.

Page | 171 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com

Monish Mohd Ali, Ramlee Mustapha and Zalizans Mohd Jelas (2006) have studied teacher’s perception towards Inclusive Education in Malaysia. In their study they revealed that teachers may form perceptions based on a number of discrete factors that is how the teachers perceived inclusive education programme. They opined on the team effort or collaboration between teachers and how they view the possible ways of improving the related aspects of Inclusive Education. They also indicated that, teachers have a positive perception towards the implementation of the inclusive education programme. They have found some aspects which can be improved such as the collaboration between the mainstream and special education teachers and preparation to train regular teachers in handling and teaching students with special needs .They have suggested providing adequate special teachers and increasing effort in promoting Inclusive Education programme to the public as well as the stalk holders.

7.

PERCEPTION AND KNOWLEDGE OF TEACHERS TOWARDS INCLUSIVE EDUCATION IN PRIMARY SCHOOLS OF ODISHA

IN order to determine the outcomes of the implementation of inclusive education in Odisha a survey on the attitudes and knowledge of primary school teachers regarding inclusive education was conducted. This descriptive study involved regular and resource teachers in primary schools. A sample (n=200) was randomly selected. The respondents were given self rated questionnaire to identify their attitudes and knowledge towards inclusive education. Data were analyzed, using descriptive statistics in the form of percentages based on the three categories. Agree, Disagree and Uncertain. The findings were synthesized according to the aspects of teachers’ perception and knowledge towards inclusive education. Collaboration with Resource teachers and related matters concerning with the implementation of inclusive education. Table 2 depicts the teachers’ perceptions regarding inclusive education in Odisha. Overall the majority of respondents agreed that inclusive education is appropriate for children with special needs at least in theory. For Item-1, only 40.5% of the respondents agreed that children with special needs are academically better in inclusive classrooms. Nevertheless, approximately two-third (66%) of the respondents were in favor of the notions that children with special needs should be integrated into the mainstream classes and that the children would be benefited from inclusive classes (Item -2,3 and 6).Item-4 and 5 shows mixed feelings of the respondents regarding academic performance of special needs and mainstream students in an inclusive setting. In Item-4, about one-third (32%) of the respondents agreed that the placement of CWSN in regular classes negatively affects the academic performance of normal children while the rest (45%) were disagreed and (27%) uncertain. A similar pattern was seen in Item-5, where 40.5% of the teachers disagreed that the academically talented students would be isolated in the inclusive classrooms while 25%ofthe teachers agreed and 34.5% were uncertain. With regard to Item -7, approximately two-thirds (62.4%) of the respondents believed that, CWSN have the right to receive education in general classes. Surprisingly more than half (69.4%) of the respondents believed that the negative stereotype of special needs children can be minimized in inclusive classroom. In particular, labeling of the CWSN can be reduced (Item-8). TABLE-2 TEACHERS PERCEPTION TOWARDS INCLUSIVE EDUCATION

SL. NO. 1. 2. 3.

4.

5.

ITEM CWSN are academically better in inclusive classrooms. CWSN must be integrated in the regular classes In order to achieve the highest level if inclusion it is necessary for CWSN to be placed in regular classes with back up support. The placement of CWSN in regular classes negatively affects the academic performance of mainstream students. The academically talented student will be isolated in the inclusive classrooms.

AGREE (%) 40.5

DISAGREE (%) 27.2

UNCERTAIN (%) 32.3

66

30

4

67

20

13

32

45

27

25

40.5

34.5

Page | 172 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com 6.

CWSN will benefit from the inclusive programmes in regular classrooms. CWSN have the right to receive education in mainstream classes. CWSN will not be labeled as “stupid” or “hopeless” when placed in regular classes.

7. 8.

8.

62.4

15.2

22.4

69.4

11.5

9.1

80

2.1

17.9

COLLABORATIVE EFFORTS BETWEEN MAINSTREAM AND RESOURCE TEACHERS IN INCLUSIVE CLASSROOMS

Table-3 illustrates the perceptions of primary teachers regarding the collaborative efforts between general and resource teachers in an inclusive classroom. Data for Item-1 shows that, the majority of the respondents (82.5%) agreed that the collaboration between the Block Resource Teachers and general teachers is vital in the implementation of the inclusive education. However, almost half (50.2%) of them stated the implementation of inclusive education is effective (Item-2). In terms of who is taking charge of inclusive classroom (Item-3) 60%of the respondents agreed that the mainstream classroom teacher is the one who is in-charge while 20%of the respondents disagreed. In addition, most of the respondents (45%) agreed that the presence of a Resource teacher in the regular classroom could raise difficulties in determining who really is responsible for the children with special needs (Item-4).Finally majority of the teachers (72%) agreed that the role of Resource Teacher is to assist the children with special needs (Item-5). The success of the inclusive programme depends among others, on the attitude of the teachers towards the children with special needs. The collaboration between the mainstream and resource teacher is a critical factor in determining the successful implementation of inclusive education. TABLE-3 COLLABORATION BETWEEN MAINSTREAM AND BLOCK RESOURCE TEACHERS

Sl.no.

ITEM

AGREE(%)

DISAGREE(%)

UNCERTAIN (%)

1.

Block Resource Teachers and mainstream teachers need to work together in order to teach CWSN in inclusive classrooms.

82.5

4.3

13.2

2.

Although the inclusive education is a good concept its implementation is ineffective due to objections from the mainstream classroom teachers.

50.2

35.9

13.9

3.

Mainstream classroom teachers have a main responsibility towards the CWSN placed in their classroom.

60

17.6

32.4

4.

The presence of a BRT in the regular classroom could raise difficulties in determining who really is responsible for the CWSN.

45.3

34.2

20.5

5.

The BRT only helps the CWSN.

72.5

11.5

16

9.

STRATEGIES TO IMPROVE INCLUSIVE EDUCATION

There are several strategies that can be employed in order to enhance the effectiveness of the inclusive education. Table-4 highlights some of the issues that need the attention of all, who involved in implementing this programme. Only 20% of the respondents stated that, the mainstream classroom teachers lack the exposure and the skills to deal with CWSN (item1). The majority of the respondent (80%) agreed that CWSN need extra attention and help in the classroom (item-2) and that these children were seen as having more disciplinary problems when compared to the other children (item-3). The lack of resource teachers and limited resources in the teaching and learning of CWSN (item-4&5) were the critical aspects that need to be improved. Thus the finding shows that when dealing with CWSN, teachers’ willingness to adopt and

Page | 173 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com change is necessary to ensure that the teaching and learning process is carried out according to the abilities of those students. TABLE-4 STRATEGIES TO IMPROVE INCLUSIVE EDUCATION

SL. NO. 1. 2. 3. 4. 5.

ITEM Mainstream classroom teachers have the training and skills to teach CWSN. CWSN need extra help and attention. CWSN committed more disciplinary problems compared to the general students. Mainstream classroom teachers received little help from BRTs. Although inclusive education is important the resources for CWSN in a mainstream classroom are limited.

AGREE (%) 60

DISAGREE (%) 20.8

UNCERTAIN (%) 9.2

80.2 62

7.2 33.4

12.6 3.6

47.7

26.4

26.0

70.2

15.7

14.1

Basing on the result of the study, in general the efforts to implement the inclusive programmes received a positive response from the teachers. In relation to this the implications and suggestions for the school administrators, teachers, parents and teachers training institutes are discussed. SCHOOL ADMNISTRATOR: The active involvement and support of the schools administrators in the implementation of inclusive education programmes is critical. Schools with administrative support for inclusive education demonstrate a significant increase of awareness regarding the concept of inclusion. The researchers demonstrate the complex relationship between the school staff and the school climate and emphasize the importance of BRCCs, BEOs, DEOs, DRTs, DPCs, SRTs etc. in implementing the inclusion successfully. When most of the teachers share in an open dynamic discussion group regarding their believes , difficulties different aspects of teaching and ways of coping with dilemmas, this encourage then in finding better coping solutions and support in their difficulties with the inclusion process. In addition to this the study found that only one resource teacher in the state, one district resource teacher in each districts and three block resource teachers are working in each block. So more BRTs should appointed in each block with attractive salary. TEACHERS: This study has found out that, the inclusive education programme could be successfully implemented if the level of the teachers’ competency is increased. Thus the opportunities to attend courses that are related to the inclusive education programme have to be created, especially for those who lack of exposure and training in special education. Adjustments towards the pedagogical aspects can be trained internally by experienced teachers to the new teachers. The efforts towards a collaborative teaching between general and Resource teachers should be put in place. Literature has shown that the success of the inclusive education depends to a large extent, on the willingness and ability of teachers to make accommodations for individual CWSN. However numerous studies have found that teachers agree that, the inclusive education is important but many find it difficult to apply. PARENTS/S.M.C/P.T.A./M.T.A: Parents have a vital role in implementing inclusive education. All the parents should have knowledge about inclusion. First of all the parents of normal children should accept the children with special needs in the school .So parents need to be counseled before the children are integrated in mainstream schools. The parents of CWSN should contact the Block Resource Teacher at frequent interval to discuss about his/her child’s problems in the school. School management committee also have important role in implementing inclusive education in school. The problems or difficulties faced by the CWSN in schools should be discussed in P.T.A &M.T.A meetings. TEACHER TRAINING INSTITUTES: Specially, the role of teacher training institutes is very important. Teacher training institutes incorporated the concept of inclusion as part of the curriculum which is not enough. It is recommended that, education courses make room for critical discussion regarding issues and concepts of inclusion and teaching effectiveness. The trainee teachers should be given

Page | 174 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com structural opportunities to experience inclusive education in practice. Exposure to observing teaching CWSN is one of the essential components in the process of breaking down barriers and building positive attitudes among teachers.

10. CONCLUSION The discussion in this paper indicated that teachers have a positive perception towards the implementation of the inclusive education programme. However, there are some aspects that can be improved. Such as the collaboration between the mainstream and research teachers and the preparation to train all the regular teachers in handling and teaching CWSN. It has been found that, though 80% of CWSN were identified and enrolled by the IE Volunteers, they were terminated. So tShere is a need to appoint more resource teachers in block and district level with appropriate salary. In addition, there should be an increasing effort in promoting inclusive education programme to the public as well as to the stake holders. REFERENCES [1] Jangira N.K. (1985) : Special education in India- Search for operating in Britain and India. Academic press, Gurgaun. [2] Chandrakar Gopal (1988); Field dependance and sensation seeking abilities of handicapped children. Ph.D, Psy. Ravishankar university Choudhury Ravishankar University of Raipur chhatisgarh. [3] Kohil. Tehal (1988); Impact of home – centre - based training programme to reduced developmental deficits of disadvantaged young children under ICDS scheme in Chandigarh. Independent study. Punjab University. [4] Sharma Sunita (1988); Mainstreaming the visually Handicapped. Indian Educational Review Vol 23 (4), 30-41. [5] Kamalam Maria (1989); Training the Anganwadi workers in timely detection disabilities in children . Unpublished M.Phil. dissertation in Education, Coimbatore, Tamilnadu. [6] Mohite, Prerana (1989); Developing and implementing a classroom instructional programme for children with learning difficulties? [7] Murugandananam . S (1990);Development of Teaching Learning-strategies in teaching impaired children. Unpublished thesis in M.Phil. Education Madurai Kamaraj University.

science

for

visually

[8] Narayan J. (1990) – Comparison of the Effectiveness of Adult and Peer Models on the Learning and Retention of performance skills in Mentally Retarded children. Unpublished Ph.D. Thesis in Education Utkal university, Vani Vihar, Bhubaneswar. [9] Rath Krutibash (1992) ; Self concept Achievement Orientation, anxiety, adjustment among O.H and normal in an integrated Education system. [10] Andrews J & Lupart J (1993), The Inclusive Classroom Scarboraugh, Nelson Canada. [11] Shimmon P. (1995): Mainstreaming Secondary students with Intellectual Disabilities in to Regular Classrooms. An investigation of the perceived training needs of classroom teachers. Masters Thesis at Massey University. [12] Kamalam M. (1996); Capacity building of the Teachers in Educating the Mildly Mentally Retarded Primary School children . Unpublished Ph.D. thesis in Education. Avinashlingam Institute for Home science and higher Education for Women, Coimbatore. [13] Ramalingam, Deepa (1996); Development and Effectiveness of Strategy Training Progamme for Cognitive Learning, Non-Learning Disabled, Learning disabled and Slow Learners. Un published M.Ed Special Education Dissertation, SNDT Women’s University, Mumbai. [14] Heiman, T. (2002). Inclusive Schooling: Middle school teacher’s perceptions. School Psychology International, 23(1), 174-186. [15] Alison. Greaves (2003); Special Education 2000, Rhetoric or reform? ACE Papers May issue 12, P. 58.

Page | 175 Research Publish Journals

ISSN 2348-3156 (Print) International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (169-176), Month: April - June 2015, Available at: www.researchpublish.com [16] Sethy radhava N (2006) Innovative monitoring strategies for quality Education A report, Distance Education Programme Sarva Shikshya Abhiyan (DEP-SSA), An IGNOU- MHRD Government of India project Maidas Garhi New Delhi-110068, M 30 Dec 2. [17] Manisah Mohd Ali, Ramlee Mustapha & Zalizan Mohd. Jelas (2006): An empirical study of teachers Perceptions towards Inclusive Education in Malaysia. International Journals of Special Education Vol.21,No.3. [18] Mohapatra Manoranjan Status of Children with special Needs in Inclusive Set- up in Ganjam District, OPEPA, Odisha, Bhubaneswar. [19] Tripathy Purna Chandra (2010); Impact of Teacher Training on IED on class room transaction and Achievement of Children with special needs in inclusive settings, Research Abstracts Orissa Primary Education Programme Authority, Bubneswar, Volume 10 PP. 28-29. [20] ANGRAU (2010); Imapct of Home Based Education of CWSN State level studies of Andhra Pradesh 7th Meeting of Research and Evaluation Co-Ordinators, SSA Swosti Premium, Bhubaneswar, December 3rd & 4th. [21] OPEPA (2013); Samakaksha, A Booklet on Inclusive Education for Children With Special Needs. Sarba Shiksha Abhiyana, Bhubaneswar.

Page | 176 Research Publish Journals