Author: Manju Singh & Dr. Santanu Biswas
DOI Link: https://doi.org/10.70798/Bijmrd/03050029
Abstract: The integration of disabled students into mainstream public schools has underscored the critical role of teacher attitudes and preparedness in promoting inclusive education. This study investigates the current attitudes of public school teachers toward students with disabilities and evaluates their professional training and perceived readiness to effectively teach in inclusive classrooms. Utilizing a mixed-methods approach, the research draws on survey data and semi-structured interviews with teachers from diverse educational settings. Findings indicate a generally positive attitude toward inclusion, though significant gaps remain in training, particularly in adapting curricula and classroom management strategies to meet diverse needs. The study highlights the necessity of comprehensive pre-service and in-service training programs, as well as institutional support, to enhance teacher confidence and competence in inclusive education. Recommendations are offered to policymakers and educational institutions to better equip teachers and ensure equitable learning experiences for all students.
Keywords: Disabled, Investigates, Professional, Classrooms, Support, Students, Teacher.
Page No: 266-274