Elementary School Teachers’ Competencies towards Inclusive Education for Children With Special Needs in Chamarajnagar District
Umesha G.R., Dr. T.V. Somashekar
Competencies, Inclusive Education, Children With Special Needs, Elementary, Teachers.
To ensure that everyone has access to education, the Indian government has launched numerous laws and programmes. Children with specific needs are given special attention in integrated education, special education, and inclusive education. All young learners, including those with and without impairments, are expected to be able to learn together through access to common pre-schools and schools with the necessary infrastructure of support services. The goal of this study is to determine how elementary school teachers in the Chamarajnagar District assess their own and other teachers’ competencies for inclusive education for children with special needs in relation to gender and prior teaching experience. The researcher used a descriptive survey strategy that included a qualitative and quantitative approach. 23 primary school teachers from Chamarajnagar district, Karnataka, who work in elementary schools make up the sample for this study. The researcher created a test called the Teacher Competence Scale towards Inclusive Education, which was used to assess elementary teachers’ perceptions of their inclusive education competencies for CWSN. Both percentage analysis and an independent “t” test were used to assess the data that had been gathered. The confidence level for significance was set at 0.05. According to the statistical findings, there was a substantial disparity in the abilities of male and female primary school instructors to provide inclusive instruction for CWSN. When compared to male teachers working in Chamarajnagar District, female elementary teachers demonstrated greater competences for CWSN’s Inclusive Education. The ‘t’ test further demonstrated that there was no significant difference in the competences of inclusive education among elementary school instructors with different levels of teaching experience. It has been confirmed that teachers are quite prepared to teach CWSN in regular classrooms, but there are few challenges that have an impact on the teaching and learning of these children in general classrooms. Therefore, it is important to give teachers the proper training to deal with the diverse needs of the learners, apply appropriate individualised pedagogy, and use appropriate
Article Details
Unique Paper ID: 159046

Publication Volume & Issue: Volume 9, Issue 11

Page(s): 880 - 887
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