Teachers’ Perception Towards Inclusion of Special Educational Need Students in Mainstream Schools, Gender’s Perspectives
Keywords:
Inclusive education, mainstream secondary school, attitudes, Mainstream teachersAbstract
Study intended to investigate the understanding, acceptance and attitudes of male and female teachers at secondary level about teaching of students with special needs in mainstream schools. Design of the study was multiple case study therefore; qualitative data was collected. Semi structured interviews from mainstream teachers, principals and focused group discussions with SEN students studying at 9th and 10th grades were conducted. Study revealed that there is no difference in overall perceptions of male and female teachers towards inclusion of students with special needs in mainstream schools. Both genders were willing only for the inclusion of students having fever level of special needs, however they preferred separate special education for students with severe problems. School heads had difference in their acceptance, as the female school head showed willingness, but the male school heads were not in favor of inclusion of SEN students in mainstream schools. Teachers of both genders were lacking in knowledge, understanding and support required to promote inclusive education. However, male teachers had better understanding of inclusive education as compared to their female counterparts.
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