Attitude of teachers towards inclusive education at elementary level of Golaghat District, Assam (India)

Abstract

In recent years Inclusive Education has emerged as one of the most dominant issue in education. However, inclusive education can be defined as a system where children with special needs and children without special needs from a given community learn together in the same school, it helps both the children with or without disability. In India various policies were implemented for making the process successful. But in reality there are number of students with special needs who are segregated from the system of inclusive education and one of the barrier in the practice of inclusive education is presented by the teacher's attitude towards inclusion. In order to take the process of inclusion into an educational system as a part of a social process, the teacher should realize its importance to a great extent. So the researcher wants to examine to which extent teachers in elementary schools accept the notion of inclusion of children with special needs. Moreover, the researcher also wants to explore the other challenges and barriers towards the implementation of Inclusive Education in elementary education. To make education as a birth right to all, Inclusive Education is absolutely should be the need of the hour.